CHAPTER ONE

1.0 Introduction

As a student teacher, I have taught many subjects in Kefe Memorial Evangelical

Presbyterian Junior High School. This school is at Abotoase in the Jasikan District of the

Volta Region of Ghana. I taught in Basic Seven and eight classes.

The school operates one stream system and is composed of five permanent male

teachers and a female student teacher. The school has a store but lacks a staff common

room, an office and electricity. The buildings are dilapidated and can be described as a

“death Trap” This forces the head teacher to close the pupils anytime the weather

threatens. In performing my role as a student teacher, I have taught many subjects

including mathematics which I taught throughout my stay there. During the mathematics

lessons, I encountered a problem when it comes to answering of questions by the pupils. I

observed that the participation of boys far exceeds that of girls. This phenomenon

prompted me to formulate an action research on “causes of low participation of Girls in

mathematics at Kefe memorial Evangelical Presbyterian Junior High School.

1.1 Background of the Study

All over the world, mathematics is learnt and used to transact businesses such as buying

and selling. It is in this vein that no country undermines its study in their schools. Though

it is taught in every school in Ghana, there is a group of people who suffer a lot of

humiliations and these groups of people are girls. Despite efforts made by various gender

activist to provide a leveled playing field for both boys and girls in mathematics, this

seems to yield no positive results as girls are still relegated to the background when it

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comes to learning of mathematics. It is in this light that the researcher has decided to

research into what causes the low participation of girls in mathematics.

Through observations and interviews during the researcher’s our component of the In-In-

out programme of Diploma in Basic Education at Tapa-Abotoase Kefe Memorial

Evangelical Presbyterian Junior High School, the researcher has realized a lot of factors

that contributed to girls low participation in mathematics.

Robbert Asafo Adjei in his book mathematics for Colleges of Education (2006)

page (15), says mathematics is a subject that involves thinking, abstracting, symbolizing,

generalizing, analyzing and application. These processes, by our society are for men

(boys) but not for women (girls). These girls who are mathematically inclined are given

names such as witches, Yaa-Asantewa, and are thought of possessing some super natural

powers. This makes girls reluctant to take up to the subject.

The researcher had also identified that the subject content is mostly based on boys

experience to the detriment of girls. Instances illustrated in the classroom by teachers are

based on what boys do but not girls. This has lessened and weakened the spirit of girls in

mathematics. Writers of mathematics school textbooks also illustrated girls taking part in

domestic activities whiles boys are portrayed taking part in academic, recreational,

outdoor and leisure activities. This has created a strong imbalance between boys and girls

(Curriculum Research Development Division, CRDD, 1997 page 41).

Also, parent assigns much domestic roles to girls than boys. Mathematics is a

subject that needs constant practice to consolidate its understanding. Before the girls

finish executing those numerous tasks, they are already tired and cannot stay and learn.

Some of the girls also come to school late due to the numerous tasks and only begin the

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mathematics lesson from the middle and at the end of the lesson understands little or

nothing at all. This the researcher has identified as causing low participation and

performance of girls in mathematics.

One major observation the researcher made in the cause of this project is

that, since the low participation of girls in mathematics is an age tong problem, mast of

the mathematics teachers are also males. They therefore do not pay attention to girls

during their lesson. This made the girls to jump to conclusion that Mathematics is for

boys but not for girls and that girls cannot rub shoulders with boys in mathematics.

Danniel O Apronti and Joyce Asante Affull in their book “Teaching mathematics

in Basic schools”(2001) P(17), girls are ridiculed when they make mistakes in class. Boy

may yell at them “Sit down” or “get out” when they try to contribute in class. To add to

theirs, parents from infancy prefer buying scientific toys for their male children and those

that make mere music to the female children. These instances do not urger well for the

development of mathematical thinking of the girl child. In short, both parents and

teachers are gender biased.

In every mansion building, the foundation must be strong enough to carry the rest.

If this problem of girls’ low participation in mathematics is not nip in the bud, it will

endanger their future education. It is this that prompted the researcher to investigate into

the problem to unveil the cause and develop strategies to eradicate it.

Operational Definition of Terms

Extrinsic ---------- not existing naturally in somebody but rather coming from or existing

outside somebody

Gender ---------- the fact of being a male or female

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Intrinsic --------- belonging or existing in somebody naturally and forms part of him or

her

Motivate ------ to make somebody want to do something he/she does not like to do first;

the reason why somebody behaves in a particular way.

Nip in the bud ------ to stop something when it has just begun because you can see that

problems will come from it.

Participate -------- to take part or become actively involved in an activity.

Ward ------- a person, especially a child who is put under a legal training especially in a

school

1.2 Area under study

Tapa Abotoase the capital town of Tapa traditional Area is a small town of about

3.5sq. kms land area. It is bounded at the north by the Volta Lake and a hill at the west.

Other neighbouring towns include Tapa-Amanya, Tapa-Akpavikpo-Gborkpo.

Tapa-Alavanyo, Klagbokorpe and Tapa-Amanfrom. Abotoase is in the Jasikan District of

the Volta Region. It has a population of about four thousand inhabitants of which about

70% are women.

The inhabitants of the town are Akans who migrated from the Ashanti Region in

the 18th century. The name “Abotoase” originated from the Akan words “Aboto” which is

a tree and “ase” meaning under, as the hat made by the first migrant was made under an

“aboto” tree. They celebrate a biannual festival called Frikosou Festival. Though it is an

Akan speaking town, the Ewes have dominated the other tribes due to the lake which they

use in fishing. Other tribes include the Fantes, Kotokolis, Hausa’s, Tsokorsis, and

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Krachi’s just to mention few.

The people are mostly farmers and traders. Yam, cassava, potato, maize

and large quantity of fish are some of their harvest. This makes it to have the largest and

the most vibrant market of the District which comes on every four days. There are five

Junior High Schools, eight primary schools and six Kindergartens. Despite the large

number of schools, the people attach little importance to education, something that can be

attributed to the presence of the lake and the vibrant market. The town been a commercial

town cannot boast of a hospital, modern places of convenience, portable water and access

road. The town is engulf by filth produced on market days.

1.3 Statement of the problem

The problem of low participation of girls in mathematics has been identified at the

researcher’s school of attachment during the out component of the In-In-Out programme.

The researcher observed that female participation in mathematics is not encouraging.

1.4 Purpose of the study

Purposes of the study into the low participation of girls in mathematics at Kefe

Memorial Evangelical Presbyterian Junior High school at Abotoase are as follow:

(a) To identify the causes of female low participation in mathematics

(b) Examine the effects of girls’ low participation in mathematics

(c) Develop strategies and methods to improve the participation of female pupils in

Basic eight class in mathematics

1.5 Significance of the study

The Ghana Education Service, Non-Governmental Organization and gender activist had

made a several attempts to arouse the interest of girls in mathematics. For instance, in

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1987, the government in collaboration with the Ghana Education Service establishes

science, Technology and Mathematics Education (STME) clinic for girls to motivate and

equip them with mathematics and scientific knowledge.

It is the belief of the researcher that, this work when completed will suggest to

gender activist, N,G,Os and GES to adopt other means of coaxing girls to fully take part

in mathematics since former attempts seems to have little impact on girls. When the

problem under study is solved, it will build confidence in girls. The girls will be

courageous enough to answer questions in mathematics lessons even if they are not sure

of their answers. This will bring about a strong competition between the male and female

learners in the classroom. It is also the hope of the researcher that this work will add to

the existing knowledge of teachers as to how to make and teach mathematics in a more

girl-friend manner. The teacher will also give opportunities to both boys and girls. This

will invoke the interest of girls in mathematics. Teachers will also use clear and

unambiguous language when giving instructions in mathematics lessons.

The problem under study when solved will suggest to curriculum planners and

writers of mathematics textbooks to be unbiased when illustrating pictures in their books

and creating scenerios. The researcher believes that this work will serve as a guide to

parents and guardians and the society to have equal respect for both boys and girls.

Parents and guidance will come to realized that what boys can do girls can do better.

1.6 Research question

Research questions are the questions that give direction to the study. According to

Robson (2003), the research questions to which you seek answers also help in

determining the strategy. It also help to narrow the scope of the research to specific

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questions the researcher want to answer. The following are the questions that will direct

the researcher to carry out his research successfully.

(a) What are the causes of low participation of girls in mathematics at Kefe memorial

E.P.JHS?

(b) Are the teachers responsible for the low participation of girls in mathematics in

the school?

(c) Are there any relationship between mathematics and gender?

(d) What should teachers do to arouse the interest of girls in mathematics?

(e) What strategies and methods will help to improve the participation of girls in

mathematics?

(f) What are the adverse effects of girls’ low participation in mathematics?

1.7 Delimitation

The researcher has confined his work to only pupils of Tapa Abotoase Kefe memorial

Evangelical Presbyterian Junior High School; the research does no cover the whole

school but basic eight pupils. In the Basic eight class, the research covers only the female

pupils. The study does not also cover other subjects taught in the school but confined to

only mathematics.

1.8 Limitation

Initially, the researcher wanted to use all the Junior High Schools in Abotoase as his

source of obtaining relevant information for this project. Despite this hope, however, the

researcher has come to notice that time constraints will hamper successful results. Hence

the research work was conducted at Kefe Memorial Evangelical Presbyterian Junior High

School Basic eight only.

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 1.9 Organization of the study

Organization of the study deals with all the aspects or areas the researcher wants

to cover chapter by chapter in the whole research work. The study has been organized

into five main chapters. These chapters have their sub-division.

Chapter one consist nine subdivisions. These are a brief introduction, Background

to the study, Area under study, Statement of the problem, purpose of the study,

significance of the study, Research questions, Delimitation, limitation and Organization

of the study.

Chapter two deals with a review of related literature. The chapter is subdivided

into three sections, section one (causes), Section two (effects), Section three (remedies)

and a summary of the chapter.

Chapter three comprises Research design, population, sample selection, Research

instruments, Sampling procedure, Pilot study, Data collection procedure and method of

data analysis.

Chapter four is made up of presentation and analysis of data results,

Discussions, findings summary of major findings, conclusion and suggestion for the

future Research.

Chapter five covers suggestions and recommendations intervention measure, post-

intervention measures and conclusions.

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 CHAPTER TWO

Review of Related Literature

Reviewing related literature is the act of placing ones work in the context of

what has already been done and establishing the basis of what gaps exist in the previous

research which ones work is likely to fill. It provides a framework for further research.

This chapter deals with reviews of related literature on the problem understudy. This

chapter has three main divisions; Introduction to the chapter, the body (which is made up

of three sub-divisions-section one, section two and section three which looked at causes,

effects and strategies to remedy the problem respectively), and summary of the literature

reviewed.

Introduction

The problem under study is “causes of low participation of Girls in mathematics

at Kefe Memorial Evangelical Presbyterian Junior High School (E.P.J.H.S). This problem

was identified by the researcher and has decided to find ways to nip it in the bud.

Section One (Causes)

According to Robert-Asafo Adjei (2006) in his book, “Mathematics for Colleges

of Education ““mathematics as we know is a subject which involves thinking,

abstracting, generalizing, symbolizing and applying. Theses processes, by our society are

9
of men (boys) but not for women (girls). Women (girls) therefore suffer discriminations

when they take up the subject mathematics. This idea makes women fear to take the study

of mathematics.

Stipek,D. Granlinski et al (1991) in their journal “Gender Differences in children’s

Acheivement –Related Belief and Emotional Responses to Success and Failure in

Mathematics “ maintain that “Girls have lower expectation for themselves in

mathematics than boys and girls believe that they do not have mathematics ability”. They

continue to say that “when girls do poorly in mathematics, they attribute their poor

performance to their inability to do mathematics.

Gutbezhl, J. (1995) adds that “Girls positive attitudes towards mathematics decline as

they grow older” this was stated in their book entitled ‘Rural Elementary Students

Attitudes towards mathematics”.

According to Gutbezahl, J. (1995) in his book “How negative experiences and

attitudes undermine Females mathematics have an enormous impact on girls performance

in mathematics “Girls internalized their teachers’ and parents’ negative comments

attitudes towards, mathematics which become self-fulfilling prophecies.

Leach, L. (1994) in their book “Sexism in the classroom: A self-quiz for Teachers says

“Girls low participation and their negative attitude towards mathematics and Science are

greatly affected by teachers’ attitude.

Kschwartz, Wendy et al (1992) voice it out in their book “Equal Mathematics

Education for Female Students” that ‘when girls begin to physically mature, they focus

more on their bodies and less on their intellectual abilities or themselves as people; As a

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result, their Self-esteem decreases. They continue to say that “Teachers unconsciously

pay attention to the male students than to female students’.

Blevins-Knabe et al (1991) in their book “Parents Beliefs about the development of

Pre-school Children’s number skills point it out that ‘parents’ belief about the girls could

clearly be detrimental to their daughter’s beliefs about mathematics;

Hanson and Blackmore, (1993) state in their book “Suitable activities for

Mathematics” that ‘mathematics lesson without any manipulative activities for learners

could be a cause of their low participation and makes them hate mathematics;

Kemeth and Moore (1989) point it out that “If teachers do not reinforce female

during mathematics lessons, it cause their low participation. These can be seen in their

book “Instructional strategies”

Mcsheffrey, K (1992) in their book “Mathematics Experiences of women and Girls:

A narrative Inquiry” suggest that ‘Teachers inability to connect mathematics to real-life

situation affect the female students’ mathematics Experience;

According to Robert Asafo-Adjei (2006) in his book “Mathematics for Colleges of

Education” said “In a typical Ghanaian home, the girl child and her mother do all the

house chores whiles the boy virtually does nothing or best goes loitering. This put the girl

at a disadvantage situation. In the school, we have gender biases. Girls are expected to set

fire for science class, group leaders are always boys and girls are not expected to do

subject such as mathematics and science which are thought to be male subjects;

Section Two (Effects)

According to Gutbezahl, J. (1995) in her book “How negative Experiences and

attitude undermine Females’ mathematics Confidence and Performance”. A review of the

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literature says ‘Because girls believe that they cannot achieve in mathematics, they do not

achieve in mathematics’. She continues to say that ‘This would go on a long way to affect

their J.H.S examination results at the end their course.

Combell, P. (1992) says in the book “mathematics Science and Your Daughter.: what

can parents do? That ‘The low participation of girls would affect their performance at the

end of their course which would hinder their progress to the next grade and Senior High

Schools and courses they would like to study.

Pettitt, L. (1995) adds that ‘The low participation of girls in mathematics would make

them not to recognize the relation between the study of mathematics and their future

aspirations. Because the study indicated that girls may not realize that their preferred

future careers can require course work in science and mathematics; this he said in the

book “Middle School Students Perception of Mathematics and Science ability and related

Careers.

Section Three (Strategies)

This section deals with strategies that could be adopted to rescue the victims of the

identified problem.

According to Schwartz, Wendy et al (997) in their book “Equal mathematics

Education for Female Students says that “Teachers must consider girls’ developmental

issues as they interact with them by drawing female students attention away from their

bodies and focusing them on their intellectual abilities especially in mathematics. They

also suggested that ‘Teachers should pose more co-operative task during mathematics

instruction in order to support girls learning style.

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 Bono D. (1991) in her book “The impact of co-operative learning on Suzy and Jane’s

Attitude about Mathematics” maintain that girls would enjoy mathematics if they

increase their time on mathematics tasks, and have positive emotional reaction to the

subject if they were taught in a co-operative setting. During mathematics instructions,

teachers need to use co-operative learning techniques I order to foster positive attitude

towards mathematics in their female students’.

Diamond, J (1994) says “Girls needs to learn mathematics in a co-operative

atmosphere and that they need to more mathematics and science related experiences,

since they have fewer such experiences than boys’. He also maintains that “Girls are co-

operative learners in mathematics rather than competitive learners. In order to encourage

girls’ performance in mathematics, mathematics teachers should consider a more co-

operative approach (group learning) to mathematics. This was sited in the book “Sex

Differences in Science Museum; a Review;

According to Pettitt, L. (1995) in the book “Middle School Students Perceptions of

Mathematics and Science Ability and Related Careers” suggests that it seems prudent for

mathematics and science teachers to discuss with students the many Professional fields

that require mathematics and science.

Swetman, D. (1995) says “In order to improve girls performance in mathematics,

teacher needs to facilitate positive attitudes in girls towards mathematics. This was taken

from his book ‘Rural Elementary Students Attitudes towards mathematics.

Clewell, Beatrice et al (1991) in their book “women of colour in Mathematics,

Science and Engineering: A review of the literature” suggest that ‘Teachers must help

bring down barriers girls face by encouraging them to have positive attitudes about

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themselves in mathematics, participating in mathematics and science classes, and explore

careers in mathematics and science.

Compbell, P (1992) in her book “mathematics and science and your daughter: what can

Parents do? Says ‘Parents must talk to their daughters about the importance of

mathematics and its necessity in certain careers. In one section of her book, she declares

that ‘Teachers must encourage parents to foster positive attitudes in their daughters

towards mathematics and science. This would improve girls’ attitudes and participation in

mathematics and science.

According to Getbezahhl, J. (1995) in her book “How negative Experiences and

Attitudes undermine Female. A review of the literature “states clearly that “Teachers and

Parents’ expectation for girls performance in mathematics must consider what girls are to

have that opportunity to achieve in mathematics.

Blevins-Knabe, Belinda et al (1991) says that ‘Teachers must encourage parents of

girls to have higher expectation for their daughters. This was stated in their book “Parents

Beleifs about the Development of Pre-school Children’s Number skills”.

Daniels, et al (1990) in their book “Changing Gifted Girls Attitudes towards

mathematics add that ‘Teachers can improve gifted girls performance in mathematics

working with them on problem solving skills during mathematics instructions; ‘Teachers

also should encourage girls to participate in mathematics activities after school (such as

mathematics clubs) or outside of school; and discuss with girls their option of choosing

careers in mathematics.

According to Eccles, Jacquelynne et al (1993) in their book “Age and Gender

Differences in Children’s Self and task Perception during Elementary School” says

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“Boys and girls feel more or less competent in certain subjects. Boys tend to feel more

competent in Sports and mathematics, whereas girls feel more competent in reading and

Music. Clearly, teachers need to raise girls feeling of competence in mathematics.

However, teachers could also incorporate reading and music into mathematics

lessons. This would show girls that mathematics is present in subject in which they

already feel competitive; girls would be more enthusiastic about mathematics.

Robert Asafo-Adjei (2006) in his book “mathematics for Colleges of Education

‘stated there “There is the need to make the learning of mathematics more girl-friendly.

This can be done by making the curriculum, classroom and school environment very

conducive to the full participation and success of girls in the study of mathematics. He

continue to say that ‘Parents must learn to treat their male and female wards equally by

presenting them with similar or the same opportunities. The teacher on the other hand

must learn to counteract the effects of certain biases in the school system by being very

selective in the choice of teaching-learning materials suggested or recommended by the

syllabus or provided in the textbooks. For example, the teacher can retell a gender-biased

story in a given textbook so that the bias there will be eliminated.

Williams, A. (1989) present in his book “Class, Race and Gender in American

Education” that Teachers should examine standardized tests or test in general to be sure

that wording of questions does not include societal attitude or stereotypes about race or

gender. This is to ensure that female students are not subjected to cultural, or gender

biased tests.

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 Orenstein, F. (1993) voices out in his book” Utilization of Teacher workshops to

Enhance Early Exposure to Gender Equity and mathematics Education for Young Girls in

Pre-school setting that ‘Teachers must be aware of gender-biased behavior in the

classroom environments and eliminate it and create atmosphere conductive for boys and

girls to have equal opportunity to learn mathematics’.

The researcher has seen that all the literature reviewed boil down to four (4) main cause

of the problem. These are Teachers Attitudes, lack of positive Reinforcement, Gender-

biased practices in the classroom and parents low expectation for their girl child.

However, the researcher has identified two major causes out of the four causes as the

causes of low participation of girls in mathematics at Tapa-Abotoase Kefe memorial E.P

J.H.S. These are lack of positive reinforcement and gender biased practices in the

classrooms and homes.

Under section two; various effects of low participation in mathematics by girls were

discussed by different authors from different point of view. They said girls’ low

participation in mathematics can retard their progress to the next classes. The researcher

sides with them because pupils are promoted according to their performance in various

subjects in their previous stages. The researcher felt it is true that it may affect the girls’

Basic Education Certificate Examination (B.E.C.E) results. This could be an obstacle on

their way to the senior high school and even if they enter the Senior High School, it may

reflect on the causes they choose to do at the high schools which eventually affect their

future careers.

In section three of this chapter, different strategies were developed to curb the

problem. As indicated by Williams, A (1989), teachers must observe closely, text items,

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their wording and then re-word or retell a story to remove the biased aspect in it so that

no group will be subjected to gender biased test. The researcher felt it was in place since

the mathematics teacher of the researched school creates scenarios that favors boys than

girls in the classroom, textbook illustrations portrays boys doing more competitive work

than girls and questions set during the B.E.C.E covers boys experiences than girls.

These cause girls to perform poorly in mathematics.

The researcher also sided with Woofolk (1987) when he stated in his book

“Reinforcement system” that ‘one programme that has been successful is the “taken

reinforcement system. In this system, students earn tokens by performing teacher-desired

actions or behavior related to classroom work. The researcher agrees with him because

the positive reinforcement will cause and sustain the pupils’ interest in mathematics.

Summary

Most of the literature the researcher had access to were in foreign context.

Although numerous literatures were reviewed, it is obvious that all boil down to similar

findings. Some of the similar findings include the decline of girls’ positive attitudes

towards mathematics as they mature, the impact of parents and teachers low expectations

of girls on their performance in mathematics, girls low expectation for themselves in

mathematics, gender biased practices and inability of mathematics teachers to connect the

learning of mathematics to real-life situation during mathematics instructions.

The researcher has also identified some of the causes apart from the above

mentioned. Theses include lack of positive reinforcement and motivation and the use of

gender biased illustration in school textbooks by writers of the books.

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 Also relevant, the researcher discovered that the problem of low participation of

girls in Tapa Abotoase E.P J.H.S is greatly affecting the population of the school. Since

they perform poorly in mathematics, they feel they cannot progress to the next a stage

and therefore play truancy which eventually leads to school drop out. This anomaly could

be reverted by giving equal opportunity to both boys and girls during mathematics

lessons, giving positive reinforcement to the pupils to motivate them, using teaching-

learning materials which are girlfriend, unbiased and encouraging parents to encourage

their daughters to challenge boys in mathematics. When all these are put in place, more

girls will be seen in the school performing wonders.

CHAPTER THREE

Methodology

Research methodology is a means by which necessary information and data is

collected using specific procedures that are relevant and suitable. It is used to arrive at a

conclusion to a study. This chapter deals with information on research design, permission

from the headmaster of the school of attachment, the population of the study, the sample,

sampling procedure, instruments of the research, data collection procedure and data

analysis plan.

Research Design

The research design used for this study is an action research. Action research is a

type of research in which the researcher works in collaboration with others to solve an

identified problem in order to effect a change. Its main aim is to clear a hurdle and

improve a problem if it cannot be completely eradicated. Action research has a lot of

importance some of the benefits are as follows:

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 (a) It is participatory in that; it involves the teacher in its inquiry. Thus the

participation teacher can easily identify the problem;

(b) Knowledge obtained is intended to be applied in a local setting.

(c) It is also collaborative in that, it involves other people as part of the share enquiry.

Permission from the Headteacher

On the 14th day of February, 2008, the researcher humbly contracted the

headteacher of Tapa Abotoase Kefe Memorial Evangelical Presbyterian Junior High

School (E.P.J.H.S) to seek permission to carry out a research on the topic “causes of low

participation of Girls in mathematics at Kefe memorial E.P J.H.S.

The head teacher noticing the relevance of the topic gave the researcher the go

ahead without delay. After the permission was granted, the researcher began the project

with all the facts at his disposal.

Population

According to the Cambridge International Dictionary, population is “all the

people living in a particular country, area or place. Population also covers all living

things located in a specific geographical area as their habitant. In this case of ours, the

population is the group of people the research is finding information about.

Target Population

According to D.O Gasu et al (2007), P (23) target population is the group of

people who are of interest to the researcher. It is all the people the researcher intend to

cover for his research work. The target population of this study is all girls at Kefe

memorial E.P.J.HS. Meanwhile, the total population of the school is ninety-eight (98),

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made up of seven (7) teachers and ninety-one (91) pupils of which forty(40) are boys and

fifty-one are girls.

Accessible population

According to Daniel JKD and Daniel O.G (2007) in their book “Guidelines for

writing project work”, accessible population is a small group drawn from the target

population which the researcher can conveniently work with. They continue to say that

mathematically, it is the subset of the target population. The accessible population of this

study is all basic eight girls of the Kefe memorial E.P J.HS.

Sample

Looking at the accessible population of thirty (30) girls in basic eight, the

researcher thought it wise to reduce the number to fifteen (15) pupils. Three teachers and

two parents were also included. The fifteen pupils were selected through simple random

sampling.

Sampling Procedure

In terms of sampling procedure, it shows how the researcher chooses his sample

as said by D.O Gasu and Daniel J.K.D (2007). Sampling procedure helps the researcher

to select respondents for the purpose of his study. In this research work, the researcher

uses simple random sampling.

Simple Random Sampling

Simple random sampling is a process in which individuals in a captive group or

chooses population have equal probability, opportunity and independent chance of been

selected as a member of the sample (Borg and Gall 1989 pg 249-254). The researcher

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selected fifteen girls’ three teachers, and two parents through simple random sampling.

All the girls were asked to pick a rolled piece of papers with the inscription “COME” and

“GO” written on them. Those who picked “COME” were selected for the study. Table

3.1 below represents the number of people involved in the study.

Table 1.1

People involved Number of people Cummulative of people

Pupils 15 15

Teachers 3 18

Parents 2 20

Research Instruments

According to Gay (1992), all research involves data collection since all studies are

designed to either test hypotheses or answer research questions. Research instrument are

all the methods, techniques and strategies used by the researcher to collect data on the

topic under study. He employs this means to achieve his goal of the study. This

instrument includes observation, interviews, pre-test, intervention and post-intervention

data collection.

Observation

According to the Oxford Advance Learners Dictionary 6th edition, observation is

the “the act of watching somebody or something carefully for a period of time, especially

to learn something”. According to Morrison (1993), observation enables the researcher to

gather data on physical setting, human setting and programme of study. It employs vision

as it main means of data collection. Observation is also natural in that, the observer sees

things as they occur or happen in their natural setting. It may be participants or non-

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participant with the former being involved in by the observer whiles the later does not

involve the observer. It helps the researcher to have first hand information and to have the

actual look at happening with no adulteration. The researcher after observing try to undo

the confusion in the situation.

The researcher uses this instrument in order to access the performance of female

learners and their participation during mathematics lessons. He also uses observation to

compare the participation of girls in their mathematics lessons to that of other subjects

observed. The instrument is also used to identify problems as they evolve in a real life

situation.

Interview

“Interviews are face-to-face contacts the researcher had with a cross-section of

people he want to elicit information from” (Dompreh D.K.K 2003).

It is a form of questioning characterized by the fact that it employs verbal

questioning as its principal technique for data collection. It is an oral questionnaire. It is a

two-person conversation initiated by the interviewer, and responded to by the subject for

specific purpose of obtaining relevant information. Tuckman describes it as a means of

getting access to what is in somebody’s head, what the person knows, what he dislikes or

like and what he thinks of.

The researcher in this work interviewed some of the teachers of the school since

they were handling the pupils before the researcher came and therefore have more

information on them. On the part of parents, the researcher interviewed them since they

are the stakeholder in the performance and education of their wards. The researcher

22
moves from house to house on Thursdays to interview parents since do not work on

Thursdays at Abotoase. Information elicited from parents contributed greatly to achieving

these project goals.

The interview was successful since the researcher understands the local language

of the interviewee. Discussions were based on pertinent issues hampering the

participation of their female wards in mathematics.

Pilot Study

According to D.O Gasu (2007), pilot study explains the using of a small number

of respondents who will use the instruments in order to find out if there will be some

problems in the administration of the instrument. It is use to pre-determine problems

which are likely to crop up when dealing with the larger group. Borg and Gall (1980)

maintain that a new instrument should be subjected to a field test with a population

similar to that from which the sample is taken. They also suggested that a prototype test

should be developed and administered to a sample from the target population. The group

to which the pilot study is administered must have the characteristic of the sample

population.

With regard to this, the researcher conducted a pilot study in basic nine class of

the Kefe Memorial Evangelical Presbyterian Junior High school on the 28th February

2008. All problems that arouse from the pilot study were corrected before the main

research began.

Data Collection procedure

At the process of conducting this research, the researcher observes various lessons

in his first week to ascertain the degree of the problem. The researcher also observes

23
other three lessons apart from the mathematics lesson. Girls’ participation in all the three

lessons was excellent. He realized that the problem was with mathematics and this can

affect them at the end of their course. The researcher observed that the teachers of the

other subjects reinforce and motivate female learners in the class but the mathematics

teacher does not. This, the researcher notes is killing the interest of girls in mathematics.

The researcher also observed that the mathematics teacher is also gender biased;

thus he does not give equal opportunity to both sexes. He also makes negative comments

about the female learners such as “you can only chase big men in town”. The researcher

also conducted a test for the fifteen female respondents to see their performance in

mathematics. The result of this test will be seen under data analysis plan.

Intervention

Giving Positive Reinforcement and Motivation

The researcher in his attempt to combat the problem of low participation of girls

in mathematics, planned a mathematics lesson on the topic “deducting the rule of a

mapping” with the whole class. The female learners were informed that the female pupil

that will answer the first three evaluation questions correct will get five exercise books

and three pens. Further more any other female who answer the fourth and fifth questions

correctly will get a biscuit worth fifty Ghana pesewa (50G.P).

Female learners were advised to try their best not because of gift but to enable

them climb the academic ladder. This, the researcher does to motivate female learners

24
since intrinsic motivation helps than extrinsic motivation. The researcher also reinforces

the female learners verbally with encouraging words like ‘excellent’. ‘Good’ and ‘you

will be the next president of Ghana’.

During a Parent Teacher Association (P.T.A) meeting, the researcher seized the

opportunity to talk to parents to handle their female wards with care. They were told not

to give them too much work in the morning before coming to school and after school.

Parents were also advice to discard the idea that education is not for girls and that the

girls’ place is in the kitchen. Girls can do better as boys and even better than boys.

The researcher further will write a letter to the Curriculum Research

Development Division (CRDD). The content of the letter will advice the division to plan

the content of the mathematics curriculum to be base on girls. They are to advice printing

presses to illustrate girls in school textbooks undertaking activities such as doctors,

teachers, nurses, engineers and pilots. This will ginger them to learn hard. Lessons after

this intervention see more girls participating and willing to answer questions even if not

sure of their answers.

Gender Sensitivity

The researcher observes that the mathematics teacher is gender biased. Therefore

during the implementation of his intervention lesson gender sensitivity techniques were

employed and questions were evenly distributed among both sexes. The researcher also

put pupils into small co-operative learning groups during instructions and made some of

the girls’ group leaders alongside their male counterparts. To the issue of answering

questions, boys are only called when a girl’s attempt to answer the question fails. This is

25
because the boys normally put up their hands anytime questions are asked. The researcher

also uses clear simple and an unambiguous language during instruction to make the

understanding of the subject content very easy.

Post intervention

Evaluating the outcome of the intervention measures by the researcher to see how

the situation has been saved is what is referred to as post intervention. Its main purpose is

to ascertain whether or not the problem under study is being brought under control.

After motivating, reinforcing, making them leaders of study groups and their

parents talk and advices to the female learners, their participation in mathematics has

improved tremendously. A test was also conducted for the fifteen girls of the basic eight

class. According to the test results, majority of the girls perform above average as

compared to the pre-test which saw most of the girls’ performing poorly. Their high

participation and performance is due to the intervention measures put in place earlier.

Data Analysis Plan

The table below shows the data analysis plan for the results of the pre-test conducted at

the pre-intervention stage of this work

Table 1.2

Range of marks Number of pupils Percentage%

7- 10 3 20

4- 6 0 0

3–0 12 80

From the table, it is clear that 80% of the pupils representing twelve pupils

perform poorly and failed the test, no one performs averagely, and 20% representing

26
three pupils perform above average. This mean that, out of the fifteen pupils only three

past the test whiles twelve of them failed completely.

After the intervention, the researcher conducted another test to verify the impact

of the intervention on the pupils. The table below shows results of the post-intervention

test.

Table 1.3

Range of marks Number of pupils Percentage( %)

7- 10 12 80

4–6 2 13.3

3–0 1 6.7

From the table, it is obvious that 80%of the pupils representing twelve of the total

number performed above average, 13.3% representing two (2) pupils performed

averagely and one pupil representing 6.7% performed below average. The high

performance put up during the post-intervention test is as a result of their high

participation in mathematics lesson. In other words, their participation has reflected on

their performance and their participation is due to the intervention measures adopted by

the researcher.

27
 CHAPTER FOUR

Results, Finding and Discussions

This chapter presents research findings of the study. It also contains a description

of data obtained from the various research instruments used as well as their discussion

and how the data was organized and analyzed.

Description of Data Obtained From The Instrument Used.

Table 1.1

28
Researcher’s observation on Motivation of Girls By Teachers To Learn Their Subjects

Observation Number of Teachers observed Percentage %

Motivation 3 75

No motivation 1 25

Total 4 100

From the above, the table shows the number of teachers who encourage and motivate

girls to learn their subjects. Three other teachers whose lessons were observed encourage

girl to learn their subjects. This constitutes 75% whiles the mathematics teacher

representing 25% does not motivate girls to learn his subject.

Table 1.2 Teachers’ Responses on Gender Sensitivity in the Classroom.

Responses Number of Respondents Percentage %

Yes 3 75

No 1 25

Total 4 100

Table 4.2 show the number and percentages of teachers that give equal opportunity to

both boys and girls and those who are gender biased during instruction in their respective

subjects. The three teachers of other subjects who were interviewed say they give equal

opportunity to both boys and girls. This constitutes 75%. The mathematics teacher says

he does not give equal opportunity to both sexes since paying attention to girls’ wastes

much instructional time. This represents 25%.

Table 1.3

Pupils Responses on Their Interest In Mathematics

Responses Number of respondents Percentages %

29
 Yes 4 26.7

No 11 73.3

Total 15 100

From the above table, it is obvious that only four female pupils constituting 26.7% like

mathematics. Eleven female pupils representing 73.3% dislike mathematics due to the

mathematics teachers’ attitude towards them. This makes the pupils to have low

expectation for themselves in mathematics.

Table 1.4

Percentages of Female Pupils who contribute during mathematics lessons

Responses Number of respondents Percentage %

Active contribution 3 20

No contribution 12 80

Total 15 100

Table 1.4 shows the number and percentage of pupils’ contribution during mathematics

instructions. The table indicates that only three pupils representing 20% of the female

learners contributes during mathematics lesson. Twelve female pupils constituting 80%

do not contribute at all during mathematics lessons.

Table 1.5

Parents Responses on Their Expectations for wards in mathematics

Responses Number of respondents Percentage %

Yes 0 0

No 2 100

30
 Total 2 100

The table shows that the two parents do not have high expectation for their female wards

in mathematics. This constitutes 100%. None of the parents even expects that his ward

could do better in mathematics. This represents 0%.

All the causes the researcher found to be the major causes of low participation of

girls in mathematics can be organized into three main groups. These are: Teachers

attitudes towards pupils, Parents attitudes towards their wards and pupils attitude towards

themselves. In using the research instruments, the researcher has seen that they have

produced similar findings. The general outcomes of the study deduced from the data

collecting instrument are as follows:

(a) The mathematics teacher does not encourage the female learners to learn

his subjects

(b) Male and female learners are not given equal opportunity to contribute

during mathematics lessons

(c) The mathematics teacher makes deligatory remarks about the female

learners and this has dampened their spirit in learning mathematics

(d) All the girls forming the sample population except four does not like

mathematics

(e) Parents do not have higher expectation for their wards in mathematics

Using the two data collection instrument, the researcher realized that they

produced similar findings too. Using observation, the researcher has seen that the female

pupils were not asking questions and not answering questions in the class but the

mathematics teacher careless about them. Also, he makes negative comments about the

31
girls. The researcher in his quest to combat the situation used the following strategies to

improve the situation.

(a) Giving equal opportunity to boys and girls to contribute during

mathematics instructions.

(b) Giving positive reinforcement and motivation to pupils.

(c) Advice parents to have equal expectation for their wards (male and

female) in mathematics.

All aspects of the problem were not solved. The aspect of the problem concerning

the female pupils was dealt with. This was due to the unwillingness of parents to give the

researcher more information about themselves with the mind that the researcher is

invading their privacy.

Despite the fact that all aspect of the problem was not addressed, female pupils

participation in mathematics in the basic eight class of the school has improved

tremendously after the intervention process.

CHAPTERFIVE

Summary, Conclusions and Recommendation

This chapter of the project presents the summary of the project, conclusion and

recommendation

Summary

The researcher observed that during mathematics lessons, the female pupils were

reluctant to participate. This was seen in terms of asking and answering question class

32
activities and individual work. The researcher was worried that this could affect them in

their third year and at the end of the junior high school course. The researcher used two

instruments namely observation and interview to find out the cause of this identified

problem. In using observation, the researcher wanted to check whether the problem was

existing generally in all the subject areas or it is peculiar to only mathematics. Three

other subjects were observed by researcher. In the three observed lessons in the other

subjects, female participation was excellent.

Realizing that the problem is peculiar to mathematics only, the researcher

interviewed the female learners. The results of the interview revealed the following: only

four out of the fifteen female pupils like mathematics, the mathematics teacher gives

deligatory remarks about the female learners which dampen their mathematics spirit.

Not satisfied with that, the researcher interviewed the teachers whose lessons

were observed and the mathematics teacher. It was clear from the interview results that

all the teachers except the mathematics teacher do not motivate, encourage and give equal

opportunity to both boys and girls to contribute during his lessons. The researcher, after

coming out with the causes of low and non-participation of girls in mathematics at the

pre-intervention stage, planned an intervention lesson to curb the situation. The

intervention includes giving positive reinforcement to pupils, motivating female learner

and giving equal opportunity to boys and girls to contribute during instruction.

The researcher also uses ‘token system’ of motivation and reinforcement. He gave

exercise to the pupils and told them that the female pupils who answer the first three

questions correctly will get three exercise books and two pens. Furthermore, any other

female pupil who answers the fourth and the fifth questions correctly will get a biscuit

33
worth fifty Ghana pesewa as her reward. This gingered them and they answered almost

all the questions correctly henceforth, their participation is more active than before. The

researcher gave equal opportunity to both boys and girls to contribute during instruction.

Questions were also evenly distributed between both sexes during mathematics lessons.

After the administration of the intervention process, the researcher has realized that there

is an improvement in the female pupils’ participation in mathematics.

Conclusion

Although three major causes of the females’ low participation were identified by

the researcher, he dealt successfully with only one. These aspects are teachers’ attitudes

and beliefs, parents’ low expectation for their wards and pupils’ low expectation for

themselves. The researchers notice that teachers’ attitudes and beliefs towards their pupils

is the major cause of the problem. He therefore planned an intervention lesson to help

him curb the problem of low participation among female pupils. After the intervention

lesson, the female pupils’ participation and performance in mathematics has improved.

They can now ask questions in class and answer questions even if they are not sure of

their answers.

Recommendation

An aspect of female low participation in mathematics was addressed. This aspect

of the cause is teachers’ attitudes and beliefs towards their pupils. The other aspects of

the problem that are not solved completely include parents’ attitudes and beliefs towards

their wards and pupils attitudes towards themselves. This was due to the time span of the

34
project and parents unwillingness to provide the researcher with relevant information.

Therefore, further future research into the problem should address:

(a) Parents attitudes, beliefs and expectation about mathematics for their female

wards

(b) Students attitudes and expectation towards mathematics

(c) Modification of the intervention process and research instruments used

35
 REFERENCES

Blevins Knabe et al (1991) Parental Beliefs about the Development of pre-school

children’s Number skills. (PP13-14)Washington D.C WEEA Publishing Center

Bono. D. (1991) The impact of co-operative Learning on Suzzy and Janie’s

Attitude about Mathematics (PP52-53) Eric Document Service

Compbell P, (1992) Mathematics Science and your daughter: what can parents

do? What works and what doesn’t? Ways to evaluate programs for girls in Mathematics

and Science Series Washington D.C WEEA Publishing center

Clewell B. and Anderson, B (1991) women of colour in Mathematics, Science

and Engineering: A Review of the literature: Washington D.C Center for women policy

studies

Daniel, R, and Lamb J. (1999) Changing Gifted Girl’s Attitude towards

Mathematics Eric Document Service

Diamond J, (1993) Sex differences in science museums. A review. Curator vol.

37, n.1 (pp 17-24)

Eccles, J, et al (1993) Age and Gender Differences in children’s Self Task perception

during Elementary School. Child Development vol. 64 n.3 (pp 830-847)

Skipek D,and Granlinski, H,(1991) Gender Differences in children, Achievement-

Related Beliefs and Educational Responses to successful and failure in Mathematics.

Journal of Educational psychology, vol.83n.3 (pp361-371)

Swetnman D, (1995) Rural Elementary Students Attitudes towards mathematics.

Rural Education, vol16, n.3 (pp20-22)

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 Williams A, (1989) Class, Race and Gender in American Education, Eric

Document Service

Woolfolk M, (1987) Reinforcement systems. London Longman Group

37
 APPENDIX ‘A’

Interview Questions for Teachers

(1) Do you give equal opportunity to boys and girls in your class? Yes No

If yes how do you do it? ……………………………..

If no why? ……………………………….

(2) Do you motivate females to learn your subject? Yes No

If yes, how? ………………………

If no, why?.......................................

(3) Which comments do you make about your pupils?

Positive comments Negative comments

If positive how?..........................................

If negative why?..........................................

(4) Which methods and strategies do you employ during lesson delivery?

Please explain briefly your methods ands strategies.

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 AAPENDIX B

Interview for Parents

(1) Do you encourage your wards to learn mathematics? Yes No

If yes, how?................................................

If no, why? ………………………..

(2) Do you have equal expectation for your male and female wards? Yes No

If yes, how do you show it?.................................

If no why? ……………………………….

(3) Is mathematics gender –related? Yes No

Explain briefly

39