Gender differences in pre-service teachers’ performance in mathematics and factors influencing it a case study of Enchi College of Education

Abstract

This study was to explore the gender differences in pre-service teachers’ performance in mathematics and related factors influencing it in Enchi College of Education in the Western North of Ghana. For accuracy in the interpretation of the characteristics of participants, a descriptive survey design was adopted for this study. A total of 120 students consisting of 60 males and 60 females were randomly selected for the study. Five mathematics tutors were also randomly selected for this study. A questionnaire and the end of semester examination were the instruments used to collect data which were analysed using both descriptive statistics and inferential. The means of (M=70.70) and (M=64.35) of the male and female students respectively showed that male students performed better than female students in the examination. It was found that female pre-service teachers’ level of Mathematics anxiety was higher than their male counterparts in the college. It was observed that the various student-related perspectives influenced gender differences in performance positively in favour of the males. Also, it was observed that the tutors’ views especially both inside and outside classroom have negative influence on females' performance and positive influence on males’ performance in mathematics. It was recommended that the College of Education Management, in collaboration with the Gender, Equality and Social Inclusion Unit and Quality Assurance, should organize workshops to provide further training in gender sensitive techniques for tutors to transform the negative attitudes and behaviours toward females in classrooms.