Abstract:
The purpose of this study was to compare female students’ attitude towards
mathematics achievement. The study employed a non-experimental comparative
design using stratified sampling, simple random sampling, and purposive sampling.
Questionnaire consisting of attitudinal and achievement tests were answered by 358
female students. Descriptive statistics: frequency, percentages, charts, mean and
standard deviation and inferential statistics: independent samples t-test at a significant
level of 0.05 were used to analyze the study. Perception, experience, expectation,
interest, self-concept and motivation were investigated as constructs that affect the
SHS female students’ attitude and the result shows that (i) female students in single sex schools have positive attitude towards mathematics compared to female students
in mixed-sex schools, (ii) the mean scores of attitude and achievement of female
students in single-sex schools are higher than that of female students in mixed-sex
schools. Results from the t-test show that (iii) there is statistically significant
difference between attitude towards mathematics and (iv) mathematics achievement
of females in single-sex and mixed-sex SHSs. Even though single-sex environment
favours female students’ mathematics learning, female students should be explored
and sent to the school where they will excel in mathematics and single-sex classes
should be practiced in Ghana. Ghana Education Service can adopt single-sex classes
in the mixed-sex schools. Teachers should have regular in-service training to be
familiar with appropriate teaching strategies that suit each school type.
