Socio-cultural factors that influence girls' participation in mathematics in secondary schools in the Oshana education region
| dc.contributor.author | Iipinge, Joseph J. | |
| dc.date.accessioned | 2014-04-30T11:37:03Z | |
| dc.date.available | 2014-04-30T11:37:03Z | |
| dc.date.issued | 2014 | |
| dc.description | A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education. | en_US |
| dc.description.abstract | This study sought to find out how socio-cultural factors (traditions, culture, norms and beliefs) influenced the girls’ participation in Mathematics in the Oshana Education Region. The study addressed the following questions: What are the perceptions of girls toward Mathematics learning in the Oshana education region? What influences do parents and teachers have on girls taking Mathematics as an area of study at high school in the Oshana education region as perceived by girls? What cultural/traditional norms do the girls perceive to hinder their participation in studying Mathematics in the Oshana education region? What beliefs do girls hold about Mathematics in the Oshana education region? Literature has demonstrated the importance of self-concept, motivation and influence from parents and teachers as imperative factors for a change in girls’ perceptions of Mathematics. The study was of a mixed research design that employed both quantitative and qualitative approaches to gather the data. The data were obtained from 216 girls in Grades 11 and 12 classes who were randomly selected from eight secondary schools in the Oshana Education Region. A questionnaire comprising both close-ended and openended questions was used to obtain information from the sample on how socio-cultural factors influenced girls’ participation in Mathematics in the Oshana Education Region. The results showed that the perceptions of girls were influenced by cultural beliefs, child-rearing practices and gender-role stereotypes in the family.Additional barriers to girls’ participation and learning in Mathematics included lack of support from the parents, teachers and peers as well as the masculine belief that Mathematics is difficult. The findings seem to suggest the need to motivate girls starting from primary school to actively participate in the learning of Mathematics. The study recommends empowering and preparing of girls socially, physically and mentally in order to encourage them to study Mathematics beyond secondary school. | en_US |
| dc.identifier.other | Thesis | |
| dc.identifier.uri | http://hdl.handle.net/11070/832 | |
| dc.language.iso | en | en_US |
| dc.subject | Socio-cultural factors | en_US |
| dc.subject.lcsh | Mathematics, Study and teaching(Secondary) | |
| dc.subject.lcsh | Girls, Education (Secondary) | |
| dc.title | Socio-cultural factors that influence girls' participation in mathematics in secondary schools in the Oshana education region | en_US |
| dc.type | Thesis | en_US |