FACTORS CONTRIBUTING TO THE NEGATIVE ATTITUDES OF FEMALE STUDENTS TOWARDS THE STUDY OF MATHEMATICS IN SELECTED JUNIOR HIGH SCHOOLS IN THE TOLON DISTRICT, GHANA

Abstract

The purpose of this study was to investigate the factors contributing to the negative attitudes of Junior High School female students towards the study of Mathematics in selected Junior High Schools in the Tolon District of the Northern Region of Ghana. The study, guided by the interpretivist paradigm, adopted a qualitative approach. The Case Study design was employed for the study. Twenty-four respondents (twelve female students, four Mathematics teachers and eight female non-Mathematics teachers) were selected from the Junior High Schools for face-to-face in-depth oneon-one interviews and focused group discussions through the use of interview guide. Participants‟ responses were analysed manually. The study revealed that factors relating to Mathematics teachers such as, teachers‟ beliefs, attitudes, knowledge, professionalism, demeanor and personality were the major contributory factors to female students‟ negative attitudes towards the subject. In addition, the school environment (both in and outside the classroom), peer influence, the home and the family of the female student, as well as socio-cultural beliefs such as gender stereotyping and gender roles were other major contributory factors. The study also identified laziness, absenteeism, fear and lack of constant practice, which were all within the purview of the female student as other contributory factors. The study suggested some strategies for developing positive attitudes towards the study of Mathematics among female students. These include training and encouraging more female teachers to take up the teaching of Mathematics, providing rewards and incentive packages for female students who excel in Mathematics, sensitizing parents to get involved in the education of their female children, and finally, having patient, discipline and gender sensitive Mathematics teachers who would not only avoid the use of cane but also adopt appropriate teaching methods, as well as concrete teaching and learning materials.