Female Students’ Mathematics Performance In SeniorHigh Schools In The Shai-Osudoku District Of GreaterAccra Region

Aim: The overall goal of this thesis work was to examine gender as a factor influencing math achievement, with a focus on secondary schools in the Shai-Osudoku District of the Greater Accra Region. In that the following were the study’s objectives: To 1.Assess the gender-based disparities in mathematics performance of Senior High School students in the ShaiOsudoku district. 2.Ascertain the impact of societal factors on gender-based disparities in the mathematics performance of Senior High School students of Shai-Osudoku district? Method: The study used quantitative research approach which aims to investigate the influence of gender on math performance among secondary school students in the Shai-Osudoku District of the Greater Accra Region with a sample of 347 students randomly selected from the population using systematic random sampling technique. The primary data was collected using questionnaire and a forty-five-minute multiple choice items mathematics achievement test on statistics and probability. The data collected was analyzed using, the regression tool. Results: The t-test value of -1.02 with 82 degrees of freedom and a p-value of 0.312 indicates that the difference between the means of male and female responses is not statistically significant at a conventional significance level (e.g., p < 0.05). This implies that the observed difference between male and female responses in this study could likely have occurred by chance The study therefore found no significant relationship between the independent variable gender and the dependent variable academic performance among senior high school students in Shai-Osudoku district signifying that students’ performance in mathematics do not largely depends on gender. With regards to objective two, the finding aligns with existing research that highlights the disparities in educational resources and opportunities linked to income status. This suggests an acknowledgment of the role that economic background plays in determining the educational opportunities available to students Conclusion: For research question 1, the mean scores for males (Mean = 2.32, SD = 1.17) and females (Mean = 2.58, SD = 1.11) indicate that both genders recognize factors affecting gender-related disparities in mathematics achievement, with females showing a slightly higher mean response. However, the difference between these means was not substantial. Based on the findings that emanated from the data analyzed, the study concluded that gender has no significant relationship with students’ academic performance in mathematics among senior high school students in Shai-Osudoku district of greater Accra region. Recommendation: There should be a development and implementation of a gender-inclusive mathematics curriculum that showcases diverse role models and examples, highlighting the contributions of both male and female mathematicians and scientists. This can help challenge gender stereotypes and create a more inclusive learning environment for all students. Also encourage teachers to use gender equality and social inclusion (GESI) teaching strategies that cater for diverse learning styles and abilities. Employ innovative and interactive teaching methods that engage students and make mathematics more relatable and enjoyable for everyone