Thesis (MBA)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: Gender inequity in mathematics performance is a global phenomenon. In both the
developed and the developing world, females perform more poorly in mathematics than
males at senior secondary school level.
In Namibia, the situation is no exception. Examination results for the past few years have
shown that males outperform females in mathematics at senior secondary school level.
This has resulted in more males taking mathematics as a major subject at tertiary level,
with the consequence that they subsequently find better jobs than females.
For the purpose of this study, a literature research was done to investigate the factors that
might influence the mathematics performance of females and males. The search did not
show any significant biological differences between males and females that could explain
the differences in performance. Several other factors were, however, identified to playa
role in how females perform in mathematics. The factors identified were: interest in
mathematics, a person's self-concept, mathematics anxiety, attitude towards mathematics,
gender stereotyping, and the roles of the family and teachers.
These factors were tested in the Namibian situation by means of a questionnaire that was
given to Grade 12 students who do mathematics and it was found that:
1. males and females' attitudes towards mathematics differ significantly. Males
seem to have a much more positive attitude towards mathematics;
2. Females experience mathematics anxiety at a higher level than males;
3. Gender stereotyping influences the mathematics performance of females
more negatively than males' performance; Family members' influence contributes significantly to the poorer
performance of females;
5. Interest in mathematics seems to be higher in males than in females;
6. Teacher influence does not seem to play a significant role in the
mathematics performance of males and females. (This is in contrast with the
results of the literature review.); and
7. There is no difference in the self-concept of Namibian males and females.
To help make mathematics more appealing to girls, the first step is to recognise the
disparities. Each person in a girl's circle of family, teachers, community and friends can
begin, even before she reaches primary school, to hold high expectations of her and praise
her performance.
Sophisticated technology is increasingly significant to our nation's economic, political
and social health. Almost every element of society - in fields as diverse as music, sports
and agriculture - is being touched by technology. To prepare them for.these jobs, we
must present science, engineering and mathematics as non-intimidating subjects to every
student, so that they will feel encouraged to gain the skills and knowledge necessary for
technical careers. As we increasingly become part of the global economy, we must
engage the intellectual potential of all our young people. / AFRIKAANSE OPSOMMING: Geslagsongelykheid in wiskunde prestasies is a globale verskynsel. Daar is bevind dat
meisies swakker doen as seuns in wiskunde in die senior sekondere skoolfase in beide die
ontwikkelende sowel as die ontwikkelde lande.
Namibia is geen uitsondering nie. Eksamenuitslae van die afgelope paar jare het gewys
dat seuns baie beter vaar as meisies in wiskunde, spesifiek in die senior sekondere
skoolfase. Dit het tot gevolg gehad dat meer seuns wiskunde neem as hoofvak na skool en
dat hulle gevolglik beter werksgeleenthede as meisies kry.
Vir die doel van hierdie studie is 'n Literatuurstudie gedoen om uit te vind watter faktore
beinvloed die wiskunde prestasies van studente. Die literatuurstudie het geen
noemenswaardige biologiese verskille tussen seuns en meisies uitgewys wat moontlik die
verskil in prestasies kan verklaar nie. Verskeie ander faktore is egter geidentifiseer wat
beslis 'n rol speel in wiskunde prestasies van meisies. Die faktore wat geidentifiseer was,
is: belangstelling in wiskunde, 'n persoon se selfbeeld, wiskunde angs, 'n persoon se
houding teenoor wiskunde, geslags stereotipes, die rol van die familie en onderwysers.
Bogenoemde faktore is getoets in die Namibiese situasie by wyse van 'n vraelys wat
uitgegee is vir graad 12 leerlinge wat wiskunde doen. Die resultate wat verkry is, is as
volg:
1. Daar is 'n groot verskil tussen seuns en meisies se houding teenoor
wiskunde. Dit wil voorkom as seuns se houding meer positief is as die van
meisies;
2. Meisies ondervind wiskunde angs in 'n groter mate as seuns; 3. Geslagstereotipes het 'n negatiewe invloed op die wiskunde prestasies van
meisies;
4. Familielede se invloed speel 'n groot rol in die swakker prestasies van
meisies;
5. Seuns stel meer belang in wiskunde as meisies;
6. Dit blyk asof die invloed van onderwysers nie 'n noemenswaardige rol speel
in die wiskunde prestasies van studente nie; Dit is teenstrydig met die
bevindinge in die literatuurstudie.
7. Daar is geen verskil in die selfbeeld van meisies en seuns nie.
Die eerste stap om wiskunde meer aantreklik vir meisies te maak, is om die dispariteit
tussen seuns en meisies te erken. Elke persoon wat op enige manier met meisies in
aanraking kom, hetsy familie, onderwysers, gemeenskap of vriende kan, selfs voorskool
al, begin om hoë verwagtinge van hulle te koester en hulle te prys vir goeie prestasies.
Gesofistikeerde tegnologie raak al hoe meer belangrik vir ons nasie se ekonomiese,
politiese en sosiale welslae. Bykans elke sektor in ons gemeenskap, so divers soos
musiek, sport en landbou, word geraak deur tegnologie. Die wetenskappe, ingenieurswese
en wiskunde moet dus, sonder intimidasie, aan elke student aangebied word, om hulle
sodoende aan te moedig om die nodige vaardighede te ontwikkel vir tegnies beroepe. Ons
moet al ons jongmense se intellektuele potensiaal ten volle benut om in lyn te kom met
die wereld ekonomie.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/51772 |
| Date | 03 1900 |
| Creators | Olivier, Patricia Joan |
| Contributors | Human, L., Stellenbosch University. Faculty of Economic & Management Sciences. Graduate School of Business. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 145 p. |
| Rights | Stellenbosch University |
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