Factors influencing low participation of rural Zimbabwean female students in mathematics

Abstract

This study focussed on factors influencing low participation of rural Zimbabwean female students in mathematics. The research approach and paradigm used were qualitative and interpretive respectively. Participants were purposively selected from three high schools resulting in a sample of eighteen female students and six mathematics teachers. Observation and semi-structured interview guides were the data generating tools. Female students’ participation in mathematics was highly influenced by their negative attitudes towards mathematics; teacher-centred methods, gender stereotypes and inadequate resources in the teaching of the subject. Other factors included lack of female role models and support from parents and family members. The findings suggest the need for gender sensitisation of female students, teachers and the community. Consequently, eradication of gender stereotypes is inferred hence creation of a gender-free teaching environment in the learning of mathematics. We additionally recommend female students’ exposure to female role models, to encourage more participation in mathematics. Parents and teachers are to further enhance female students’ confidence in the subject.