Education in Africa 
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| Title: | Gender differences in the Namibian students' perception of their mathematics classroom environment |
| Author: | Alausa, Yesir Adeleke |
| Year: | 2001 |
| Periodical: | Zimbabwe Journal of Educational Research (ISSN 1013-3445) |
| Volume: | 13 |
| Issue: | 1 |
| Pages: | 22-37 |
| Language: | English |
| Geographic term: | Namibia |
| Subjects: | gender relations pupils mathematics education secondary education |
| Abstract: | Various studies show that mathematics, science and technology are less popular among girls than boys. A number of research findings maintain that the school environment is a significant factor in influencing gender disparities in achievement. The present study investigates how Namibian secondary school students perceive their mathematics classroom environments, particularly determining differences in perception that can be attributed to students' and teachers' gender and the interaction between the two. A questionnaire survey was carried out among 360 grade 10 students in the Khorixas educational region of Namibia. The results show that there are significant differences between male and female students in their perception of the teachers' support; their perception of the maintenance of order and discipline in the classroom; their perceived satisfaction with lessons; and their attitude to mathematics. There is also a significant difference in attitude to mathematics between students taught by male teachers and those taught by female teachers. Each gender has a more favourable perception when taught by their gender. In all these instances, male students have more favourable opinions of the mathematics classroom environment than their female colleagues. All this is an indication that female students need more support and attention from their teachers. App., bibliogr., sum. [ASC Leiden abstract] |