Abstract

Although empirical literature is amassed with debates about plausible explanations for the relatively low academic performance in mathematics among female students in college or university, very little is known locally. Therefore, the aim of this study was to explore the factors that affect female students’ academic performance in mathematics with a focus on the BSc and BEds students at Chancellor College. The researcher used an exploratory mixed methods design to deeply and broadly explore the issue. Variables for the quantitative phase were generated in the initial qualitative phase. These included work load, math self-efficacy, teaching and learning practices etc. The succeeding quantitative phase made us of a multiple regression to identify independent variables that significantly explain performance in mathematics. The results of the multiple regression indicated that while mathematics self efficacy and workload significantly explain mathematics score (performance) parents’ level of education does not. The findings do not confirm some past study results that had indicated that parent’s level of education can explain students’ performance and reaffirms study results that indicate that workload and self-efficacy can explain performance. The findings may be useful to guide the authorities on measures to improve the Beds and BSc female students’ mathematics self-efficacy when they arrive in college.

More details

School	: School of Education
Issued Date	: 2018

Download full document