Gender Difference in Mathematics Achievement Based on Instruction Through Cooperative Learning among Students in Secondary Schools in Meru South Sub-County, Kenya

Despite growing global interest in improving mathematics outcomes, there has been limited empirical research in Nigeria that has rigorously evaluated the impact of structured after-school intervention programs on low-achieving students, particularly through a gender-based lens. This study addresses this gap by examining the effectiveness of after-school mathematics instruction on the performance of senior secondary school students in Oyo State, Nigeria. The researchers adopted a quasi-experimental pretest–posttest control group design with a 2 × 2 factorial structure. The sample consisted of 92 purposively selected low-achieving students (47 males and 45 females) from eight public, co-educational secondary schools, who were randomly assigned to experimental and control groups. Over the course of six weeks, the experimental group received structured after-school mathematics lessons that targeted foundational skills, while the control group continued with conventional classroom instruction. Data was collected using a researcher-developed Mathematics Achievement Test (MAT), which was validated by mathematics education experts and yielded a Cronbach’s alpha of 0.82. Analysis of Covariance (ANCOVA) revealed a statistically significant improvement in the mathematics achievement of students in the intervention group (F(1, 87) = 114.88, p < 0.05), with a large effect size (Partial η2 = 0.569). Although no significant interaction effect between gender and treatment was observed (F(1, 87) = 0.208, p > 0.05). This study contributes to the limited literature on gender-responsive after-school interventions in sub-Saharan African contexts. Findings support the implementation of targeted support programs to enhance mathematics outcomes for struggling learners, regardless of gender.

This study investigated the predictive potency of teachers’ assessment practices on secondary school students’ academic achievement in Mathematics in the Nsukka Education Zone, Enugu State, Nigeria. A correlational survey research design was adopted. A sample size of 342 Senor Secondary Two (SS II) Mathematics students in Nsukka education zone was used for the study. Teachers’ Assessment Practice Questionnaire (TAPQ) and Mathematics Achievement Test (MAT) were used for data collection. Reliability coefficients of 0.93 and 0.91 were obtained for TAPQ and MAT respectively. Linear regression analysis was used to answer research questions 1-5 while research questions 6-7 was answered using multiple regression analysis. Regression t-test was used to test hypotheses 1-5, while hypotheses 6 was tested using regression ANOVA. All hypotheses were tested at 0.05 level of significance. The findings revealed that formative assessment predicted 38.4%, diagnostic assessment predicted 37.1%, peer-assessment predicted 32%, and self-assessment predicted 26.4% of the variation in students’ academic achievement. Summative assessment accounted for 5.2% of the variance. Importantly, the combined effect of all assessment practices jointly predicted 65.7% of students’ achievement, indicating a significant and substantial influence of teachers’ assessment practices on Mathematics achievement. The study concludes that assessment practices, particularly when used in combination, play a critical role in enhancing students’ understanding, engagement, and learning outcomes in Mathematics. The study recommends that teachers adopt an integrated approach to assessment by combining formative, summative, diagnostic, self-, and peer-assessment strategies, and that educational authority provide professional development and policy support to strengthen the effective implementation of these practices. The findings highlight the importance of diverse and continuous assessment strategies as tools for improving academic achievement in secondary school Mathematics.

This paper contributes to debates on the benefits of single-sex and co-educational school environments by considering both single-sex versus co-educational schools and single-sex versus co-educational classes in co-educational schools. Two research studies provide the empirical basis for this discussion. One study was a 10-year-long investigation of two Australian secondary schools which had been single-sex schools and became co-educational secondary schools over a two-year period. The second study involved a two-year investigation in an English co-educational secondary school where single-sex mathematics classes were introduced for one cohort of pupils for five school terms, after which mixed-sex classes were reintroduced. Evidence relating to academic self-concept, pupil, parent and staff perceptions and academic achievement are discussed. Overall, the evidence suggests that co-educational environments create possible social/interaction disadvantages for girls, but that academic self-concept is not adversely affected by transferring from single-sex environments into mixed-sex ones.

Although the Government of Kenya has been boosting effort in implementing free and compulsory education policy, transition from primary schools to secondary schools, retention and completion at Kenya Certificate of Secondary Education (KCSE) have remained below 100 percent. Hence the study purposed to determine the relationship between learners’ entry behavior and implementation of free and compulsory education in public day secondary schools in Kitui County, Kenya. The study was underpinned on Liberal Educational Theory (LET) and used a descriptive study research design. The target population for the study was 655; 327 public day secondary school principals, 327 Parents Associations (PA) chairpersons of those schools and Kitui County Director of Education (CDE). Data were collected from a sample of 182 respondents; 164 principals, 17 (PA) chairpersons and the Kitui CDE. Data were collected by use of questionnaire for principals, interview schedules for CDE and PA chairpersons and document review analysis. Qualitative data were analyzed based on emerging themes, while quantitative data were analyzed using descriptive statistics. Hypothesis testing was done using the Pearson Product Moment Correlation Coefficient (Pr) method at a significance level of 0.05. The study findings showed that there was a negative and significant relationship between learners’ entry behavior and the implementation (transition, retention and completion) rates (r = -.678; p≤ .01). In view of the forestated results, the study made conclusion that the indirect relationship between the study variables negatively affected the implementation of free and compulsory education. On this basis, the study recommended, among others that secondary school principals should adhere to the policy of admitting candidates regardless of marks obtained at KCPE and promote learners to the next class regardless of performance in previous formative examinations. This, would enhance prospects of 100 % transition, retention and completion in public day secondary schools in Kitui County and Kenya in general.

This study aimed at finding out the effects of Mastery Learning Approach (MLA) on students' achievement in Physics. The study was Quasi-experimental and Solomon Four Non-equivalent Control Group Design was used. The target population comprised of secondary school students in Kieni East Division of Nyeri District. The accessible population was Form Two students in district co-educational schools in the division. Purposive sampling was used to obtain a sample of four co-educational secondary schools. Each school provided one Form Two class for the study hence a total of 161 students were involved. The students were taught the same Physics topic of Equilibrium and Centre of Gravity. In the experimental groups MLA teaching method was used while the Regular Teaching Method (RTM) was used in the control groups. The experimental groups were exposed to MLA for a period of three weeks. The researchers trained the teachers in the experimental groups on the technique of MLA before the treatment. Pretest was administered before treatment and a post-test after three weeks treatment. The instrument used in the study was Physics Achievement Test (PAT) to measure students' achievement. The instrument was pilot tested to ascertain the reliability. The reliability coefficient α was 0.76. Experts ascertained their validity before being used for data collection. Data was analysed using t-test, ANOVA and ANCOVA. Hypotheses were accepted or rejected at significant level of 0.05. The results of the study show that MLA teaching method resulted in higher achievement but gender had no significant influence on their achievement. The researchers concludes that MLA is an effective teaching method, which physics teachers should be encouraged to use and should be implemented in all teacher education programmes in Kenya.

The study was carried out to investigate the effectiveness of Computer Animation Instructional Package on balancing gender achievement and knowledge retention in mathematics in secondary schools. The study was a quasi-experimental type adopting the pre-test, posttest non-equivalent control design type. The population of the study comprised of all senior secondary 1(SS1) students of Government owned secondary schools in Owerri North Local Government Area of Imo State. The sample for the study was 225 students from two purposively selected secondary schools consisting of 127 females and 98 males. The instrument for data collection was a researcher made 30-item objective test questions titled “Mathematics achievement Test (MAT)”. It had reliability coefficient of 0.91 determined using Kuder-Richardson (KR21.). The experiment group was taught Surface area and volume of solids using Computer Animation Instructional Package (CAIP) while, the control group was taught the same concept using traditional approach. The data generated was analyzed using mean and standard deviation to answer research questions while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The result of the study revealed that Computer Animation Instructional Package (CAIP) reduced gender disparity associated with mathematics achievement as there was no significant difference between the mean achievement scores of male and female students taught mathematics using Computer Animation Instructional Package (CAIP). Also there was no significant difference between the posttest and delayed posttest mean achievement scores of students taught mathematics using Computer Animation Instructional Package(CAIP). Based on the result it was recommended that, Mathematics teachers should use Computer Animation Instructional Package (CAIP) to teach mathematics as to reduce gender disparity in mathematics achievement and enhance knowledge retention in secondary schools.

This study examined social Networking and Students’ Academic achievement in Senior Secondary Schools in Ikom Education Zone, Cross River State, Nigeria. The Independence variables examine were: use of Facebook and YouTube while the dependent variable was students’ academic achievement in Mathematics. To achieve the purpose of the study, two research questions and two hypotheses were formulated to guide the study. Literature was reviewed based on the variables. The research design adopted was survey research design. One hundred and sixty-five (165) SS II students who offered Mathematics in public secondary schools were randomly selected for the study. The instruments used for data collection was a 20 – items questionnaire titled “Social Networking and Students’ Academic Achievement Questionnaire (SNASAAQ), and achievement test in Mathematics constructed by the researchers, Independent t-test was used as statistical tool for data analysis. Each of the hypotheses was tested at .05 level of significance. The findings of the study revealed that the use of Facebook and YouTube significantly influenced students’ academic achievement by SS II students in Mathematics. Based on the findings, it was recommended among other things that government/school proprietors should provide in-service training for Mathematics teachers to enhance achievement especially on use of social networking.

This study investigated the relationship among students’ attitudes, teachers’ teaching methods, and mathematics achievement in Lagos State, Nigeria. The study employed a correlational research design. The population consisted of all the public junior secondary school students in Lagos State. The stratified sampling technique was used to select 30 junior secondary schools across the six education districts in the state, and the simple random sampling technique was used to select 900 students from the selected schools. Participants completed standardised instruments: the Student Attitude Questionnaire (α=0.77), the Teacher Teaching Methods Questionnaire (α=0.92), and the Mathematics Achievement Test (α=0.89). The data collected were analysed using frequency, percentage, Pearson product moment correlation, and multiple regression at α=0.05. The majority of the respondents (75 %) were between 12 and 15 years old, of which 341 were boys and 342 were girls. There is a low positive significant relationship between students’ attitudes and students’ mathematics achievement (r=0.24) and between teachers’ teaching methods and students’ mathematics achievement (r=0.17). The multiple correlation coefficients (R) of all the variables were 0.25. The adjusted R2, which estimates the variance of the dependent variable measured, was 0.06. This implies that all the independent variables students’ attitudes and teachers’ teaching methods—made a 6 % contribution to the variance in students’ achievement in mathematics (F=29.029). It is recommended that students be motivated to have the right attitude towards mathematics and that appropriate teaching methods be employed throughout the teaching-learning process.

This research investigates the influence that gender, single-sex and co-educational schooling can have on students’ mathematics education in second-level Irish classrooms. Although gender differences in mathematics education have been the subject of research for many years, recent results from PISA (Programme for International Student Assessment) show that there are still marked differences between the achievement and attitude of male and female students in Irish mathematics classrooms. This paper examines the influence of gender in more detail and also investigates the impact of single-sex or co-educational schooling. This is a follow on study which further analyses data collected by the authors when they designed a pedagogical framework and used this to develop, implement and evaluate a teaching intervention in four second-level Irish schools. The aim of this pedagogical framework was to promote student interest in the topic of algebra through effective teaching of the domain. This paper further analyses the quantitative data collected and investigates whether there were differences in students’ enjoyment and achievement scores based on their gender and whether they attended single-sex or co-educational schools.

Mathematics is compulsory for all learners in secondary schools, as recommended by the Kenya Institute of Curriculum Development (2010). The performance of mathematics has been consistently low and one of the reasons is insufficient Mathematics laboratory. The study sought to determine Mathematics performance among secondary school students. The study instruments that were used included a pre-test, post-test, non-equivalent group experimental design, questionnaires, and an interview schedule. The researcher sampled 298 students and 26 teachers who took part in the study. The Form two students were selected to participate in the study. A sample size that represented the study population was selected using simple random sampling and purposive sampling while stratified sampling was used to select the schools. The study used the Solomon Four-Group design where two groups were formed, one experimental and one control group. The experimental group entered laboratory instructional strategy method while the control group entered conventional instructional strategy method. The respondents were assigned in their complete classes to four groups; experimental groups 1 and 3, and control groups 2 and 4. All the groups were taught the same content of the reflection and congruence. However, groups 1 and 3 were taught using laboratory method while groups 2 and 4 were taught by conventional methods. Groups 1 and 3 were pre-tested prior to the implementation of the laboratory method treatment. Teachers who took part in the study were inducted prior to the study by the researcher for period of three weeks. Mathematics Achievement Test 1 and Mathematics Achievement Test 2, questionnaires and interviews were used to collect data. SPSS was used to aid in data analysis. Chi-square tests were used to establish relationships. The study findings indicated that the laboratory method arouse the learners’ interest, increased learner participation, boosted the performance, enabled learners to develop the necessary skills for more advanced study research and promoted the development of scientific thinking. The study recommends that there is need for teachers to use laboratory method, which ensures that learners are more involved and engaged more in doing Mathematics activities and teachers have to be trained on the use of such pedagogy.

This study was designed to determine the effects of Origami instructional approach on JS I students’ retention in geometry. Two research questions and three hypotheses were formulated to guide the study. The study adopted a quasi-experimental non-equivalent pretest posttest control group design and was restricted to Nsukka local Government Area of Enugu State. Two Co-educational Secondary Schools were drawn for the study, using simple random sampling technique. Out of the two drawn schools, one was randomly assigned to Origami Group (OG) while the other one to the Control Group (CG). A sample of 101 JS one students was involved (65 female and 36 male). The instrument for data collection was geometry retention test (GRT). Data collected were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The result of the study revealed that use of Origami in teaching geometry to junior secondary school students enhanced their retention in geometry. The study also revealed that the use of Origami had no statistically differential effect on male and female students’ retention. The study also revealed that there was a significant interaction effect between gender and instructional material, on retention of the concepts taught during the study. Based on the findings, the researchers recommended that use of Origami should be adopted in the teaching of geometry (mathematics) in primary, secondary, and tertiary levels of education system. It was also recommended that seminars, workshops and conferences should be mounted by professional bodies, federal and state ministries of education on the use of Origami for mathematics teachers, students and others. This will enable the mathematics educators, serving teachers, students and all to benefit from such an approach.

The home environment refers to the physical, emotional, and psychological atmosphere in which a child grows up. The home environment plays a vital role in shaping a student’s performance in mathematics. National Policy on Education (NPE, 1986) has envisaged that, “Mathematics should be visualized as the vehicle of communication to train a child to think, to reason, to articulate and to analyses logically. It should be treated as a concomitant to any subject involving analysis and synthesis. Different types of problem solving are critical to the discussion of problem solving and student achievement because of the potentially different impact on student achievement. The present study aimed to find out the relationship between achievement in mathematics and problem solving ability of high school students. A sample of 434 high school students was selected for data collection. Achievement Test in Mathematics constructed and validated by the investigators and Home Environment Scale constructed and validated by the investigators. Descriptive and differential analysis for further analysis and interpretation. Findings of the study revealed that High School students’ level of Achievement in Mathematics is average. High School students’ level of Problem Solving Ability is average. There is no significance difference between male and female High school students in their Achievement in Mathematics and Home environment. There is a significance difference between rural and urban High school students in their Achievement in Mathematics. There exist a positive and significant relationship between achievement in mathematics and Home Environment among high school students.

This study investigated Quantitative Reasoning Ability as a predictor of Mathematics achievement and how the relationship between both variables varied by sex in public primary schools in Edo South Senatorial District of Edo State Nigeria. Correlational survey research design was adopted. The study population was 14,947 pupils, while a sample of 375 was selected using the Simple Random and Proportionate Stratified Sampling Techniques. Instruments used for data collection were a 15-item Quantitative Reasoning Ability Test (QRAT) and a 30-item Mathematics Achievement Test (MAT), both were presumed to have been validated by experts in the State Universal Basic Education Board (SUBEB). The reliability of the QRAT and MAT was established through test-retest method, yielding coefficients of 0.96 and .98 respectively. Data analysis was conducted using the mean, standard deviation, linear regression, and correlational statistics at 0.05 alpha level of significance. Findings revealed that pupils' academic achievement in quantitative reasoning and Mathematics were high and Quantitative Reasoning significantly predicted Mathematics achievement. Additionally, there was a significant sex-based difference in the strength of the relationship between academic achievement in quantitative reasoning and Mathematics achievement. It was recommended among others that, educators should emphasize the development of quantitative reasoning skill to enhance Mathematics achievement and attention should be given to addressing the sex difference observed in the relationship.

Purpose:
 The purpose of the study is to investigate how the "flipped" classroom impacts Primary 3 Mathematics students' learning and achievement. 
 Methodology:
 In this study, mathematics instruction in Primary 3 was recontextualised using the Flipped Classroom methodology. Using pre- and post-test methodology, a quasi-experimental research design was used with 81 lower essential school students from two private primary schools. Data collection utilised three designed instruments: the Mathematics Achievement Test (MAT), Traditional Flipped Classroom Instructional Guide (TFCIG), and Control Group Instructional Guide (CGIG). The test-retest reliability of MAT was established at 0.75. The study explored the potential benefits of the flipped classroom model in improving pupils' mathematics achievement and interest within the three primary classes. Two hypotheses were formulated and analysed using descriptive statistics for demographics and Analysis of Covariance (ANCOVA) at a 0.05 significance level.
 
 
 
 Findings:
 The findings shed light on the success of using a flipped model to recontextualise math classes at the Primary 3 level in Mathematics in Ilorin South Local Government Area of Kwara State, Nigeria. The findings indicate a significant positive effect of traditional flipped classroom instructional strategy on pupils' academic achievement in Mathematics. However, there was no significant interaction effect between treatment and gender. The conclusion is that the traditional flipped classroom instructional strategy improves pupils' academic achievement, irrespective of gender. This study found a statistically significant effect size for the flipped classroom instructional strategy.
 Unique Contributions to theory, policy and practice:
 This research contribution is twofold. Firstly, the study advances our understanding of the advantages, difficulties, and prospective improvements of flipped learning in Mathematics classes in Primary schools. Secondly, this study helps teachers understand how to integrate the flipped classroom within the learning and teaching system.
 
 The study recommends that school teachers or educators undergo training to implement traditional flipped classroom instructional strategies in math classes effectively.

Purpose: Underperformance of secondary school students in Mathematics is a great concern to all stakeholders in education sector. Efforts have been made by many researchers to arrest this situation, but it seems unresolved. Therefore, this study examined discipline and professional development as prognosticators of student’s academic achievement in mathematics. The study was led by four hypotheses and relevant literatures were reviewed.
 Methodology: Survey research design was used, and the population comprised all secondary schools in South-West Nigeria. Multistage sampling technique was employed: Simple random sampling technique was used to select three (3) out of the six (6) states in South-West, five (5) Local Government Area (LGA) from each state and from each LGA ten (10) schools and 10 students from each school was selected. In all 3 states, 15 LGA, 150 schools and 1500 students were used. Also, purposive sampling method was used to select two (2) teachers of Mathematics from each school. Thus, a total of three hundred (300) teachers of Mathematics were used for the study. Data collection was done by using Discipline and Professional Development Questionnaire (DPDQ) and Mathematics Achievement Test(MAT) with reliability coefficients of 0.82 and 0.86 respectively and content and face validity of the instruments was established by expert in test construction.
 Findings: The findings clearly revealed discipline and professional development as prognosticators of secondary school students’achievement in mathematics. It can be concluded that the two predictor variables are effective in improving students’academic achievement in Mathematics.
 Unique contribution to theory, practice and policy: This investigation has generated baseline data about the importance of discipline and professional development in schools. It was recommended that eenlightenment programmes should be organized on what should constitute the disciplinary measures to take in schools to improve students’ achievement in Mathematics. When correcting misbehaviour educators should focus on strategies for developing self-discipline and for preventing misbehaviour. There should be regular training and re-training programmes for teachers in schools so as to provide a basis for their own personal improvement with regards to knowledge in their areas of study and, by extension, improvement on the performances of their students. A relevant theory is the Glasser Theory of Classroom Management is based on the principles that the classroom environment and curriculum should create a safe place for learning by meeting the needs for belonging, power, fun and freedom (William 2009) . Glasser also stressed helping the students achieve success by teaching them to make appropriate behavioural choices. According to Glasser, behaviour is a matter of choice. A student's behaviour stems from the choices he or she makes. It's the teacher's responsibility to help the students make good choices, which would result in good behaviour.The Glasser Theory states that teachers should stress student responsibility, establish rules that lead to success, accept no excuses, call for value judgments, suggest suitable alternatives, invoke responsible consequences, be persistent, and carry out continual review. The benefit Glasser believed that students will have is that they will be provided with a choice in deciding the curriculum and classroom rules. This will help the students take ownership of the learning process, leading to increased enthusiasm, confidence and participation.
 Teachers employing the Glasser Theory may need to deviate from the classical classroom structure in order to achieve success. Glasser favours having the students work together in small groups. This fosters a sense of belonging, motivates the students to work for the group, and reduces theirdependence on the teacher. When divided into smaller groups, stronger students will help the weaker students, improving relationships and classroom harmony.The Glasser Theory alone won't eliminate all classroom behavioural problems however. Glasser suggests that the teacher organizes the classroom the best way possible to meet students' needs and then intervene with the supplied strategies to improve behaviour (William, 2009). Even when the theory is followed, Glasser concedes up to 25 percent of students may remain unproductive. This theory therefore cannot be the best for this study. Kohn’s theory of classroom management emphasises curiosity and cooperation above all else. This is true throughout Kohn’s discussions on standards, standardized testing, homework, and classroom management. Kohn believes that the students’ curiosity should govern what is taught inside the classroom