Gender Differences and Determinants of Mathematics Performance in Selected Public Secondary Schools in Morogoro Municipality

Julieth B Simba; Adam  Bago; Kalafunja  Osaki

doi:10.61227/j6bv6980

Authors

Julieth B Simba Bunju ‘A’ Secondary School
Adam Bago Saint Augustine University of Tanzania
Kalafunja Osaki Saint Augustine University of Tanzania

DOI:

https://doi.org/10.61227/j6bv6980

Keywords:

Gender disparities, Mathematics performance, Teacher support, Parental involvement, Secondary education, Tanzania

Abstract

Mathematics performance remains a critical determinant of academic and career opportunities, yet gender disparities persist in many secondary schools, prompting an investigation into the factors influencing female students’ achievement. This study examined gender differences and determinants of mathematics performance in selected public secondary schools in Morogoro Municipality. The study was guided by behavioural and cognitive learning theories. A mixed-method approach with a sequential explanatory design was employed. Data were collected from a sample of 299 students, 10 mathematics teachers, 10 parents, and 5 school heads. Schools were selected purposively, while convenience and snowball techniques were used to obtain participants. Data collection instruments included questionnaires (both closed - and open-ended), structured interviews, classroom observation, and document review. Quantitative data were analyzed using descriptive statistics with the help of Statistical Package for Social Science (SPSS) Version 26, while qualitative data were analyzed thematically. The findings revealed significant variations in mathematics achievement, with a girls-only school consistently achieving 100% pass rates, while other schools showed persistent gender disparities and low overall performance. Teacher support, personal motivation, peer collaboration, parental encouragement, and a positive learning environment emerged as key determinants of female students’ success, whereas weak feedback, limited problem-solving practice, and minimal self-directed learning constrained performance in lower-performing schools. The study emphasizes scaling best practices through gender-responsive pedagogy, structured classroom strategies, and parental engagement.

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