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• W2129708448 abstract "There is a concern in Lesotho about inequalities in different sectors including inequalities that exist between females and males in schools. Closing the gender gap between males and females, girls and boys is the government's priority, hence the recent Gender and Development Policy, 2002. The project was conducted with the purpose of exploring the reasons that contribute to pupils' gendered performance in mathematics. In this regard, the focus was put on reasons behind girls' poor performance in mathematics. This report presents and discusses the results of a research which was conducted in Qachas'nek Lesotho. The project made some observations based on the questionnaire data gathered from four primary schools. The data provided some useful insights into girls' attitudes, behavior and perceptions towards mathematics, and it also provided insights into teachers' attitudes, expectations and perceptions about girls' and their learning of mathematics. The research also provided evidence that there are different social factors that contribute to girls' poor performance in mathematics. Some of those factors concern parents, teachers, classroom process, peers and girls themselves. The analysis of the results and subsequent discussion suggests reasons that may be useful in terms of helping to explain pupils' gendered performance in mathematics and in the continued search for strategies that could improve girls' poor performance in this subject. Schools could be creative in the strategies that they can adopt to tackle gender differences. With this in mind, teachers and pupils were asked to suggest possible solutions that could be employed in trying to combat the problem of the gendered performance in mathematics hence noticeable improvement in girls' performance in this subject. 1.0 INTRODUCTION CHAPTER ONE INTRODUCTION This chapter is divided into three sections, the preamble, the section on definition of terms and the methodological aspects of the research. The preamble seeks to give a brief background of the recent policy developments in Lesotho in relation to gender. 1.1 PREAMBLE Gender became an issue in Lesotho in the 1990s and the National Gender Draft Policy that was produced in 1994 was used as a starting point for the present Gender and Development policy. The policy draws its mandate from Chapter 11 of the Constitution of Lesotho that entitles every citizen to fundamental human rights and freedoms. It challenges the current gender imbalances and as such providing the basis for creation of an environment for gender equity and equality. The policy recognizes the twelve critical areas of concern as defined in the 1995 Beijing Platform For Action. Among the critical areas highlighted in this forum, the stereotypes in subjects choices at various levels of education are considered. Such stereotypes influence classroom gendered practices in relation to some subjects (Gender and Development Policy 2002, 1). The Gender and Development policy, 2002 is also guided by the UN conventions, one important convention is the Convention of the Rights of the child, which declares that every child should receive education which is free from gender biases. One question to be asked in relation to the situation in schools could be: 'Does every Mosotho child in Lesotho schools receive education that is free from gender biases?' In this study, I will try to provide an answer to this question with corroborative data and analytical discussions in the chapters that will follow. The gender policy observes that the socio-cultural status of girls and boys is greatly influenced by their socialization, peoples' perceptions and expectations. The result of this socialization and expectations can compel an individual to follow a career in which that individual is not competent and this has implications for development. For instance, in most" @default.
• W2129708448 created "2016-06-24" @default.
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• W2129708448 date "2002-01-01" @default.
• W2129708448 modified "2023-09-26" @default.
• W2129708448 title "Closing the gender gap : examining the reasons for performance differences in mathematics between Std 7 girls and boys in the Qacha's Nek District - Lesotho." @default.
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