GENDER DIFFERENCES IN GRADE SEVEN MATHEMATICS RESULTS IN KANYONGO CLUSTER SCHOOLS: CAUSES AND SOLUTIONS

The study sought to investigate gender differences in the Zimbabwe Schools Examination Council (ZIMSEC) grade seven mathematics results in Kanyongo cluster schools Mutoko district, Mashonaland East Province, Zimbabwe. The quantitative research design was used in the study. The sample consisted of 120 grade seven learners and 15 teachers from Kanyongo cluster primary schools. Semi-structured questionnaires were administered to the learners and structured interviews were held with the teachers. The study revealed the main causes associated with gender differences in mathematics results at grade seven in Kanyongo cluster schools to, inter-alia, be: inadequate teaching resources in schools, girls' lack of time to do mathematics homework as compared to boys, teachers giving more chances to boys than girls to solve mathematics problems on the chalkboard, teachers beliefs that boys were better than girls in mathematics at grade seven and parents' expectations of boys to pass mathematics better than girls at grade seven. The research recommended that: teachers should often carry out cause-effect-analysis of mathematics results and immediate corrective action should be taken to address any gender differences if found; teachers should redirect learners, particularly girls, so that they understand that gender is not the driving force in successful learning of mathematics; schools mathematics teaching resources availability needs improvement; awareness campaigns should be held to reveal gender disparities and their causes in mathematics learning; more grade seven classes should be allocated to female teachers; learners, especially girls, should be helped to build confidence in themselves and their potentials in seemingly difficult areas such as mathematics and there should be greater co-ordination amongst the schools stakeholders in improving service delivery in mathematics teaching.