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dc.contributor.authorHamatu, Vielar
dc.date.accessioned2016-09-05T14:38:54Z
dc.date.available2016-09-05T14:38:54Z
dc.date.issued2015
dc.identifier.urihttp://dspace.unza.zm/handle/123456789/4399
dc.description.abstractThe study investigated the pattern of female performance in mathematics and sciences from 2005 to 2010. The objectives of the study were: to find the progression pattern of the female performance in mathematics and science from 2005 to 2010 in the selected school; to identify the factors affecting female performance; and to document measures taken by different stakeholders to help improve performance of females in mathematics and sciences in Lusaka. A descriptive survey research design was used. Data was collected from 137 respondents. The respondents comprised of 120 female students, 4 head teachers, 2 Senior Education Standard Officers and FAWEZA Coordinator, 4 secondary school career masters and 6 heads of department. The female students were randomly selected from 4 Secondary Schools using simple random sampling. The rest of the respondents were purposefully sampled as they were a rich source of information. The data was collected using semi structured questionnaires with open and closed questions, interview and document reviews. The finding showed that there was improvement in the performance of female students, this improvement was in all subjects, but more pronounced in pure sciences thus Physics and Chemistry. In Mathematics and Biology, the improvement was not as significant as in pure sciences but there was still an improvement. The study also found that there were multiple factors that negatively influenced female learners' performance in mathematics and science and these included attitudes of parents, teachers, female learners themselves, limited of Mathematics and Science teachers and incompletion of the syllabus, inadequate teaching and learning resources, home chores and cultural factors. The measures taken by different stakeholders to help improve performance of females in mathematics and sciences included: FAWEZA library, bursary scheme under FAWEZA, science quiz and science exhibition for pupils, reducing cut off point for girls proceeding to grades 8 and 10, Re-entry policy for girls who fall pregnant before completing their studies, the Programme for the Advancement of Girls‟ Education (PAGE), Monitoring Learning Achievements (MLA) and Basic Education Sub-sector Investment Programme (BESSIP).In conclusion although this study was explorative and did not link the interventions to performance based on past statistics on performance of female students, it is likely that the improved performance is due to the educational interventions. Future researchers should carry out causal comparative and correlation studies that will determine the relationship between specific educational interventions and performance of female studentsen
dc.language.isoenen
dc.publisherThe University of Zambiaen
dc.subjectGirls Education-Lusaka, Zambiaen
dc.subjectGirls Education-Lusaka, Zambiaen
dc.subjectScience--Study and Teaching(Secondary)-Lusaka, Zambiaen
dc.titleEducational interventions and the performance of Female students in mathematics and science in the seleceted Secondary Schools in Lusaka District from 2005 to 2010en
dc.typeThesisen


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