undergraduates' attitudes and the study of mathematics at the ...

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towards maths and that girls in single sex schools had a higher opinion of their mathematical ability than girls in mixed schools (Gwizdala and Steinbach, 1990; Kaino, 1996) was an indication that studying in the co-education envirionment could be an influencing factor affecting girls performance. As Martin (1981) argues, the premise that the provision of the same learning materials e.g. books, laboratory equipment, qualified teachers, etc. could produce female and male students with equal opportunities i.e. perform equally well, build up confidence and interest in maths, was not likely to be achieved if maths teachers were not sensitive to differences between boys and girls in coeducation schools. The views provided in the above cited studies indicate that there was still some mixed feelings on the magnitude of gender differences in maths at lower levels and the increase of gender differences at secondary and high schools. While there was some more evidence that gender differences were not significant in lower grades, many studies have shown that gender differences existed in upper grades. Though studies on gender differences in maths were not many and much of the research has been done in developed countries, the few studies done in developing countries and in Sub-Saharan African region in particular showed almost similar results in maths gender differences done elsewhere. However, literature on maths gender differences beyond high school level i.e. at University level is scanty. 8
EMPIRICAL DATA AND ANALYSIS The enrolment of students by gender in various courses at the University of Swaziland for 12 academic years (1982-1994), showed an increase of more than 100% (124%) in female enrollment compared to an increase of about 50% for male enrolmment. However, the inrease in female enrollment at the university did not imply an increase in female enrollment in the maths course. For example, in the past 8 academic years i.e. 1989-1997, the rate of female enrollment in maths at the univesity did not increase and on the average the enrollmewnt was only 8 female students per academic year within this period (fig.1) below 9
Page 1 and 2: UNDERGRADUATES’ ATTITUDES AND THE
Page 3 and 4: INTRODUCTION Studies on gender disp
Page 5 and 6: Some studies have shown that girls
Page 7: The findings that girls were fright
Page 11: For example, the period 1989-1997 s
Page 15 and 16: Students' performance in the past a
Page 17: 50-59 =D (Pass) 40-49 =E (Fail-Supp
Page 20 and 21: About 70% said they were satisfied
Page 22 and 23: with positive attitudes and concetr
Page 24 and 25: To develop more interest in the sub
Page 26 and 27: gender was involved such an attenti
Page 28 and 29: Amuge, I.M. (1987): Gender Differen
Page 30 and 31: Goddard-Spear, M. (1989): Differenc
Page 32 and 33: Masemann, V.L. (1977): The Hidden C

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