Gender Difference in Mathematics Achievement Based on Instruction Through Cooperative Learning among Students in Secondary Schools in Meru South Sub-County, Kenya

Achievement in Mathematics at Kenya Certificate of Secondary Education (KCSE) examinations has been poor over the years. The low achievement has partly been blamed on teaching methods which do not actively involve learners in the learning process, depriving them of taking charge of their learning. The aim of this study was to investigate the effectiveness of cooperative learning strategy in enhancing students’ attitude in Mathematics in secondary schools in Meru South Sub- County. The study employed the Solomon Four-Group, Non-equivalent Control Group Design. The target population for the study was 2430 form three students in 44 co-educational secondary schools in Meru South Sub-County. The sample comprised 164 form three students from four co-educational schools within the Sub-County. Random sampling was used to select the four schools from a list of prequalified schools. Prequalification was based on the number of students, students’ entry behaviour, availability of teaching/learning resources and teachers' qualification. Simple random sampling technique was used to assign participating schools to experimental and control groups. A Mathematics Achievement Test (MAT). The instruments were piloted in Maara Sub-County in a co-educational secondary school with similar characteristics as the sampled schools. The reliability of the research instruments was estimated using Cronbach’s Alpha. A reliability coefficient of 0.79 for MAT was obtained. Validity of the instruments was ensured through expert judgment. Data was analyzed using both descriptive and inferential statistics. The study found that MAT mean score for male (3.21) was lower than that of female (4.52). further, the t-test analysis established that the difference was no statistically significant between the mean scores for female and male students at α=0.05 significance level (t (86)=11.87, p>0.05).

Cooperative learning, Conventional teaching, Gender Differences

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