Yeng, Enock and Tatsi, Samuel (2024) Exploring how Teachers' Gender Biases and Students' Self-Efficacy Beliefs Impact Mathematics Instruction. International Journal of Mathematics and Statistics Studies, 12 (4). pp. 36-51. ISSN 2053-2229 (Print), 2053-2210 (Online)
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Abstract
The issue of gender biases among mathematics teachers and the self-efficacy beliefs of students is an intriguing subject. This study sought to explore how teachers' gender biases and students' self-efficacy beliefs impact mathematics instruction in the Adenta Municipality of the Greater Accra Region of Ghana. A sequential explanatory mixed method design was utilized in collecting data from 100 Basic school mathematics teachers and four hundred (400) Junior High School students through a closed-ended questionnaire and semi-structured interview guide. The study discovered that gender-related stereotypes and biases among teachers perpetuated gender-based misconceptions, affecting the self-efficacy of female students who were perceived to be weaker in mathematics. The study recommended comprehensive teacher training and awareness programs to help address gender-related stereotypes and biases in mathematics instruction.
| Item Type: | Article |
|---|---|
| Subjects: | Q Science > QA Mathematics |
| Depositing User: | Professor Mark T. Owen |
| Date Deposited: | 25 Jun 2024 10:34 |
| Last Modified: | 25 Jun 2024 10:34 |
| URI: | https://tudr.org/id/eprint/3147 |
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