CHAPTER FOUR
RESULT, FINDINGS AND DISCUSIONS
1.1 Introduction
This chapter represents the findings of the study, the discussion section explains the results
obtained in the study with the results and findings with the results and findings here. They are in
line with girls’ performance in mathematics.
Data was collected from three categories of respondents, teachers, pupils and parents to find out
the possible causes of low participation of girls among basic four of Likpe-Todome M/A Primary
school and the instruments used were questionnaire, observation and interview guide.
1.2 Causes of low participation of girls in Mathematics
Research question 1 sort sought to find out some causes of low participation of girls of LikeTodome M/A primary School.
Research question one is in two parts, that is A and B. Part A sought to find out from teachers
some causes of low participation of girls.
The findings are represented in table 1
Table 1
Response
Frequency
Percentage (%)
Sometimes
1
33.3%
Always
0
0%
Not at all
2
66.7%
Total
3
100%
From the table above, it can be deducted that most teachers in Likpe-Todome M/A primary do
not involve girls in activities during lesson delivery. From the data provided, only one of the
teachers representing (33.3%) said he sometimes involves the girls in activities when teaching
while two of the teachers representing (66.7%) confessed that they do not involve girls during
lesson delivery. This means that all the teachers use teacher centered method of teaching and it
affected the pupils and especially girls as they find it difficult to grasp the concepts in
mathematics.
Table 2
Response
Frequency
Percentage (%)
Yes
0
0
No
3
100
Total
3
100
From table 2, it can be observed that all teachers who were given the questionnaire never
motivated the girls during lesson delivery. From the table, all teachers representing (100%)
agreed that they never motivated their pupils even when they try to answer any question in class.
Some of them gave the reason for not motivating the girls to be that, they do not know the kind
of positive reinforcement to give to the girls to motivate them to participate during lesson.
Table 3
Use of concrete materials in teaching mathematics
Response
Frequency
Percentage (%)
Always
21
6.00
Sometimes
2
11.6
Not at all
14
82.4
Total
37
100
From table 3, the girls’ response when they were asked what concrete materials does your
teacher use during mathematics lesson? It is evident that the teachers did not use any concrete
material since (82.4%) said they never used any. The researcher identified that observation as
one major cause of the girls’ inability to understand the concept of addition and subtraction of
whole numbers since the concept involves a lot of abstract ideas.
The part B of the researcher’s questionnaire sought to find out from parents some causes of low
participation of girls in mathematics lessons of Likpe-Todome M/A primary school.
Table 4
Response
Frequency
Percentage (%)
True
8
80
False
2
20
Total
10
100
From the table, majority of the respondents were of the view that lack of incentives and inservice training for teachers has brought incompetent teachers into the classroom and this has
affected performances of girls especially in the field of mathematics since most teachers feel that
their work is not rewarded much by the government. As a result, they turn to do the work without
devoting themselves. Others too need to be retrained on current educational reforms so as to be
competent to teach some sensitive topics. From the data presented, 8 parents representing (80%)
agreed whilst two (2) representing 20% disagree
Table 5
Interview with girls on their understanding level in mathematics.
Research “do you understand the teacher when he/she teaches mathematics?”
Girls
Response
1st girl
No
2nd girl
No
3rd girl
Sometimes
4th girl
No
5th girl
No
6th girl
No
From the table, six girls were interviewed on whether they understand mathematics lesson when
taught in class and this is what transpired.
Research “what makes you not to understand the lesson?
1st girl – “because the teacher always teaches us in an abstract manner”
2nd girl “because the teachers always give unclear instructions”
3rd girl “because our teachers do not use teaching and learning resources”
4th girl “because our teachers always pay attention to those who always answer questions
correctly in class”
5th girl – “because our teachers always beat us when we try our best to answer questions as we
could”
6th girl – “because our teachers do not show much interest in girls’ response especially when they
give wrong answers.
One can see from the responses of the girls that teachers do not make the class lovely for girls
especially in mathematics lessons.
Table 6
Interview with girls on punishment
Another four (4) girls were interviewed on whether the teacher punishes them when they answer
questions incorrectly in class.
Researcher “does you teacher punishes you for giving a wrong answer in mathematics lessons?”
Girls
Response
1st girl
Yes
2nd girl
Yes
3rd girl
Yes
4th girl
Yes
Researcher “What does you teacher use to punish you?”
Girls
Response
1st girl
Sometimes hand
2nd girl
A rule on the head
3rd girl
Cane
4th girl
Cane
From the girls’ response, it could be noticed that the teacher to some extent was not able to
motivate the girls positively to participate fully in the lessons but rather employ punishment as a
form of causing the girls to learn which is totally wrong.
Research question two (2)
This sought to find some ways and strategies that can be developed to help improve the
participation of girls in mathematics lessons and their performances.
Research question two is also in two parts, A and B. Part A sought to find out from teachers
some ways and strategies to develop to help solve the problem at hand.
The findings from the teachers are represented in the table below.
Table 7
Suggestion from teachers to improve mathematics lessons
Motivational measures
Number of students
Percentage (%)
Use of praises and
1
33.3
2
66.7
3
100
encouragements
Positive reinforcement,
motivation and stimulating
environment
Total
From the table 7, it shows ways and methods of motivating girls to improve their participation in
mathematics lesson. It is revealed that out of the three teachers sampled for the study, one of the
teachers representing 33.3% agreed to the use of praise and encouragement of pupils to answer
questions even if they were not sure of the answer. It also revealed that the method improved the
participation of the pupils in class.
Two teachers representing (68.7%) agreed on the use of positive reinforcement motivation and
stimulated environment to enhance the active participation of girls in the mathematics lesson.
Part B of research question two (2)
This sought to find out suggested ways to improve girls’ low participation in mathematics lesson.
Table 8
Suggestion from parents to improve girls’ participation in mathematics lesson.
Measures
Frequency
Percentage (%)
Teachers should be given
15
100
15
100
scholarship to upgrade and gain
more teaching skills and
experience to handle sensitive
subjects and topics especially in
mathematics
Total
It can clearly be noticed from the table that all the parents sampled for the study agreed before
any teacher is allowed to teach in the government school, he or she must be at least a diploma
holder. They again should be given scholarship to enable them upgrade themselves and gain
more experience. In conclusion, it is evident that teachers should teach their pupils so that they
will enjoy their company, respect them as individuals without dominating them unnecessarily.
The idea and suggestions they offer are to be received in a positive and in an encouraging way
because the teachers have the ability to see things from the best point of view of each individual
child. Thus, pupils should be motivated to build their potentials and assist them always.
Summary
In summary, tables and simple percentages were used to analyze data collection through the use
of various instruments such as questionnaire, observation and interview. The results and findings
are represented in a systematic order according to the research questions and the data obtained on
the pre-intervention data. The data collected show the following causes of low participation of
girls in mathematics.
1. The use of unclear and difficult instructions
2. Pupils’ reception and attitudes towards the subject
3. Poor teaching methods
4. Use of punishment
5. Lack of motivation among others
The intervention measures were administered and it was found out that there has been a
remarkable improvement of girls’ attitude and achievement in mathematics lesson. The
motivation measures employed have also worked magic. The pre-supposes that there has been a
dramatic transformation in the girls.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
1.1 Overview
This chapter represents the summary, conclusion and recommendations for further study.
1.2 Summary
The summary represents the main findings of the study, methods including the problem of the
study, methods employed and the results.
From the study, it was observed that, girls’ perception and attitudes towards the subject was due
to unclear and difficult instructions, poor teaching methods, the use of punishment and lack of
motivation were the causes of low participation of girls in mathematics which was the problem
of the study. It was also found out that the interventional measures employed improved the
participation. A methodology was then employed which consisted of the research design which
is the overall plan for obtaining answers to the research question. The population was made up of
3 teachers of the school in question and parents.
Therefore, the sample size was six (6) girls, three (3) teachers and ten (10) parents. The research
instrument was designed in the form of questionnaire, observation and interview. A preintervention data was collected and an intervention followed.
Tables and percentages were used to analyze that teachers were the remote cause of the problem,
the parents and the girls as well. It was then discovered that the participation of the girls
improved after the intervention was administered.
There has been a remarkable improvement in the participation of the girls in mathematics after
they had gone through the activities, strategies and motivational measures used for the
intervention. The use of activities and strategies such as group work has helped in improving the
situation.
1.3 Conclusion
The study was designed to improve upon girls’ inability to participate in mathematics lessons.
The findings revealed by the confirmed existing theories and findings of other researchers. The
result of this study revealed that the cause of low participation of girls in mathematics lessons
were due to the use of improper and sometimes no teaching and learning materials, unclear
instructions. The strategies adopted to improve the situation really worked out.
However, the improvement made could not solve the problem in it totally though the girls’ low
participation in mathematics improved drastically. The girls could not attain their 100% taught
envisaged.
1.4 Recommendations
Recommendations were made on things which could be done for the project work to be 100%
successful.
1. The Municipal Assembly and Non-Governmental Organizations (NGOs) should provide
awards and scholarship to girls who perform well in mathematics to boost their interest in
the subject.
2. The government should consciously participate by setting up a committee on women’s
affairs which would educate women and girls about the importance of mathematics.
3. Organizing mathematics and science club for girls in the Municipal in order to promote
the interest of girls in mathematics. It should be done on regular basis.
1.5 Areas of further Research
As a result of the time frame within which the research work was conducted, a wide range of
areas could not be covered and would like other people to extend the research to other classes
apart from basic four (4) of Likpe-Todome M/A primary school. I would suggest that same
research is conducted at the Junior and Senior High School level to improve the participation
of girls in mathematics.
I therefore suggest that, other researchers go into those areas that were unable to be covered
to a success. Other researchers should research into other subjects like science and adopt a
suitable method like the one the researcher chose to address the problem he has worked on.