Gender and Other Significant Factors Causing Disparities in Senior High School Students’ Mathematics Performance.

In the context of ongoing debates surrounding the influence of gender and various student-related, teacher-related, and school-related factors on students' performance in mathematics, this study seeks to contribute nuanced insights. The recent trend of suboptimal performance in mathematics, as evidenced in both district and national performance statistics within the Assin North District, necessitates a comprehensive examination of the underlying causes. This research specifically investigates the gender factor, along with other significant determinants, that may be contributing to disparities in mathematics performance among high school students. Utilizing a mathematics achievement test and carefully designed questionnaires, data were gathered from a stratified sample of 500 final-year students across three public senior high schools in the Assin North District, Ghana. The data were subjected to rigorous analysis, employing both descriptive statistics and quantitative methods, including independent t-tests and probit regression. The findings reveal that male students outperformed their female counterparts in the mathematics achievement test, with the differences being statistically significant at the .05 significance level. Beyond gender, the study identifies self-assurance and self-regard as pivotal student-related factors influencing mathematics performance. Additionally, teacher subject matter expertise, instructional methodologies, and teacher-student interactions were found to be significant teacher-related factors impacting performance. School-related factors, such as teacher motivation and the overall school environment, were also recognized as influential. While other factors, such as students' socioeconomic background and available teaching resources, were observed to affect performance, they did not reach statistical significance in this study. In light of these findings, the study advocates for the implementation of gender-responsive pedagogies by senior high school mathematics teachers. Furthermore, the formation of professional learning communities at the school level is recommended to facilitate ongoing improvement in teachers' knowledge, motivation, and instructional styles. This approach aligns with the broader goal of enhancing mathematics education and performance within the Assin North District and potentially offers insights applicable to other educational contexts

Keywords: Gender Disparities, Mathematics Performance Factors, Senior High School Students