Greener Journal of Social Sciences

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Gasva and Moyo

Greener Journal of  Social Sciences Vol. 4 (4), pp. 123-129, April 2014

  ISSN: 2276-7800 © 2011 GJSS

Research Paper

Manuscript Number: 030614132

 

 

The influence of Sex and Gender on English Language and Mathematics Performance: the Case of Grade 6 Pupils at Selected Primary Schools in Hwange District in Matabeleland North Province of Zimbabwe

 

1Douglas Gasva, *2Wisdom Moyo

 

1Quality Assurance Coordinator, Quality Assurance Unit - Zimbabwe Open University.

2Lecturer, Department of Development Studies, Faculty of Applied Social Sciences-Zimbabwe Open University.

 

1Email: gasvad @ yahoo. co. uk, Cell: +263 774 537 133

 

*Corresponding Author’s Email: moreyour @ webmail. co. za, Cell: +263 774 568 910


Abstract:

Whether or not sex and gender have an influence on academic performance for specific subjects or the entire school curriculum at different developmental levels of learners constitutes an exciting part in educational discourse. This study sought to investigate the influence of sex and gender on linguistic and mathematical performance at primary school level in Zimbabwe. The survey design was adopted and a case study of grade 6 pupils’ academic work was used. A questionnaire and structured interviews were the research instruments used and the two instruments were considered for complementary purposes. A population of 100 teachers at 20 primary schools was used and a sample of 20 teachers from 5 primary schools in Hwange District in Matabeleland North Province of Zimbabwe was utilized for the study. Purposive sampling was used in order to capture the views of grade 6 teachers from the different schools. The study revealed that both sex and gender had an influence on linguistic and mathematical performance at primary school level. The study also noted that the differential socialization of boys and girls was the major contributing factor that influenced their behaviour which had a direct bearing on their academic performance in the studied subjects. The study recommended that social institutions particularly the home and school should expose boys and girls to the same socialisation system in order to foster equal opportunities in academic performance. 

Keywords: sex, gender, linguistic and mathematical performance.

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