Performance of Girls in Mathematics at Secondary Level in Selected Schools in Meru County, Kenya

Abstract

This study investigated the persistent underperformance of girls in mathematics at the secondary school level in selected schools in Meru County, Kenya. The study aimed to analyze trends in girls’ academic performance in mathematics over the past five years using Kenya Certificate of Secondary Education (KCSE) and other standardized test scores. It further sought to evaluate how socio-cultural factors such as family expectations, peer influence, and community beliefs affect girls’ attitudes and achievement in mathematics. The study also examined the influence of classroom practices—particularly teaching methods, curriculum content, and teacher-student interactions—on girls’ mathematics performance. Additionally, the study assessed how economic barriers, including school costs and access to learning resources, impact girls’ participation, and evaluated the effectiveness of current school- and community-based interventions aimed at improving girls’ performance in the subject. The study was guided by four theories: Social Cognitive Theory, Expectancy-Value Theory, Feminist Theory, and Stereotype Threat Theory. These theoretical lenses helped to frame the multifaceted social, cultural, psychological, and economic dynamics influencing girls’ achievement in mathematics. A quantitative research design was employed, aligning with the positivist research philosophy. Data were collected using structured questionnaires administered to a total of 396 participants, including 188 secondary school girls, 188 parents, and 20 mathematics teachers. Descriptive and inferential statistics—including correlation and regression analysis—were used to analyze the data. Findings revealed that the majority of girls scored below average in mathematics, with most achieving between 30% and 49%, and a significant number scoring below 30%. Socio-cultural barriers such as negative community attitudes and gender-based expectations were found to undermine girls’ confidence and performance. While teachers and parents acknowledged the importance of girls’ success in mathematics, awareness of targeted interventions remained low. Classroom practices, though generally supportive, were inconsistently inclusive, and many learners faced economic challenges that affected access to resources and school attendance. Based on these findings, the study makes several recommendations. The Ministry of Education and the Teachers Service Commission (TSC) should invest in gender-responsive teacher training, while schools should enhance inclusive classroom practices. Community awareness programs should be implemented to challenge negative gender stereotypes, and economic support mechanisms such as fee subsidies and resource provision should be strengthened. Mentorship programs and remedial support targeting girls should be scaled up and monitored for effectiveness. Finally, policy-level reforms must institutionalize gender equity in curriculum design, teacher deployment, and school-community engagement to ensure systemic and sustainable change.