Assessment of Gender Differences in Mathematics Counselling Needs among Secondary School Students in Maara District, Kenya

Abstract

School counsellors have been instrumental in assisting students to overcome barriers towards excellent mathematics achievement. However, boys seem to outperform girls in spite of both genders being exposed to similar mathematics learning conditions and intervention measures. Thus, to enhance school counsellors’ efforts in narrowing the gender gap in mathematics achievement, this study sought to determine gender differences in mathematics counselling needs among secondary school students in Maara district, Kenya. The descriptive survey research design was adapted for the study whose respondents were derived from a target population of 12,371 students and teachers in the district. Additionally, questionnaires were used for data collection. The findings indicated that there existed statistically significant gender differences in mathematics counselling needs among secondary school students. Therefore, it was recommended that gender specific mathematics counselling strategies, programmes and advocacy services be used in order to narrow the gender gap and improve overall achievement in the subject.

Key Terms: Gender, Counselling, Mathematics, Achievement.