Gender dispositional empathy on student’s mathematical engagement: A qualitative approach
- Country : Ghana
- Subject : Mathematics Education
Abstract
The study used a cross-sectional quantitative survey design to study the influence of Dispositional Empathy on Mathematical Engagement (mathematical performance) among Atiwa Senior High School (SHS) students in Ghana, West Africa. Participants across SHS 1, 2 and 3 were selected from the three clustered SHS to take part in the study. The methodology used for the study was the descriptive research design purported to investigate the research questions along the magnitude of qualitative analyses using the Pearson independent chi-square test statistics. The study’s inferential statistics was done under the assumption of the qualitative test using chi-square estimator supported with Cramer’s V and under rare cases, the use of simple percentages. This helped in analyzing the existing collinearity among the study variables and defining a best fitted hypothetical test for the study variables considered to be associated. It was concluded however that, students’ mathematical engagement is independent of their gender status. The fact that a student is male or female, boy or girl doesn’t mean he or she can’t get full engagement or participation in mathematics lesson. The study’s investigation of Students decision on whether their gender dispositional status affect their Mathematical engagement, descriptive response reveals a modal NO as against YES response of students (comprising 63.16 against 46.34%) to this contention respectively. However, the decision seems to favour males than female in the response to whether gender dispositional status affect mathematical engagement. It is concluded here however that, Dispositional empathy (DE) on student Academic Performance (AP) is independent of students' gender status and tested to be significant at α=0.05. The fact that a student is male or female does not guarantee that he or she cannot engage fully in mathematics lesson leading to proportionate academic performance. After careful analyses of the study variables, we recommend the following to GES, the SHS school administration, parent, teachers, students and future researchers where applicable. Students and teachers should not have a generalized outlook on gender disparities in the teaching and learning of mathematics. Teachers should try as much as possible to satisfy students’ affective domain when considering lesson objectives, methodology and evaluation of mathematical lessons. Students should take their mathematics lessons serious and stop shifting blames on the cause of their poor performance.
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