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Addressing Gender Disparities in Mathematics Achievement: A Case Study of Rural Schools in Kalomo District, Zambia

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  • Kaziya Kadonsi

    (Department of Educational Psychology, Special Education and Sociology of Education, the University of Zambia)

Abstract

This study investigates how gender disparities manifest in mathematics achievement and examines the socio-cultural factors influencing female students’ performance. Employing a convergent parallel mixed-methods design, data were collected from 500 Grade 8 to 12 students (250 male and 250 female) through standardized mathematics assessments and surveys, and from teachers, parents, and students through semi-structured interviews, focus group discussions, and classroom observations. Statistical analyses revealed significant gender disparities, with male students outperforming females (t(498) = 5.63, p

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  • Kaziya Kadonsi, 2025. "Addressing Gender Disparities in Mathematics Achievement: A Case Study of Rural Schools in Kalomo District, Zambia," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(4), pages 3282-3309, April.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-4:p:3282-3309
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