GENDER DIFFERENCES IN ATTITUDE TOWARDS TEACHING AND LEARNING OFMATHEMATICS IN SENIOR HIGH SCHOOLS OF CAPE COAST METROPOLIS.

The paper explored gender difference in attitude toward teaching and learning of mathematics in Senior High Schools of Cape Coast Metropolis. This subject was conceived from gender biases which could be observed from the West African Senior Secondary Examination (WASSCE) results over time. The study identified five attitudinal factors toward teaching and learning of mathematics: gender interest, gender confidence, gender fear, gender competence and gender success. Descriptive survey design was used coupled absolute performance differences between males (boys) and females (girls). Data were collected from three sub-groups: boys school, girls school and mixed school. Self-administered questionnaire with a four-point Likert scale was used. It was revealed that there is a gender based differences in attitude toward the teaching and learning of mathematics in the selected schools. The study found that males (boys) have more positive attitude toward mathematics than girls. This was observed in terms of gender interest, gender confidence, gender fear, and gender success. However, regarding gender competence, the findings showed that gender differences are inconsequential. It is suggested that more attention should be given to girls in mathematic class. Teachers of mathematics are encouraged to varying their teachings to accommodate these gender differences so that gender balance performance could be reached