Exploring how Teachers’ Gender Biases and Students’ Self-Efficacy Beliefs Impact Mathematics Instruction

Enock Yeng; Samuel Tatsi

doi:10.37745/ijmss.13/vol12n43651

journal-article

Exploring how Teachers’ Gender Biases and Students’ Self-Efficacy Beliefs Impact Mathematics Instruction

SAMUEL TATSI·Enock Yeng·Samuel Tatsi

International Journal of Mathematics and Statistics StudiesVol. 12Issue 6June 15, 2024DOI: 10.37745/ijmss.13/vol12n43651

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Abstract

The issue of gender biases among mathematics teachers and the self-efficacy beliefs of students is an intriguing subject. This study sought to explore how teachers' gender biases and students' self-efficacy beliefs impact mathematics instruction in the Adenta Municipality of the Greater Accra Region of Ghana. A sequential explanatory mixed method design was utilized in collecting data from 100 Basic school mathematics teachers and four hundred (400) Junior High School students through a closed-ended questionnaire and semi-structured interview guide. The study discovered that gender-related stereotypes and biases among teachers perpetuated gender-based misconceptions, affecting the self-efficacy of female students who were perceived to be weaker in mathematics. The study recommended comprehensive teacher training and awareness programs to help address gender-related stereotypes and biases in mathematics instruction.

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Yeng, E., & Tatsi, S. (2024). Exploring how Teachers’ Gender Biases and Students’ Self-Efficacy Beliefs Impact Mathematics Instruction. International Journal of Mathematics and Statistics Studies, 12(6). https://doi.org/10.37745/ijmss.13/vol12n43651

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Exploring how Teachers’ Gender Biases and Students’ Self-Efficacy Beliefs Impact Mathematics Instruction

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