CHAPTER 4
This chapter dealt with analysing the data for the study. That is, it analyzed the
scores for pre – test and the post – test as well as analysing the mean for both tests (pre -
test and post – test).
The researcher gave out a test (pre – test) before the intervention, to examine the
extent of the problem. The test was conducted for two groups (control and experimental
group). With the average of 3, the table below illustrate the performances of pupils after the
pre – test. In all eight pupils took the test.
Table 4.1
Performance of the Experimental group after the pre – test
Marks Number of Pupils Percentage of Pupils (%)
0 1 25
1 2 50
2 0 0
3 1 25
4 0 0
5 0 0
Total 4 100
A v e ra g e
Be lo w Ave ra g e Above Average
75% 0%
25%
Table 4.2
Performance of the Control Group after the Pre _ Test
Marks Number of Pupils Percentage of Pupils (%)
0 0 0
1 0 0
2 0 0
3 2 50
4 1 25
5 1 25
Total 4 100
The tables above gave clear indication that a particular group had problems. Table 4.1
revealed that, out of 4 pupils forming the experimental group (i.e. girls), 75% of the pupils
performed below average, and 25% performed average and 0% performed above average.
Tables 4.2 also revealed that, out of a total of 4 pupils forming the control group, 0% of
the pupils performed below average, 50% performed above average and 50% performed
above average. These two tables gave a clear indication that the experimental group had
problems.
ANALYSIS OF THE PRE – TEST MEAN SCORE FOR BOTH GROUP
After analysing the groups’ performances, the researcher analysed the mean score
for both groups. These are tabulated as below.
Table 4.3
Pre – test mean score for the Experimental group.
Scores Frequency
0 1 0
1 2 2
2 0 0
3 0 3
4 1 0
5 0 0
Total 5
Table 4.4
Pre – test mean score for the Control Group
Scores Frequency
0 0 0
1 0 0
2 0 0
3 2 6
4 1 4
5 1 5
Total 15
The tables 4.3 and 4.4 indicates the mean score for experimental and the control
groups respectively. The mean score for the experimental group of the pre – test is 1.25.
This shows that there was a serious problem among the girls (experimental group)
The table 4.4 shows the mean score of the control group of the pre – test scores
which is 3.75. By comparing the mean for the two groups, there was clear indication that
the experimental group (girls) had a problem to be solved.
PRESENTATION AND ANALYSIS OF POST - TEST SCORES
After the researcher – made test of the pre – test, the score obtained by pupils
brought to bear that the experimental group had a problem. By so doing the researcher
undertook an intervention lesson with the experimental group where appropriate teaching
and learning materials and child – centered approach was used in order to solve the
problems. The intervention was giving to only the experimental group.
After the intervention lesson, a post test was conducted to assess the impact of the
intervention on the performances of the experimental group. The post – test was given to
both groups and these were the scores, tabulated and analysed below.
Table 4.5
Performance of the experimental group after the intervention
Marks Number of Pupils Percentage of Pupils (%)
0 0 0
1 0 0
2 0 0
3 0 0
4 2 50
5 2 50
Total 4 100
Table 4.6
Performance of control group after the intervention
Marks Number of Pupils Percentage of Pupils (%)
0 0 0
1 0 0
2 0 0
3 2 50
4 1 25
5 1 25
Total 4 100
Tables 4.5 and 4.6 shows that after the intervention lesson, there was a change in the
performance of the pupils (girls). This could be seen in table 4.5 above. The table 4.5
revealed that 0% of the pupils performed below average, 0% performed average and 100%
performed above average.
Table 4.6 also gave an indication that 0% of the control group performed below
average, 0% performed average and 100% above average. This implied that both groups
performed above average.
PRESENTATION AND ANALYSIS OF THE POST – TEST
The tables below illustrate the mean score for both groups that is the post – test
mean score for the experimental and control group.
Table 4.7 Post – test Mean Score for Experimental Group
Scores Frequency
0 0 0
1 0 0
2 0 0
3 0
4 2 8
5 2 10
Total 18
Table 4.8 Post test Mean Score for Control Group
Scores Frequency
0 0 0
1 0 0
2 0 0
3 0 6
4 1 4
5 3 15
Total 19
DISCUSSION OF FINDINGS
The study has brought light that, mathematics is not meant for only boys.
The pre- test scores highlighted that, at the initial stage the girls (experimental
group) were having problem. That is when the pre – test mean score for girls (1.25) was
compared to that of the boys (3.75), there was a clear indication that the girls were having
problems as stated earlier.
After the intervention for the girls, the post – test scores proved that mathematics is
not meant for only boys.
Furthermore, there was a positive impact on the experimental group (girls) after the
intervention lesson.
Striking the mean difference (4.4 – 1.25 =3.25) for the experimental group it gives
clear indication that, there had been a tremendous change in the performance of the
experimental group.
CHAPTER FIVE
SAMMARY, CONCLUTION AND RECOMMENDATION
This chapter begins with the summary made up of the methodology and its findings,
the conclusion and finally the recommendation.
SAMMRY
The problem in which the researcher undertook the research on was “Helping class
three girls at Pano Presby Primary to improve upon their poor performance mathematics
(multiplication)”
The researcher undertook the research purposely to assess the extent at which
certain factors like influence of teachers, inattentiveness on the part of girls, low interest
and even inability of girls to solve challenging problems at Pano Presby Primary 3.
Again, to assess the nature of the problem among girls, the causes of their problem
and the interventions to be made.
There were so many theorists who with their psychological views backed this
particular problem. These theorists include; Emma Willard, Chris Kyiacou, Chevallard
(1988) and many others.
After the research, the researcher observed that the girls developed the interest in
solving mathematics problems. Besides they were also learning in groups and also solving
challenging questions.
The researcher also found out that the girls were paying much attention and
participation actively during mathematics lesson.
The researcher again observed that, the class teacher started teaching using teaching aids
and also involving the pupils in activities which always helped students in actively and
understanding the lesson better.
CONCLUSION
Female students carry to classroom same perceptions they acquire from peers,
parents, and other external bodies which adversely affect their performance in mathematics.
Besides, some attitudes of female students affect their performance in mathematics.
Teachers also carry their bygone misconceptions to the classroom which affects the
performance of the female students. Some attitudes of the teachers such as also affect the
performance of the pupils in mathematics.
The researcher observed all these things and researched into it. The researcher found
out that when all these perceptions and misconceptions are deleted from our mind and
proper attention and encouragement would be given to female students, they would be able
to perform better like their male counterparts.
This is because, when the researcher began his action research, his initial test
(baseline test) given to the pupils (girls) proved the fact that; girls were performing poorly
as compared to the boy. But when the researcher neglected this fact and gave equal
attention and encouragement to both sexes, he saw that there was a significant change on
the part of the girls. That is, the girls began to developed interest for the study of
mathematics, and also began to solve challenging problems.
This gives clear indication that when teachers neglect their bygone misconception
and begin to provide all the necessary materials that will assist pupils especially girls to
perform better, then, the problem of poor performance among girls will be eradicated.
RECOMMENDATION
I recommend this research work to pupils especially girls, that they should not
demean themselves or trim themselves to suit others, because there is a saying that “He that
trim himself to suit others will himself wipe away”. Besides, girls must bygone the attitudes
and perceptions that mathematics is difficult and that is a subject for only boys. Because
what men can do women can do and even better.
Again the researcher recommends this work to teachers that, teaching and learning
must be activity based. This implies that teachers must use activities in teaching in order to
arouse the interest of the pupils in the class. Besides, teachers must prepare a well detailed
lesson notes including a well prepared teaching aids to assist in teaching and learning
process.
Finally, I recommend this research work to the Ghana Education Service (G. E. S.)
that they should not be gender bias in questions set in their published books. The G. E. S.
must see to it that questions in textbooks are framed in such a way that it will cover both
sexes.
