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

Kaziya Kadonsi
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Kaziya Kadonsi: Department of Educational Psychology, Special Education and Sociology of Education, the University of Zambia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 3282-3309

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

Date: 2025
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