Influence of Gender on Mathematics Performance in TVET Colleges (Doc)

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The influence of gender onmathematics performance inTVET Colleges
Literature ReviewGender is considered as an essential concept of human alliances that cannot be avoided inany case (Labuhn, Zimmerman and Hasselhorn, 2010). In the whole reformation and progress ofthe world, it is an undeniable fact that women's education plays a pivot role. The review exploresthe influences that gender may have on the mathematics performance of students in TVETColleges.According to Tomasetto, Alparone and Cadinu (2011), the mathematical world hasvarious issues related to the gender and mathematical performances, which are quite complex.Devine and, (2012) stated that the world has reached a concord that there can be nodevelopment in the country and it cannot be judged on any basis, if women are not a part of it,whether in community life, in work or in society. The actual differences in gender onmathematics performance cannot be termed in a simplified manner as it considers themultiplicity of the environments and various forces as well that acts and operates other thangender. These factors also affect the performance of learning mathematics. As per Kraak andPaterson, (2016), the gender differences in the mathematics performance may vary due to socioeconomic status, school environment, ethnicity and mind set of the teacher. According toRobinson and Lubienski (2011), the gender differences acts as a prime concern for the researchin mathematical area. Alparone and Cadinu (2011) explored that the learning styles, behaviourand attitudes of the girls were the factors that were highlighting the importance of analysing thecurriculum and behaviour of teachers in the process of assuming and understanding the girl'srelation with the maths. This technique helped the TVET college in analysing the wholecurriculum and the behavioural factors.According to Kane and Mertz, (2012), the actual role played by gender in mathematicaleducation acts as multifaceted. Labuhn, Zimmerman and Hasselhorn, (2010) stated that thedifferences in the performance have been presented in a way that represents the attitudinalbehaviours of the students of TVET Colleges regarding mathematics. As per Kraak andPaterson, (2016), the Fennema – Sherman mathematics attitude scale has been used and foundvarious gender differences in the TVET Colleges. An example of this is the library department,in which there was a space of 100 people for the male section whereas for females, it was just 20.It can be considered as a sort of inequality or a difference in both the genders. Tomasetto,
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