Introduction: The performance of female students in Mathematics in the national examinations and especially in the Kenya Certificate of Secondary Education (K.C.S.E) has been perturbing for quite a long time. This menace has been partly attributed to girls’ attitude towards the subject and partly to gender stereotypes towards Mathematics.
Purpose: This study aimed to examine attitude and gender stereotypes to Mathematics on girls’ performance in Mathematics in the Kenya certificate of secondary education (K.C.S.E) in the Kathiani sub-county of Machakos County- Kenya
Methodology: Descriptive survey design anchored this research study. The study comprised of 1804 girls, 87 Mathematics teachers and 32 principals of secondary schools as the target population. The reliability of the research instruments was tested through the application of the test and retest criteria in two secondary schools and a correlation coefficient 0.7 and above was realized.
Results: The study found that Mathematics was not an interesting subject to the girls for they hated the subject .The research further established that girls had developed a negative attitude towards the subject. The girls’ negative attitudes affect the learning and the performance in the subject.
Recommendations: The teachers are advised to treat both boys and girls equally. This can be done by giving both of them the opportunities to be group leaders in their Mathematics groups as this will boost the girls’ confidence towards the subject.
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