DOI: 10.36347/sjahss.2015.v03i07.019

Pages: 1262-1267

The aim of this study was to investigate the nature and extent of poor performance of girls in mathematics in Chimanimani District in Zimbabwe’s Manicaland Province. The population comprised all the teachers and pupils in the districts’ secondary schools. The sample was made up of 50 forms one to four female pupils and thirty (30) teachers. The study employed the quantitative methodology and adopted the descriptive survey design. All the information was collected through a questionnaire. The study revealed that students performed badly in mathematics particularly in geometry and trigometry. A multiplicity of variables were responsible for the poor performance of girls in mathematics, these include phobia for mathematics, shortage of textbooks, poor methods of lesson delivery and large class sizes. The study recommends that more attention be paid to recruiting of teachers with proper qualifications to guide pupils on mathematics. Mathematics should be made a compulsory for all girls in secondary schools. Parental involvement, regular assessments tests, refresher courses and workshops for teachers’ provision of adequate resources and career counseling of the girls should be prioritized in the schools.