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GENDER AND LOCATION IMPACT’S ON STUDENTS’ ACADEMIC PERFORMANCE IN SOUTH AFRICAN NATIONAL EXAMINATION
Abstract:
This study investigates the student’s performance in the grade 12 national examination (matric) over a period of 10 years, 2009-2018. The performance of students in South Africa in Mathematics and Physical Sciences is statistically not different. Thus, the policy of Mathematics been a prerequisite for offering Physical Sciences should be upheld. There is no significant improvement in South Africa students performance in the national examination. Therefore, a more effective turn around strategy is highly required. Location still remains a barrier as it plays a significant role in the chances of student’s performance in South Africa national examination. A gender inequality is seen in the performance of students in Mathematics as the male students perform better than their female counterpart in Mathematics. This however continually disadvantage women in terms of opportunities relative to careers in the field of mathematical sciences. It is, therefore, of great importance that, urgent attention be given by the education stakeholders to support the female students. Contributing factors as to why there is gender inequality in the student’s performance in Mathematics and other subjects will be investigated in the next study.
Key words: Student performance, gender, inequality, location, matric examination, achievement in
Mathematics