Date of Award

2025

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Dr. Winston Edward Massam

Department

Institute for Educational Development, East Africa

Abstract

Gender-based streaming, the practice of separating students into single-sex classes according to gender, is commonly implemented in some mixed secondary schools in Uganda. However, limited research exists on its impact on students' mathematics learning. This research study investigated the effect of gender-based streaming on mathematics learning in secondary schools in Uganda. The research is grounded in the context of Uganda's education system, which has a historical background of segregating education based on gender. It explores the expansion of formal education and the emergence of streaming as a practice in Ugandan secondary schools. The study recognizes the persistent gender gap in education, particularly in STEM subjects, and the potential influence of streaming on exacerbating or mitigating these disparities. A qualitative research approach and a case study design were adopted to investigate the effects of streaming Form Three students by gender into separate mathematics classes at Jamboli Secondary School (Pseudonym) in Sheema District, Uganda. Stratified random sampling was used to select the school, teachers and students’ participants. Data was collected through interviews with form three students and teachers of mathematics, focus group discussions, and classroom observations. The key findings pertained to academics, views/perceptions, and challenges. Regarding academics, students exhibited differences in confidence, motivation, and learning speed between streams. While performance was attributed to various factors, streaming facilitated tailored instruction. Views on benefits included improved collaboration, expression, and supportive environments in single-sex classes. However, drawbacks included potential reinforcement of stereotypes and limited socialization. Teaching methods also presented challenges due to distinct learning needs. Students expressed lack of cross-gender consultation and limited diversity among role models. Teachers faced challenges adapting methods between streams. Overall, streaming was seen as influencing diverse experiences, with impacts varying based on classroom dynamics. The findings suggested that streaming impacts mathematics learning through multiple intersecting factors. While benefits existed, drawbacks emphasized the need for balanced approaches. Further comparative and long-term research were recommended to isolate streaming impacts and assess sustainability. This study provided initial insights but highlighted complexity, pointing toward responsive blended models as an area for future exploration.

First Page

1

Last Page

66

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