Abstract
Students’ mathematics performance is one of the main concerns in mathematics education. Many students perceive mathematics as a difficult subject. This negative thinking can be due to many factors that hinder their learning of mathematics. One of the open problems in mathematics education research is the gender perception. To get a better understanding of the issue, this study is an attempt to explore the perceptions of middle secondary school students in two selected districts of Bhutan. Adopting a quantitative approach, the study examined students’ perceptions based on six different themes. The sample of 312 students was selected through random sampling from eleven selected schools. The data were analysed using descriptive statistics and an independent sample t-test. The overall findings suggested that there are statistically significant differences in the perceptions and beliefs about mathematics between male and female students in the districts. However, the mathematics teacher’s opinion showed the existence of no gender difference in the perceptions of students about mathematics. The study revealed that perceptions of gender were positively influenced by the support of their parents and teachers in the process of learning mathematics.
Keywords: Perceptions, Mathematics Achievement, Attitudes, Beliefs, Misconceptions, Masculine, Gender
How to cite
Gopal Chhetri (2025). Gender perception towards learning mathematics by the Bhutanese grade IX and X students. International Journal of Mathematics and Computational Frontiers, 1(1), 10–34.