Attitude towards school subject is very important to
learning. Gender bias by society’s stereotyping of mathematics as a male
domain, which has often been used to explain females’ lower performance and
participation in mathematics (Mondoh 2001). There is a common belief that positive
attitude and particular liking for, and interest in mathematics often leads to
greater effort and in turn higher achievement (Ng’eno 2005). Various studies on
the relationship between attitude and achievement have been done. Fennema &
Leder (1990) found that when a gender difference in mathematics achievement in
favor of males was observed it was followed by gender difference in confidence
in favor of males. The value of mathematics to a female learner can be affected
by whether or not she thinks studying mathematics is a sexrole appropriate
activity. The value of mathematics to a girl can be affected by whether or not
she thinks studying mathematics is inappropriate for females, and then her
achievement in mathematics could result in a perception that she has not
adequately fulfilled her sex role.
Hyde and Mertz (2009) in their study on gender, culture and
performance reported that boys and girls acquire early number concepts
similarly in preschool years and performance throughout elementary school is
similar. They however noted that the boys’ skills in mathematics increased
faster than girls by around twelve years of age creating a significant gender gap
in performance in high school. They noted that women are willing and able to
learn the mathematics needed for advanced degrees in these areas when provided
with appropriate socio-cultural environment along with education and career
opportunities. The current study established the differences in teachers’
perception of their preparedness to implement secondary school mathematics by
gender.
The prevailing stereotype is that mathematics is a male
domain and therefore a very appropriate subject for male students’ achievement.
Studies have demonstrated that males attributed success to ability and more
strongly than did the females whereas attributed success to effort and luck
more strongly than the males (Fennema & Leder 1990). It should be noted
that a student who attribute success to ability has every reason to expect
success since ability will remain relatively constant however a student who
attributes success to luck has no such assurance since luck by its nature is
outside one’s control


Binaural recordings are different to regular stereo recordings for a
number of reasons. The sound perceived by the ear/microphone closer to
the sound source arrives earlier (inter-aural time difference or ITD)
and is louder (inter-aural level difference or ILD) than that further
away from the sound source. Additionally, the sound arriving at the
furthermost ear will be slightly modified as a result of traveling
around the head and being reflected off surfaces around the head
(masking and head-related transfer functions or HRTFs). 


