Analysis of Age and Gender in the Development of Mathematics Confidence Among Lower Primary Pupils

This article examines the relationships among mathematics confidence, fear of mathematics, age, and gender in lower primary pupils (Primary 2) at Dadira Primary School in Uganda following an eight-week play-based mathematics intervention. A sample of 40 pupils, equally distributed by gender, participated in pretest and posttest assessments of mathematics confidence and fear. Results showed no significant age or gender differences at baseline. A mixed-design ANOVA revealed a substantial increase in mathematics confidence from pretest to posttest, with mean scores rising from 23.50 to 34.00, representing an average gain of 10.50 points. The improvement was statistically significant and similar for both boys and girls. Fear of mathematics also decreased significantly following the intervention. Boys' fear scores declined by an average of 8.50 points, while girls' scores decreased by 7.40 points, although the difference between genders was not statistically significant. Further analyses indicated that neither age nor gender significantly predicted posttest mathematics confidence or fear of mathematics. The findings suggest that play- based, confidence-building instructional approaches can effectively improve young learners’ attitudes toward mathematics regardless of age or gender. The study highlights the importance of introducing anxiety-reduction and confidence-enhancing strategies during the early years of schooling before gender-based differences in mathematics engagement emerge.