The Overall Performance of Grade 12 Mathematics and Physical Science Learners in South Africa's Gauteng Province

The objective of this quantitative cross-sectional study was to determine which of the two genders, males or females, in Gauteng Province provides the post-secondary school system with a higher proportion of potential mathematics and physical science students. In particular, this study compares the likelihood of passing Grade 12 between males and females who enrolled for mathematics and physical science, even after adjusting for school-type, in the Gauteng Province. The study used correlated secondary data supplied by Umalusi. The dataset contained information of 51 017 (23 711 [46.48%] male and 27 306 [53.52%] female), 46 903 (22 135 [47.19%] male and 24 768 [52.81%] female) and 40 042 (18 484 [46.16%] male and 21 558 [53.84%] female) Grade 12 learners who sat for Grade 12 examinations in the 2008, 2009 and 2010 academic years, respectively. The crude and adjusted mixed-effects models indicate that females were at least 0.92 less likely to pass Grade 12 than their male counterparts in the 2008, 2009 and 2010 academic years. A significant difference was observed in 2009 cohort (P < 0.001). The implementation of the current national curriculum and assessment policy statement for mathematics and the general national curriculum statement (mathematics) is commendable since it affords female and male learners who are enrolled for both mathematics and physical science some comparable chances of passing Grade 12 in Gauteng Province.