A STUDY ON GENDER DISPARITIES IN MATHEMATICS ACHIEVEMENT AMONG SECONDARY SCHOOLS STUDENTS IN EGOR LOCAL GOVERNMENT AREA, EDO STATE
Faculty
Year of Publication
Publication Type
Abstract
This study investigates gender disparities in mathematics achievement among secondary school students in Egor Local Government Area, Edo State, Nigeria. Using a descriptive survey design, data was collected from 154 students (103 males, 51
females) selected through multi-stage sampling from public secondary schools. The research examined four key factors: differences in mathematics achievement between genders, the influence of cultural beliefs and societal expectations, the impact of
teacher attitudes and classroom practices, and the effect of parental support. Findings revealed that while respondents perceived differences in mathematics achievement between male and female students, these disparities were primarily attributed to sociocultural factors rather than cognitive abilities. Male students received higher expectations from teachers, greater encouragement from parents, and benefited from cultural norms favoring their participation in mathematics. Independent samples t-tests showed no statistically significant differences between male and female students' perceptions regarding mathematics performance (p=0.439) and motivation (p=0.373). The study concludes that gender disparities in mathematics achievement stem largely from societal expectations, teacher attitudes, and parental support rather than inherent ability differences. Recommendations include implementing gender-inclusive teaching strategies, teacher training on bias elimination, parental education on equal encouragement, and targeted support programs for female students in STEM fields.
females) selected through multi-stage sampling from public secondary schools. The research examined four key factors: differences in mathematics achievement between genders, the influence of cultural beliefs and societal expectations, the impact of
teacher attitudes and classroom practices, and the effect of parental support. Findings revealed that while respondents perceived differences in mathematics achievement between male and female students, these disparities were primarily attributed to sociocultural factors rather than cognitive abilities. Male students received higher expectations from teachers, greater encouragement from parents, and benefited from cultural norms favoring their participation in mathematics. Independent samples t-tests showed no statistically significant differences between male and female students' perceptions regarding mathematics performance (p=0.439) and motivation (p=0.373). The study concludes that gender disparities in mathematics achievement stem largely from societal expectations, teacher attitudes, and parental support rather than inherent ability differences. Recommendations include implementing gender-inclusive teaching strategies, teacher training on bias elimination, parental education on equal encouragement, and targeted support programs for female students in STEM fields.
Supervisor(s)
co-supervisor