CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Mathematics is universally recognized as a fundamental subject in the education system due to

its applicability across science, technology, engineering, and other disciplines. In Nigeria, it is

one of the core subjects at all levels of basic and secondary education and is a prerequisite for

admission into many tertiary institutions, especially in science and technology-related fields

(Federal Republic of Nigeria, 2013). Despite its importance, students' performance in

mathematics at the senior secondary level remains a significant concern for educators and

policymakers. Performance trends in external examinations such as the West African Senior

School Certificate Examination (WASSCE) and the National Examination Council (NECO)

reveal persistent low achievement rates, particularly among female students (WAEC, 2021).

Numerous factors contribute to students’ academic performance in mathematics, including

teaching methods, availability of instructional resources, student interest, socio-economic

background, and gender. Among these, gender differences have attracted substantial attention

globally, as disparities between male and female students continue to manifest in mathematics

achievement. While some studies suggest that male students tend to outperform females in

mathematics (Hyde et al., 2008; Yusuf & Adigun, 2010), others find no significant gender-based

differences (Lindberg, Hyde, Petersen, & Linn, 2010). Cultural, psychological, and

environmental factors often mediate these differences. In the Nigerian context, gender roles are

often deeply embedded in traditional and religious norms, especially in Northern states like

Bauchi, where patriarchal structures influence girls’ education (UNICEF, 2020). In Jama'are

Local Government Area, societal expectations, early marriages, household responsibilities, and

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limited access to educational resources for girls may contribute to observed performance gaps.

Conversely, boys may face pressure to succeed academically due to expectations of future

leadership and responsibility. Thus, examining gender-based disparities in mathematics

performance in this specific locale is both timely and necessary. A clearer understanding of these

differences and their underlying causes can inform more equitable educational interventions and

policies aimed at bridging the gender gap in mathematics education.

1.2 Statement of the Problem

Despite the emphasis placed on gender equality in education and various governmental and non-

governmental interventions, significant gaps in mathematics achievement between male and

female students persist. Available data and anecdotal reports from schools in Jama'are Local

Government suggest that female students continue to underperform in mathematics relative to

their male counterparts. This disparity raises critical questions about the factors responsible for

these performance trends. Is the gap a result of cognitive ability, or does it stem from

environmental, cultural, or psychological factors? The answers remain unclear, particularly in

rural and semi-urban areas like Jama'are, where empirical studies are sparse. Understanding the

nature and extent of gender differences in mathematics performance is crucial to developing

strategies for gender-responsive teaching and learning. Without concrete data and contextual

insights, efforts to improve mathematics education may fall short of achieving gender equity.

1.3 Objectives of the Study

The primary objective of this study is to investigate the impact of gender differences on the

academic performance of students in mathematics at the senior secondary level in Jama'are Local

Government Area of Bauchi State.

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Specific objectives are to:

1. Examine the differences in mathematics performance between male and female students.

2. Identify factors contributing to gender differences in mathematics achievement.

3. Analyze students' attitudes toward mathematics across genders.

4. Recommend strategies to minimize gender-based disparities in mathematics performance.

1.4 Research Questions

This study seeks to answer the following research questions:

1. Is there a significant difference between male and female students’ performance in

mathematics?

2. What are the major factors responsible for the observed gender differences in mathematics

performance?

3. How do male and female students perceive and approach mathematics?

4. What practical strategies can be adopted to promote gender equality in mathematics

performance?

1.5 Research Hypotheses

To address the research questions, the following null hypotheses will be tested:

H₀₁: There is no significant difference between the mathematics performance of male and

female students in senior secondary schools.

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H₀₂: There is no significant difference in the attitudes of male and female students toward

mathematics.

1.6 Significance of the Study

This study is significant in several ways:

It provides empirical evidence on gender differences in mathematics performance in a local

Nigerian context, filling a gap in existing literature. The findings will help educators tailor

instructional strategies to support both male and female learners more effectively.

Policymakers and educational planners may use the results to develop gender-sensitive policies

and programs that promote equity. Parents and guardians will gain insights into how gender

influences their children’s learning and performance in mathematics. Future researchers can use

the findings as a basis for comparative or longitudinal studies in similar or different settings.

1.7 Scope and Delimitation of the Study

This study is limited to selected public and private senior secondary schools in Jama'are Local

Government Area, Bauchi State. It focuses specifically on SS2 students because they are at an

advanced stage of the secondary school curriculum and have more exposure to mathematics than

lower-level students.

The study will consider factors such as students’ academic records, teacher observations,

classroom practices, and socio-cultural influences. It does not cover other academic subjects or

other local governments.

1.8 Operational Definition of Terms

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Gender: Social and cultural constructs associated with being male or female.

Mathematics Performance: The measurable achievement of students in mathematics through

grades, test scores, and assessments.

Gender Difference: Any disparity in outcomes, perceptions, or access based on whether the

student is male or female.

Senior Secondary School (SSS): The final stage of secondary education in Nigeria, typically

including SS1, SS2, and SS3.

Attitude toward Mathematics: The students’ feelings, confidence, interest, and disposition

toward learning mathematics.