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Pattern of students achievement in mathematics: gender roles
Variation is a constant phenomenon observable in nature Achievement of students in important subjects such as Mathematics is not left out. This study, therefore, attempted to investigate existing pattern in students' achievement in mathematics. It further examined the role gender played in understan...
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2011-05
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| LEADER | 00000njm a2000000a 4500 | ||
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| 001 | oai:repository.ui.edu.ng:123456789/1908 | ||
| 042 | |a dc | ||
| 720 | |a Adeleke, J. O. |e author | ||
| 260 | |c 2011-05 | ||
| 520 | |a Variation is a constant phenomenon observable in nature Achievement of students in important subjects such as Mathematics is not left out. This study, therefore, attempted to investigate existing pattern in students' achievement in mathematics. It further examined the role gender played in understanding such pattern. Four hundred and thirteen Senior Secondary 3 students were selected for the study using a multi-stage and stratified sampling techniques to draw subject from selected intact Science class, schools and three Local Government. Areas (LGA) in Ibadan metropolis Mathematics Achievement Test comprising eighty items covering five major components of Senior Secondary School Mathematics curriculum-Number and Numeration, Algebraic process, Geometry, Mensuration and Trigonometry was constructed by the researcher and used for data collection Split half reliability coefficient (r) estimated on the entire test was 0.74. The result shows that students generally performed above average in Number and Numeration (mean=77.18), algebraic process (mean=71.02), Geometry (mean=53.50), and Mensuration (mean= 54.41). The performance of the students was below average in Trigonometry (mean= 44.48). It was equally found that, there is significant difference between male (mean= 82.48) and female (mean=69.44) achievement in Number and Numeration (t41l=5.47; p<0.05). Significant difference is also find in algebraic process between male (mean=75.70) and female and female (mean=63.77) (t411=4.85; p<0.05). In Geometry, significant mean difference between male (mean= 59.41) and female (mean=45.24) is found, (t411=5.l7;p<0.05). There is significant mean difference in male( mean=55.95) and female(51.95) achievement in Mensuration, t411 =2.24;p<0.05). Significant mean difference between male and female students' achievement in Trigonometry is not found. It is hereby suggested that mathematic educators should rise up to the challenge at hand by researching into strategies that will bring about better learning of geometry at all levels of Education. Needs to bridge the gap in male and female students' achievement in mathematics should be given priority to promote gender equity in the society. | ||
| 024 | 8 | |a 1118-4035 | |
| 024 | 8 | |a Nigerian Journal of Clinical and Counceling Psychology 17(1&2), pp. 85-102 | |
| 024 | 8 | |a http://ir.library.ui.edu.ng/handle/123456789/1908 | |
| 245 | 0 | 0 | |a Pattern of students achievement in mathematics: gender roles |