CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND OF STUDY

“Mathematics is a tool in which students and youngsters get knowledge and experience about life, they learn how to deal with problems, and apply their knowledge into real life problems, they improve their ability about logical thinking and reasoning, and they are getting ready for their future.” (Gömleksiz, 1997, p.V). Many people consider mathematics as a key to open future career options (Stafslien, 2001).

In the meantime, mathematics refers to improve a deep understanding about life and explanations for natural phenomena (Papanastasiou, 2002). Therefore, mathematics is in the middle of today’s reform efforts that intend to establish a system for guiding students in their learning and understanding of mathematics (Smith, 2000; Franke and Kazemi, 2001).

The goal of those reform efforts is to learn why students are having difficulties toward learning mathematics. Research studies showed that there are many factors effecting students’ views and attitudes about mathematics (Dursun & Dede, 2004; Koca & Şen, 2005). For instance, many concepts are symbolized in subjective terms in terms of representing the idea in mathematics (Yıldırım, 1996). Besides, education level in family, gender differences, and mathematical abilities of students are also factors to be counted as negative elements (Hare, 1999).

In addition, socioeconomic level, culture, and language might be affective in students’ learning of mathematics (Mecce, 2006; Papanastasiou, 2002). In terms of considering gender, recent research efforts have pointed out that there is a significant difference between behaviors and performances of male and female students (Aydın, Bolukbasi, and Polat, 2005; Eceles, Adler and Mecce, 1984; Parker and Claxton, 2006). The reason of those differences is categorized as biological and sociological. At the beginning, structure of students’ brain was accepted as the main source of variation in gender difference; however, specialty based on gender was counted as a primary factor on later studies (Aksu, 2005). Besides, some researchers claim that the reason of low achievement in science for female students might be their cognitive differences (Otto, 2001), individual differences (Mecce & Holt, 2003), differences about mathematical ability (Linn & Hyde, 2009), differences in in- or out-class experiences (Johson, 2007; Tobin & Garnett, 2007), or differences in attitudes toward mathematics.

1.2 STATEMENT PROBLEM

The problem of students’ under-performance in mathematics in secondary schools in Nigeria has been a much discussed educational issue. In solving any problem however, it is pertinent to understand the causes of such problems. Many causes or agents have been studied as the etiological starting point for investigating the phenomena of school failure or success. These causes are looked into from several perspectives including the effect of gender on SSS students’ attitude and achievement in mathematics, student ability, family attitude and peer group. It is to this regards that researcher desired to examine the effects of gender on SSS students’ attitude and achievement in mathematics using Akko L.G.A Gombe State

1.3 AIM AND OBECTIVES OF STUDY

The main aim of the research work is to examine the effects of gender on SSS students’ attitude and achievement in mathematics. Other specific objectives of the study are:

1. to determine the difference in SSS students’ attitude and achievement in mathematics based on gender
2. to determine the relationship between gender biases and stereotypes in students’ academic achievement in mathematics
3. to investigate on the factors affecting the attitudes and achievement of SSS students in mathematics in Akko local government area of Gombe state
4. to proffer solution to the above problem

1.4 RESEARCH QUESTIONS

The study came up with research questions so as to ascertain the above stated objectives of study. The research questions for the study are:

1. What is the difference in SSS students’ attitude and achievement in mathematics based on gender?
2. What is the relationship between gender biases and stereotypes in students’ academic achievement in mathematics?
3. What are the factors affecting the attitudes and achievement of SSS students in mathematics in Akko local government area of Gombe state?

1.5 STATEMENT OF RESEARCH HYPOTHESIS

H0: there is no difference in attitude and achievement in mathematics based on gender

H1: there is difference in attitude and achievement in mathematics based on gender

1.6 SIGNIFICANCE OF STUDY

The study is an interesting one; because it will determine the effects of gender on SSS student attitude and achievement in mathematics; the study will also look at the factors affecting SSS students’ attitude and achievement in mathematucs. The study will contribute to the body of existing literature and knowledge in this field of study and provide a basis for further research

1.7 SCOPE OF STUDY

The study on the effects of gender on SSS students’ attitude and achievement in mathematics will be limited to three secondary schools (government day secondary school and matrix international academy) in Gombe state

1.8 LIMITATION OF STUDY

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work

1.9 DEFINITION OF TERMS

In the study, terms used vary in meaning depending on their different contexts; it is therefore, the intention of the researcher to use the following meanings whenever the mention of the will be made;

Impact: The force with which one thing hits another or with which two things hit each other.

Sex: A state of being either male or female

School: Is a social institution that has a set up to ensure intellectual and cultural progress through teachings and learning?

Performance: Students academic score attained in a given task

Discrepancies: Differences between two things that should be the same.