GENDER AND STUDY HABITS AS DETERMINANTS OF STUDENTS’ ACHIEVEMENT IN MATHEMATICS

Abstract

Mathematics is studied for its utilitarian role in human endeavours. It is a school subject which is dreaded by many and studied with high level of anxiety. Research have shown that there are many factors that determine the achievement of learners in Mathematics. Male and female also differ in their study habits and how it affects their achievements. Hence, this research investigated if the study habits of the students and their gender can determine their achievement when taken together, and when examined across gender. Two research questions and 2 hypotheses guided the study. The study is a descriptive survey. The population comprised all the 103,447 senior secondary school students in Kwara state. Six senior secondary schools were purposively selected from two randomly selected Local Government areas in the state. The schools comprised 4 coeducational and 2 single sex (one male and one female) schools. A sample of 300 SSII students (150 males and 150 females) were randomly selected from the six secondary schools. Two validated instruments used for data collection were: MAT (r = .86; KR20) and SSHQ (r= .8). The findings showed that there is significant relationship between frequencies of the study of Mathematics per week and achievement. The frequency of Study of Mathematics can predict Mathematics achievement. There was no significant difference in Mathematics achievement between male and female students. There was significant difference in Mathematics achievement based on level of study habits. It was recommended that the male stereotyping should be discouraged in Mathematics study. Both genders should be given exactly the same opportunities and challenges in Mathematics class. Male and Female students need to compete, collaborate and gain from each other in Mathematics teaching and learning. Schools should accept the responsibility of teaching students’ good study habits.