THE ROLE OF GENDER ON TOPIC PREFERENCE OF SENIOR SECONDARY SCHOOL STUDENTS IN MATHEMATICS

1.1 Introduction

Mathematics is applicable in our regular activities, scientific innovations, research, business, and others. It is a compulsory subject in the school level of Nepal. Different digital resources can be used in mathematics teaching as instructional materials. Gender differences in academic performance in mathematics have been an issue of controversy and generated a considerable interest in the field of educational research over the years. The socialization patterns in Nigeria and most African setting which places enormous restrictions and a higher input of daily domestic labour on the female than male automatically schemes female out from any consideration for serious professional discipline, even in cases where the female appears to be more brilliant than her male counterpart (Alordiah et al., 2015).

As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.

1.2 Background of Study

The importance of mathematics to everyday life justifies the inclusion in the curricula at all the levels of education. There is hardly any human being whether literate or non-literate who does not apply mathematical concepts in everyday life, even though he may not be aware of it. Mathematics can simply be defined as those aspects of human experience and knowledge that involve the concept of number, quantity and space. Over the years mathematicians in formal educational setting have been able to construct abstract concepts into logical, systematic and symbolic terms that involve pattern and precision. Physical observations are often better expressed in mathematical expressions thereby enhancing understanding. There is no doubt that mathematics has come to stay in the educational plan of nations in the world.

Nigeria aspires to be a modern industrial society and a developing society desiring this attribute should according to Animalu (2000), possess the ability to acquire knowledge, in service-oriented and innovative. It is obvious that this can only be achieved with a proper and solid foundation in mathematical knowledge. Many of the scientist like Archimedes and Galileo who came up with striking innovations in science were exposed to the best mathematics education in their days. Investment in the training of scientific and technological manpower will enhance the economic and political development of the nation and proper mathematical education at all levels will go a long way in realizing the objective of promotion of science and technology.

It is greatly disturbing, especially to the implementers of mathematics education that despite the prominence and importance of mathematics in all areas of human endeavours, students’ cognitive, affective and psychomotor outcomes in mathematics at all levels of the educational system fall below expectation. The poor performances of students in mathematics at external examinations like Cambridge, senior school certificate (organized by WAEC and NECO), Universities Matriculation Examination (UME), and Polytechnic and Colleges of Education Examination has been on the increase. Many factors have been identified by mathematics educators for the poor students’ achievement in mathematics.

Efforts to improve students’ outcomes in mathematics have led to several studies to determine the predictors of academic performance in mathematics among various groups of individuals. Some of the predictors are learning strategies, age, gender and school location (Christian, 2014), gender, school location and socio-economic status (Alordiah et al., 2015), gender and socio-economic status (Ewumi, 2012), age and gender (Abubakar et al., 2011), sex, age and course of study (Salifu et al., 2017).

Students’ academic performance at all levels of education is not only a barometer for measuring the effectiveness or otherwise of the school system, but a major determinant of the attainment of a nation’s educational goals. The medium through which the attainment of individuals and the nation’s educational goals can be achieved is learning (Ewumi, 2012). This is why learning outcomes have become a phenomenon of interest to all and also account for the reason why scholars have been working hard to unravel factors that militate against good academic performance (Aremu & Sokan, 2002 as cited in Ewumi, 2012).

Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Role of Gender on Topic Preference of Senior Secondary School Students in Mathematics.

1.3 Statement of Problems

Investigation revealed that the over the past decades, the topics of gender equity and gender differences have been raising issues in education. Boys and girls are known to learn differently though they sit in the same classroom, read the same textbooks and listen to the same teacher (Sadker and Sadker, 1994). The problem of girls developing low self-efficacies in math is complex and that it requires solutions on multiple dimensions (Clark Blickenstaff, 2005). Both parents and teachers have a vital role to play since they are primary sources of the four types of information. Another important implication of this study results from the congruence between the findings obtained here and the findings obtained by studies performed in different countries (Huang, 2013).

These views seem to be related to the preference students have for some topics in mathematics while in the secondary school. Therefore, based on this the study sought to posses the role of gender on students’ preference for senior mathematics topics.

1.4 Aim and Objectives of Study

The aim of the study is to examine the Role of Gender on Topic Preference of Senior Secondary School Students in Mathematics. In achieving this aim, the following specific objectives were laid out as follows:

1. To investigate the like or dislike topics in mathematics among senior secondary school students; and
2. To find out empirically how significant the impact of gender is on students preference for mathematics topics.

1.5 Research Questions

The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:

• Does gender have significant impact on student’s preference for mathematics topics?
• What is the pattern of students’ preferences for topics in the senior secondary school mathematics?

1.6 Research Hypothesis

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

Hypothesis One

• H0: There will be no significant difference in the pattern of students’ preferences for topics in the senior secondary school mathematics.
• H1: There will be a significant difference in the pattern of students’ preferences for topics in the senior secondary school mathematics.

Hypothesis Two

• H0: There will be no significant difference on the impact of gender on students’ preference for mathematics topics.
• H1: There will be a significant difference on the impact of gender on students’ preference for mathematics topics.

1.7 Significance of Study

This study will be of benefit students, teachers, parents and the society at large.

1. It will assist school counsellors in exposing their students to the relevance of these so called “difficult subjects” to their future careers and the need to master them by organizing career talks for them.
2. It will also be found useful to authors of mathematics in using pictures that are ‘gender friendly’ and using objects found in the home and school every day.
3. It will also bring to the notice of the government in assisting or supporting mathematics experts by providing necessary instructional materials for teaching those identified difficult topics.
4. It will also bring to the awareness of parents or enlighten parents and the community not to look down their female children but she them as able as their male children.

This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.

1.8 Scope of Study

The scope of the research is focused on the Role of Gender on Topic Preference of Senior Secondary School Students in Mathematics using Okpe Local Government Area in Delta State as a case study.

1.9 Limitations of the Study

During the course of this study, many things militated against its completion, some of which are:

1. Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
2. Establishment Policies: Establishment policies posed a serious limitation as most staffs are not ready to release information needed for this project work. There were lots of information needed from the staffs of this establishment to enhance the study which took them time to release or they did not release at all for security purposes, hence the scope was reduced.
3. Research material: availability of research material is a major setback to the scope of the study.
4. Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
5. 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).

1.10 Definition of Terms

Teaching: The act of imparting knowledge.

Learning: It is a relatively permanent change in behavior that results from teaching.

Academic: Academic is connected with education, especially in schools and universities.

Secondary Education: secondary education normally takes place in secondary school, taking place after primary education and may be followed by higher education or vocational training.