Gender Variations in Mathematics Achievement in Nigerian Post-Secondary Institutions

Abstract

In light of the discrepancies found in reports regarding gender-based differences in achievement in school mathematics, this study aimed to investigate students' mathematics achievement in higher institutions, specifically focusing on gender differences. The study encompassed the entire population of 56 undergraduate students (26 males and 30 females) from the Department of Mathematics at Delta State University, Abraka. The student cohort comprised both Pure Mathematics students and Mathematics Education students who took the course Mathematics 215 (Real Analysis) during the 2017/2018 academic year. This course was considered essential for both categories of students. The researchers collected the students' scores in this course to analyze their performance. To address the research questions, the study employed the mean and coefficient of determination. Hypothesis one was tested using an independent samples t-test at a significance level of .05. Hypothesis two, on the other hand, was examined using the Product Moment Correlation technique at a significance level of .05. The results from both tests indicated that (i) there was no significant difference and (ii) there was no significant relationship in the mathematics achievement of the undergraduate students based on gender. However, it is worth noting that mathematics achievement slightly favored the female undergraduates. Based on the findings, the researcher recommends conducting further studies using different courses or levels within the mathematics discipline and including a broader range of higher learning institutions. This would provide a more comprehensive understanding of gender-based differences in mathematics achievement.