Influence of Gender Difference on Attitude and Achievement in Mathematics Concepts among Senior Secondary School Students in Zamfara State, Nigeria

Abstract

Understanding gender differences in mathematics attitudes and achievement can inform teaching strategies and learning environments. This study examined differences between male and female senior secondary school students’ attitudes toward mathematics and their mathematics achievement in Zamfara State, alongside the relationship between attitudes and achievement. A descriptive survey design was employed, involving 200 students from selected secondary schools. Data were collected using a structured questionnaire and analyzed using means, frequencies, independent-samples t tests, and Pearson correlation. No statistically significant gender differences were reported in attitudes toward mathematics (male M = 2.81; female M = 2.45; p > .05) or mathematics achievement (male M = 2.62; female M = 2.51; p > .05). However, attitudes were strongly and positively correlated with achievement (r = .72, p < .01), indicating that students with more positive attitudes tended to report higher achievement. The findings highlight the association between attitudes and mathematics achievement without establishing a causal relationship. The study recommends teaching strategies that promote positive attitudes, strengthen students’ confidence, and create supportive learning environments for both male and female students. It contributes evidence on gender differences and the attitude–achievement relationship within the context of senior secondary mathematics education in Zamfara State.