ASSESSMENT OF MALE AND FEMALE ACHIEVEMENT IN SSCE FURTHER MATHEMATICS IN KWARA STATE, NIGERIA: IMPLICATION FOR EDUCATIONAL POLICYMAKERS
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Keywords

Further Mathematics
Gender
Students’ Achievement
Educational Policymakers
Secondary School

Abstract

This study assessed the male and female achievement in SSCE Further Mathematics in Kwara State, Nigeria. Two research questions and objectives were formulated. Descriptive research design of ex-post facto type was employed. All senior secondary school offering Further Mathematics within Ilorin Metropolis constitutes the study population. Secondary data comprising students’ results with photo album which indicates gender of students in WASSCE and NECO from 2007-2016 were adopted. Data was analysed using Percentage and Auto-regressive (AR) processes for modelling of time series analysis. Findings revealed that in WASSCE, the percentage of male students who obtained credit ranged from 26.5 to 91.0; pass ranged from 9.0 to 50.60 and fail ranged from 0.0 to 41.2 while the percentage of female students who obtained credit ranged from 12.5 to 86.2; pass ranged from 13.8 to 66.7 and fail ranged from 0.0 to 52.6. In NECO, the percentage of male students who obtained credit ranged from 14.6 to 84.4; pass ranged from 14.7 to 72.9 and fail ranged from 0.0 to 19.8 while female with credit ranged from 11.8 to 70.4; pass ranged from 14.8 to 62.5 and fail ranged from 0.0 to 40.0. On the difference in students’ achievement in Further Mathematics, results showed that male students obtained credit than female students in both examinations. Based on the findings, it was recommended that educational policy makers should employ more qualified Further Mathematics teachers and that female participation in Further Mathematics should be encouraged by the school principals and teachers.      

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