Gender Influence on Student Perception of The Nigerian Further Mathematics Curriculum Content Difficulty

• Author(s): Otikor Mark Sanderson ; Zalmon Ibaan Gogo ; Daso Peter Ojimba
• Paper ID: 1703286
• Page: 393-408
• Published Date: 29-03-2022
• Published In: Iconic Research And Engineering Journals
• Publisher: IRE Journals
• e-ISSN: 2456-8880
• Volume/Issue: Volume 5 Issue 9 March-2022

Abstract

The study investigated the influence of gender on student perception of the Further Mathematics curriculum content difficulty. The descriptive survey research design was adopted for the study. The study was conducted in Gokana local government area of Rivers State with a population of sixty (60) senior secondary class three students offering Further Mathematics from the twelve (12) public senior secondary schools in the area. Census sampling technique was used to select the sample of 60 students used for the study. The instrument for data collection was the researchers’ made and validated Further Mathematics Curriculum Content Difficulty Assessment Questionnaire (FMCCDAQ). The test and retest method and Pearson’s Product Moment Correlation (PPMC) were used to obtain 0.73 reliability coefficient of the FMCCDAQ. Six research questions and six hypotheses guided the study. Mean and standard deviation and independent sample t-test were used for data analysis. The study found out that both the male and the female students perceived the pure mathematics, coordinate geometry, statistics, mechanics and operations research contents of the Further Mathematics Curriculum (FMC) difficult to learn but gender had no significant influence on the perception of students on the FMC content difficulty. The study among others recommended that Further Mathematics teachers should employ diagnostic and remedial instructional strategies and active learning approaches to teach the male and the female students to remediate perceived learning difficulties in the Further Mathematics curriculum contents.

Keywords

Gender, influence, perception, further, Mathematics, curriculum, content, difficulty

Citations

IRE Journals:
Otikor Mark Sanderson , Zalmon Ibaan Gogo , Daso Peter Ojimba "Gender Influence on Student Perception of The Nigerian Further Mathematics Curriculum Content Difficulty" Iconic Research And Engineering Journals Volume 5 Issue 9 2022 Page 393-408

IEEE:
Otikor Mark Sanderson , Zalmon Ibaan Gogo , Daso Peter Ojimba "Gender Influence on Student Perception of The Nigerian Further Mathematics Curriculum Content Difficulty" Iconic Research And Engineering Journals, 5(9)