Gender Difference in Mathematics Values and Orientation as Predictors of Academic Achievement Among Senior Secondary 1 Students in Southwest Nigeria

Abstract

This study investigated gender differences in mathematics values and value orientation as predictors of academic achievement among secondary school students in Nigeria. A total of 847 students participated in the study. Descriptive statistics revealed a mean mathematics achievement score of 16.56 (SD = 9.92), with average mathematics values and value orientation scores of 96.06 (SD = 24.67) and 96.30 (SD = 23.27), respectively. A Spearman's rank-order correlation indicated a statistically significant, moderate positive relationship between value orientation and mathematics achievement, Ã (847) = .234, p < .001. While the correlation was modest, it suggests that students who place greater value on education tend to perform better in mathematics. Gender-based analysis (not detailed here) further emphasised the role of values in academic performance. The study concludes that enhancing students' educational values can contribute to improved achievement. It is recommended that schools adopt value-based learning strategies and promote positive attitudes toward mathematics to foster academic success across gender lines.