Abstract:
This study was conducted to examine the effect of cognitive learning style and gender on student's performance in selected areas of mathematics in Mararaba Education Zone, Nasarawa State, Nigeria. The study further looked at the performance of male and female students, classified under field independent and field dependent students in geometry, algebra and number/numeration. Six research questions and six research hypotheses guided the study. All the SS2 mathematics students in five secondary schools in Mararaba Education Zone were the target population for the study. The sample of the study consists of 100 mathematics students selected through random sampling techniques. The instruments used for data collection were Group Embedded figure Test (GEFT) and Mathematics Achievement Test (MAT). Data collected were analyzed using mean, standard deviation and t-est. The study adopted the ex-post factor research design. The results of the findings revealed that field independent students performed better than the field dependent students in geometry, algebra and numeration. There was significant difference in the mean performance scores of field independent and dependent students in these areas of mathematics. Male students achieved higher than female students in geometry, algebra while in number/numeration there was no significant difference in performance of male and female students. There was significant difference in the mean achievements of male and female students in geometry while Gender was a significant factor on student's achievement in geometry. Based on the results some recommendations were made, which include use of instructional materials and techniques that can make males and females develop critical/logical thinking abilities to improve teaching and learning of mathematics. This will help to eradicate gender inequality in class-room instructions and achievement because the aim of teaching is to make pupil learn or achieve higher regardless of sex or gender |
