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Assessing Gender Factor In Some Secondary Mathematics Textbooks In Nigeria

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dc.creator Oyedeji, O.A.
dc.date.accessioned 2014-11-14T16:04:52Z
dc.date.accessioned 2015-12-08T10:53:38Z
dc.date.available 2014-11-14T16:04:52Z
dc.date.available 2015-12-08T10:53:38Z
dc.date.created 2014-11-14T16:04:52Z
dc.date.issued 1996-03
dc.identifier Oyedeji,O.A. (1996) Assessing Gender Factor In Some Secondary Mathematics Textbooks In Nigeria, ZJER Vol. 8, No.1. Harare, Mt. Pleasant: HRRC.
dc.identifier 1013-3445
dc.identifier http://opendocs.ids.ac.uk/opendocs/handle/123456789/5046
dc.identifier.uri http://hdl.handle.net/10646/1710
dc.description.abstract The majority of girls in Nigeria no longer study Mathematics and the few who do continue to have averagely lower achievement scores than boys. Apart from the cognitive factors, which have been studied extensively, affective factors have been identified as contributing to the relatively poor performance of girls in Mathematics. This study was therefore an attempt to investigate one of the affective factors, the factor of gender, in some secondary school Mathematics textbooks. Materials for the study included seven Mathematics textbooks that are commonly used in secondary school in Nigeria. The test items and illustrations in the textbooks were categorised as male-related, female-related, or neutral tasks. By using simple percentages and chi-square analysis, significant differences were observed on the number of items and illustrations that are male or female-related. The results show that the textbooks contain high percentages of male-related tasks than female-related ones.
dc.language en
dc.publisher Human Resources Research Centre (HRRC); University of Zimbabwe
dc.rights http://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rights University of Zimbabwe
dc.subject Education
dc.subject Gender
dc.title Assessing Gender Factor In Some Secondary Mathematics Textbooks In Nigeria
dc.type Article


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