Exploring Student and Teacher Factors Influencing Students’ Performance in Mathematics

Abstract

Research on academic performance in mathematics has used different factors to assess how well students do in the subject. This study specifically looked at the gender differentials performance in mathematics at Senior High Schools. Data were gathered from 500 students in their final year of school and 15 mathematics teachers through a survey. Statistical methods like descriptive statistics, inferential statistics, and probit regression were used analyse the data. The results showed that males had an average score of 39.01 on the mathematics Achievement Test, while females had an average score of 31.95. Also, the results of Spearman's correlation indicated a significant relationship [0.63(p=0.002) and -0.58 (p=0.000)] between student gender and mathematics performance. There was a statistically significant difference (t (486), =-1.44, p=0.005) in the mean scores between gender. Finally, probit regression analysis showed that student self-confidence and self-esteem significantly affected their performance at 5%. Similarly, school-related factors like the learning atmosphere and teaching methods have a significant impact on students' academic performance, just as teacher-related factors including expertise in the subject matter and experience also play a crucial role in influencing performance. It was therefore recommended that teachers develop positive strategies to bridge this yawning gender gap in mathematics.