ABSTRACT

Abstract

The study investigated thefemale students’ participation and school location on performance in further mathematics in Ijebu Ode between 2009 and 2012. The descriptive survey research type and four hundred and twenty-three candidates whose results were released for further mathematics from six Senior secondary schools were used for this study. A computer format designed to collect results of candidates who participated in a forty-five-minute, 30-item multiple-choice Further Mathematics Achievement Test (FMAT). The instrument had reliability coefficient value of 0.87 using Kuder-Richardson-20 (KR-20) formula and Lawshe method, established the content validity value of 0.78. The results revealed that female students’ participation in further mathematics is very low and there is a significant difference between the scores of male and female students’ performances on further mathematics from urban and rural schools. However, one of educational implications is that teaching and evaluation strategies in further mathematics classes should be gender-bias free. Thus, further mathematics teachers must be sure to call on girls for answers to questions, and to give them quality praise when appropriate.

Keywords: Female Students; Participation; School; Performance.