An assessment of female students' attitudes toward mathematics in Lokoja LGA, Kogi State

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Background of the Study
Female students’ attitudes toward mathematics have long been a subject of scholarly interest, particularly in regions where cultural and social norms may influence academic choices. In Lokoja LGA, Kogi State, recent initiatives aimed at promoting gender equity in education have spurred renewed interest in understanding how female students perceive mathematics. Traditionally, mathematics has been viewed as a challenging subject, and negative attitudes toward it can limit academic and career opportunities in STEM fields. Recent educational policies and community interventions in Lokoja have sought to change this narrative by introducing mentorship programs, interactive learning sessions, and awareness campaigns designed to boost confidence and interest among female students (Afolabi, 2023).

The background of this study is framed by both global and local discourses on gender and education. Internationally, research has demonstrated that positive attitudes toward mathematics can enhance academic performance and increase the likelihood of pursuing STEM careers (Chukwu, 2024). However, locally in Lokoja, cultural stereotypes and traditional gender roles continue to influence how female students engage with mathematics. Schools have begun to implement programs aimed at demystifying mathematics through practical applications and collaborative projects, yet the overall impact on female students’ attitudes remains unclear. Socio-economic factors, teacher biases, and limited role models in mathematics-related fields further complicate the scenario, often discouraging female students from fully engaging with the subject (Ogunleye, 2025).

Moreover, the interplay between home environment and school experiences plays a significant role in shaping attitudes. Parental encouragement, community perceptions, and the availability of female mentors are crucial in influencing a positive outlook toward mathematics. Despite various interventions, there remains a substantial gap in empirical research specifically addressing the attitudes of female students in Lokoja. This study aims to fill that gap by systematically assessing the perceptions, challenges, and aspirations of female students in mathematics. It will explore how these attitudes are formed, the impact of targeted interventions, and the potential for future educational reforms that promote gender equity in STEM fields. Ultimately, the study seeks to provide a comprehensive understanding of the factors that shape female students’ attitudes toward mathematics, contributing to the development of strategies that can improve their participation and success in the subject (Afolabi, 2023).

Statement of the Problem
Despite ongoing initiatives to promote gender equity in education, negative attitudes toward mathematics persist among female students in Lokoja LGA. These attitudes have been identified as a barrier to academic success and subsequent entry into STEM careers. Although various programs have been introduced to encourage interest and build confidence in mathematics, there remains a lack of systematic evaluation of their effectiveness. Many female students continue to perceive mathematics as overly challenging and inaccessible, a view that is reinforced by cultural stereotypes and limited exposure to positive role models in the field (Chukwu, 2024).

In many schools, teaching methodologies and curricular materials do not adequately address the specific needs of female learners, resulting in disengagement and reduced self-confidence. Teachers may inadvertently reinforce gender biases by using instructional practices that favor male students or by failing to provide the necessary support to overcome anxiety related to mathematics. Furthermore, the broader socio-cultural context, including familial expectations and community norms, often discourages girls from pursuing advanced studies in mathematics, thus perpetuating a cycle of underachievement (Ogunleye, 2025).

This problematic scenario calls for an in-depth investigation into the attitudes of female students toward mathematics. Understanding the root causes of these negative perceptions is essential for designing effective interventions. Without a clear understanding of the underlying issues, efforts to enhance female participation in mathematics may remain ineffective. Therefore, this study seeks to identify the factors contributing to negative attitudes and to explore how educational interventions and community support can reshape perceptions and improve academic outcomes for female students in Lokoja LGA (Afolabi, 2023).

Objectives of the Study

1. To assess female students’ attitudes toward mathematics in Lokoja LGA.

2. To evaluate the influence of cultural and socio-economic factors on these attitudes.

3. To recommend strategies to improve female engagement and performance in mathematics.

Research Questions

1. What are the prevailing attitudes of female students toward mathematics in Lokoja LGA?

2. How do cultural and socio-economic factors affect these attitudes?

3. What interventions can effectively improve female students’ engagement with mathematics?

Research Hypotheses

1. Positive teaching interventions significantly improve female students’ attitudes toward mathematics.

2. Cultural biases negatively influence female perceptions of mathematics.

3. Increased mentorship opportunities correlate with enhanced interest in mathematics among female students.

Significance of the Study
This study is significant as it sheds light on the attitudes of female students toward mathematics in Lokoja LGA, highlighting the influence of cultural and socio-economic factors. The findings will inform policymakers, educators, and community leaders on effective strategies to enhance female engagement in mathematics. By identifying key challenges and proposing tailored interventions, the research aims to contribute to gender equity in STEM education and improve academic outcomes for female students (Afolabi, 2023).

Scope and Limitations of the Study
This study is limited to examining the attitudes of female students toward mathematics in Lokoja LGA, Kogi State. It focuses exclusively on local perceptions and related factors without extending to other subjects or regions.

Definitions of Terms

1. Attitude: A settled way of thinking or feeling about a subject, often reflected in a person’s behavior.

2. Gender Equity: Fair treatment of all genders in educational opportunities and outcomes.

3. STEM: An interdisciplinary approach to education in Science, Technology, Engineering, and Mathematics.

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