Gender Differences in Academic Performance in Mathematics Among Senior Secondary School Students in Anambra State

This study examines gender differences in academic performance in Mathematics among Senior Secondary School Three students in Anambra State, South East Nigeria. Mathematics achievement gaps between male and female students have been widely documented, but contextual factors specific to the South East geopolitical zone require further investigation. The study adopts a descriptive survey and ex-post facto design, drawing a sample of 400 students from 10 public secondary schools across Onitsha, Awka, and Nnewi education zones. Data were obtained from students' most recent Mathematics examination scores, supplemented by a validated questionnaire measuring attitudes toward Mathematics. Analysis employs independent samples t-test and Pearson correlation. Eccles' Expectancy-Value Theory frames the investigation into attitudinal and motivational influences on gendered performance. The study also examines teacher beliefs about gender-differentiated Mathematics ability and their potential influence on classroom interaction patterns. Findings are anticipated to reveal that attitudinal factors, rather than inherent ability, account for observed gender disparities. Recommendations will address the Anambra State Ministry of Education, curriculum designers, and teacher education programmes on gender-responsive Mathematics pedagogy. The study also advocates for targeted mentoring programmes for female students in STEM subjects. Findings will contribute empirical evidence to the discourse on gender equity in Nigerian secondary education and support the development of inclusive teaching strategies within teacher preparation programmes in the South East. Keywords: gender differences, Mathematics performance, secondary education, Anambra State, gender equity