The Relationship Between Gender, School Location and Students’ Mathematics Achievement in Secondary Schools in Lafia Local Government Area of Nasarawa State, Nigeria

This study examined the relationship between Gender, School Location and students’ mathematics achievement in secondary schools in Lafia Local Government Area (LGA) of Nasarawa State, Nigeri. The study employed expo-facto research design. The population for the study comprised of all SS2 students’ in Lafia Local Government. Through simple random sampling technique, 460 students (262 males and 198 females) were selected for the study. The instrument for data collection was a proforma which was used to harvest students’ scores of 2024 mathematics mock examinations in Nasarawa State. The instrument was validated by experts and validity index of 0.92 was obtained. A reliability coefficient of 0.76 was obtained for the instrument. Descriptive statistic of mean and standard deviation were used to answered the research questions, while correlation coefficient was used to resolved the hypotheses at 0.05 level of significance. The findings revealed that there is no significant relationship between gender and students’ mathematicsachievement in secondary schools in Lafia LGA of Nasarawa State. It was further revealed that school location has no significant relationship with students’ mathematics achievement. It was concluded that gender and school location has no significant difference in the relationship with students’ mathematics achievement in secondary schools in Lafia LGA of Nasarawa State and recommendations were made that refreshers courses and workshops as well as seminars should be organized to re-orientate teachers, students and parents that when considering gender and school location, there is no significant difference in the relationship with students’ achievement in mathematics among others.