GENDER, LOCATION, SOCIO-ECONOMIC STATUS AND SCHOOL OWNERSHIP AS DETERMINANTS OF STUDENTS’ PERFORMANCE IN GEOMETRY IN DELTA CENTRAL SENATORIAL DISTRICT

Abstract

The study examined gender, location, socio-economic status and school ownership as determinants of students’ performance in geometry in Delta Central Senatorial District.. Five research questions and five hypotheses guided the study. A descriptive research design was adopted. The population of this study consisted of all senior Secondary school class three students in Delta central senatorial district. The proportionate stratified random sampling technique was employed geometry achievement test (GAT) and socio-economic status whose reliability indices were 0.858 and 0.772 respectively were used to collect data. The research questions were answered using mean and standard deviation while t-test was used to test the hypotheses. The finding revealed that there was a significant difference between the performance of male and female students in geometry in Delta Central Senatorial District, there was significant difference between the performance of urban and rural students in geometry in Delta Central senatorial district, there was significant difference between the performances of students from high and low socio-economic status in geometry in delta central senatorial district, and was no significant difference between the performance of public and private school students in geometry in Delta Central Senatorial District. The study concluded that there was a difference that existed in the performance between male and female students; urban and rural students; students from high and low socioeconomic status in geometry in Delta Central Senatorial District. While in public and private school students, there was no difference in their performance.  Based on the findings and conclusion, it was recommended, among others, that government should work in collaboration with Ministry of Education and Post Primary Education Board to educate students on the drawback of geometry in mathematics. School administrators should prioritize teachers with geometrical skills, school counselors should develop varieties of strategies that will help and allow students to make the best and positive use of geometrical skills, parents should encourage their ward in providing geometrical instruments to enhance societal development.