CHAPTER ONE
INTRODUCTION
1.1Â Â Â BACKGROUND TO THE STUDY
Students’ low performance in the Senior Secondary Certificate Examination (SSCE) administered by both the West African Examination Council (WAEC) and the National Examination Council (NECO) (Eze, H.T. 2011) is particularly concerning, given that educational accountability is a hot topic these days. It’s important reiterating the importance of the English language and mathematics in Nigeria, as well as the reasons for worry when pupils’ performance in these subjects is inadequate. In all Nigerian educational institutions, English is utilized as the medium of teaching and for studying other topics. Similarly, no student is qualified for admission into Nigerian universities and other tertiary institutions unless they pass it with a credit in addition to the other four subjects in the Senior Secondary Certificate Examination (SSCE) administered by the West African Examination Council (WAEC) and the National Examination Council (NEC) (NECO). Another serious issue worth mentioning at this point in the discussion is that, in Nigeria today, when students are placed in schools or classrooms to improve their performance, the factors most commonly considered are ability, aptitude, occupation or trade or career choice, science or arts inclination, but never the gender streaming factor. It’s a spontaneous exercise to think about gender wherever and wherever it comes to mind. It is based on morality or religious injunctions or responsibilities, rather than policy guidelines or research reports, or academic performance benefits. Second, despite multiple pronouncements and the supply of legislative instruments and other assistance on this problem by major international organizations such as UNICEF, the World Bank, and UNESCO, this research was driven by challenges connected to gender equality in education, particularly in northern Nigeria (Lee and Lockheed, 1990). Inequity in educational opportunities for females and males, low enrollment, alarming withdrawal rates resulting in low completion rates, poor or lack of attention and support for girl-child education, unequal attention given to males and females students, especially in coeducational classrooms, are just a few examples. Furthermore, the claim that females have greater aptitude and competence in language learning than their male counterparts, as well as the availability of controversial and inconsistent results of studies on the academic performance of both female and male students when they are streamed according to gender, has prompted this study. Lee and Lockheed (1990); Mallam (1996), Kurumeh, Igyu, and Mohammed(2013); Bosire, Mondohand Barmao, (2008); Sax, (2007), and others have all shown positive effects on gender streaming. Rowe Coppenham (2008), Oludipe Dupe (2012), Kang’ Ahi (2012), Pahlke, E., Hyde, (2015). As a result, the purpose of this research is to look at the academic performance of male and female students in English and mathematics. The study aims to reduce the high incidence of pupils failing the English language in Nigeria’s Senior Secondary Certificate Examinations administered by the West African Examination Council (WAEC) and the National Examination Council (NECO).
“In most mathematics and mathematics-related disciplines, there tend to be more men than girls,” Mukhtar and Iliyasu (2006) said. When we consider ancient mathematicians such as Pythagoras, Thales, Euclid, and Pascal, we see that they were all males”. However, one could wonder what might be causing this disparity between male and female brains. Could it be that female brains are weaker than male brains? “Girls and boys start off equal in math and science performance in school,” writes Blasser Busanya (2007), “and they seem to fare as well in both subjects in primary schools.” Around the age of twelve, some girls begin to lose interest in mathematics and science. These females subsequently often skip out of mathematics classes, therefore cutting off numerous employment options”. Because mathematics is a science and the core of all other disciplines, it has a major place in education, with a significant focus on both theory and practice. The science of reasoning is also known as mathematics. We relied on a few premises to form our conclusions. In mathematics, there are two forms of reasoning: inductive and deductive reasoning Dupe Oludipe (2012). Inductive reasoning is used when assertions containing mathematical truths are founded on general observations and experience, while deductive reasoning is used when claims are creations of the intellect. For teachers of any subject in general, and mathematics teachers in particular, the teaching approach is critical. Method is nothing more than a scientific approach to teaching a topic while keeping in mind the psychological and physical needs of the students. The technique must be as excellent as the subject for efficient mathematics learning. It is only via procedure that a topic may be made attractive and helpful Oludipe Dupe (2012). When educating a group of students with diverse interests, aptitudes, and attitudes, it’s important to understand the psychological foundations of the teaching learning process. The most crucial pre-requisite in teaching a topic like mathematics is the exact communication of ideas and development of concepts based on a logical growth of subject. Students were often apprehensive about learning mathematics for a variety of reasons, one of which was that it was a difficult approach to master. Pupils like to study mathematics in a meaningful way rather than by rote memorization. Learning, guidance and counseling, assessment, teaching, and testing are all parts of education. Testing is a method of determining the accuracy of a product. The term “test” refers to a device that is used to conduct tests.
This demonstrates that female students did worse than their male counterparts. However, student performance is unaffected by gender, leading to more verification and research into the performance of boys and females in mathematics. Hence, the current study will investigate male and female students academic performance in english and mathematics.
1.2 STATEMENT OF THE PROBLEM
Sex differences in mathematics and English education, like geographical inequities, have existed in practically all civilizations and in many aspects of learning throughout history. Female pupils believe they are unable to compete with their male counterparts in mathematics and the English language Oludipe Dupe (2012). However, gender inequalities in math and English language learning cause certain male and female students to fall behind and become unemployed in the field of science and technology. Many studies in the topic of gender inequalities in mathematics have shown that there is still a disparity between men and girls. It is necessary to encourage females not to be afraid of mathematics in their lives and to make it easier for them to become self-reliant, self-esteemed, capable of caring for their families, and to be associated with a greater understanding of science and technology. In fact the present study was “therefore, this study will  investigate male and female students academic performance in english and mathematics.
1.3 OBJECTIVE OF THE STUDY
The general objective of this study is to investigate male and female students academic performance in english and mathematics. Specifically the study intends to:
i.          To examine the causes of failure in mathematics and english language among male and female students in senior secondary schools.
ii.         To find out the extent to which there is a differences in the academic performance in mathematics and english among male and female students.
iii.       To investigate the effect of poor performance in mathematics and english on the academic performance of students.
iv.      To recommend ways to improve the interest of male and female student in the learning of mathematics and english.
