Abstract
Attitudes towards mathematics significantly influence academic success. This study explores the relationship between attitude towards mathematics and academic achievement among secondary level students, particularly examining gender differences. A sample of 500 students from four schools (two boys' and two girls schools) participated, with 200 boys and 300 girls, aged mostly 15 and 16. Data was collected through a 25-item questionnaire adapted from existing literature and modified by Steinback and Gwizdala. Academic achievement was assessed using students recent mathematics examination scores. Results indicate that girls outperformed boys in mathematics achievement, yet attitude towards mathematics did not correlate with academic success. This study underscores the importance of understanding attitudes towards mathematics, particularly in fostering academic performance, especially among girls. KEYWORDS: Attitude towards mathematics, academic achievement, secondary level students, gender differences, mathematics education, gender equity, attitudes, gender stereotypes.
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