Abstract
The purpose of this study is to look at student inherent characteristics (gender and age) as correlate to academic performance in mathematics education. To carry out this, two research questions and one null hypothesis were stated. The correlation survey design was adopted for this study. The study analyzed data collected from two hundred students randomly drawn from two selected secondary schools in Enugu metropolis. The statistical tools employed to analyze the data collected were descriptive and inferential statistics while t-test statistics was used to test the null hypothesis. The results among other things revealed that no significant relationship exists between the students’ inherent characteristics and their academic performance. Some suggestions and recommendations were given in the light of the research findings DOI: 10.5901/mjss.2014.v5n26p93
Highlights
The enviable position which Mathematic Education system of nations of the world including Nigeria occupies is perhaps justifiable
Mathematics is a very important school subject that affects all aspects of life at different categories
The purpose of this study was to investigate on the student inherent factor gender and age as correlate of academic performance in mathematics education
Summary
The enviable position which Mathematic Education system of nations of the world including Nigeria occupies is perhaps justifiable. This is so because; Mathematics touches completely all facts and spheres of human endeavour. Mathematics is a core subject that influences the life of the individual as well as the development effort of a nation (Emoven, 1985). Mathematics is a very important school subject that affects all aspects of life at different categories. It is the bedrock of all science and technologically based subjects (Maliki, Nyban and Ibu, 2009). Mathematics is the foundation of any technical development of any Nation (Azuka, 2009)
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