Abstract:
The main purpose of this study was to determine whether any ilicant difference existed between primary class six boys' and girls' attitude toward mathematics and their effects on achievement. Also, to determine whether any significant difference existed between boys' and girls' achievement in mathematics. Finally, the study sought to determine whether primary class six teachers' and pupils' attitude toward mathematics contributed significantly to pupils' achievement in the subject.The simple random sampling technique was used to select 400 primary class six pupils for the study. The 400 subjects consisted of 200 boys and 200 selected from both rural and urban schools. In all 40 primary schools re involved in this study. The main instruments used to collect data for this study were two sets attitude questionnaires of the Likert scale type and an achievement test. The data gathered were analysed statistically using an independent t-test, the multiple regression technique and Pearson's Product-Moment Correlation. The study indicated the following results. Firstly, there was no ignificant difference between primary class six boys' and girls' attitudes towards mathematics. Secondly, there was u significant difference in mathematics achievement between primary class six boys and girls in favour f girls. Thirdly, primary class six pupils' attitude toward mathematics conributed significantly to their achievement in the subject. Fourthly, primary ass six teachers' attitude toward mathematics related to pupils' achievement the subject. Implications or the findings or study were discussed and commendations made.
