Gender as a correlate of students’ interest in science and Mathematics education in universities in Makurdi

Publication Details

Publication Date

10/08/2026

Volume / Issue

Vol 1, Issue 3 (2026)

Article No.

056

Journal

British Journal of Contemporary Research

DOI

https://doi.org/10.67693/BJCR-Z2U8ZKCN

Received

31 Jul 2026

Views

44

Downloads

30

Abstract

Gender as a correlate of students’ interest in science and Mathematics education in universities in Makurdi was studied using a correlational research design. The study was guided by two objectives, two research questions and two hypotheses. A population of 1,784 (860 males and 924 females) undergraduate from Rev. Fr. Moses Orshio Adasu University and Joseph Sarwuan Tarka University Makurdi were used for the study. A stratified random sampling of 150 (59 males and 91 females) undergraduates was used for the study. Undergraduates’ interest in Science and Mathematics scale (UISMS) was validated by two experts in science education; it was trial tested using Cronbach’s alpha with a value of 0.9 which was used for data collection. Pearson Product Moment Correlation (PPMC) was used to answer research questions and to test hypotheses. Findings from the study reveals that there was no statistically significant correlation between gender and interests in Science education among male and female undergraduates, gender has no statistically significant correlation on undergraduate’s interest in Mathematics education in Universities in Makurdi, Based on the findings of the study, it was established that; gender has no statistically significant correlation in undergraduate’s interests in Science and Mathematics education in Universities in Makurdi. Based on the findings it was recommended that teachers should make use of alternative teaching methods like the use of games and simulations to motivate students’ interest (male and female) in the learning of Science and Mathematics education.

License

This article is published under the Creative Commons Attribution 4.0 International License . Free to read, share, and adapt with attribution.