ATTITUDE OF FEMALE PUPILS TOWARD STUDYING MATHEMATIC IN PRIMARY SCHOOL IN TALATA MAFARA METROPOLIS, ZAMFARA STATE

ABSTRACT This research project investigates the relationship between female students’ attitudes and their academic performance and career choices in Mathematics within primary schools in the Talata Mafara Local Government Area of Zamfara State. Despite the critical role of Mathematics in scientific and technological advancement, many female students continue to exhibit a lack of interest and negative attitudes, resulting in poor academic performance and low enrollment in science-based fields. The study adopted a descriptive survey research design. The population consisted of 12,270 female students, from which a stratified random sample of 371 students was selected from four representative primary schools. Data was collected using a researcher developed questionnaire titled Attitude of female student toward study Mathematics at primary school in Talata Mafara metropolis, which was validated by experts and tested for reliability using the Cronbach’s Alpha method. The analysis revealed a grand mean of 3.01, indicating that female students in the study area generally possess a positive attitude toward Mathematics, expressing confidence and a willingness to engage with the subject. With a grand mean of 3.08, the study found that students believe their attitude directly affects their academic performance. Students with positive attitudes reported higher engagement and better grades. The research found a grand mean of 3.14, suggesting that attitudes strongly influence students’ willingness to pursue Mathematics-related careers in the future. The study concludes that fostering positive attitudes from an early stage is essential to bridging the gender gap in STEM fields. It recommends the training of professionally qualified Mathematics teachers capable of motivating girls and the use of more engaging instructional strategies to maintain and improve student interest.