GENDER INEQUALITY AND SUSTAINABLE DEVELOPMENT IN NIGERIA: ISSUES AND CHALLENGES FOR MATHEMATICS TEACHING AND LEARNING

  • C C Ogbonna

Abstract

This paper examined gender inequality and sustainable development in Nigeria with focus on issues and challenges for Mathematics teaching and learning as well as probable solutions. The study was carried out in secondary schools in Abia State and it adopted the survey research design, and used a questionnaire entitled: “Questionnaire for Appraising Challenges to Gender Equality in mathematics teaching and Sustainable Development in Nigeria” (QACGESDN) as instrument for data collection. A sample size of 155 respondents was randomly drawn in line with Krejcie and Morgan formula for determination of sample size and one null hypothesis was tested at 95% confidence interval, using Chi-Square statistical analysis techniques. The results of data analysis showed that there is a significant difference in the perception of male and female respondents on issues and challenges to gender equality in Mathematics teaching and sustainable development in Nigeria. It was recommended among other things that the Government as well as other stakeholders in the economy should regularly sponsor seminars, training workshops, and conferences geared toward changing the mindset of the people on the provision of equal educational opportunities for men and women, mobilization programmes on the importance of gender balances, women empowerment, and so on, thereby enhancing the economic and sustainable development of the nation.

Published
May 8, 2017
How to Cite
OGBONNA, C C. GENDER INEQUALITY AND SUSTAINABLE DEVELOPMENT IN NIGERIA: ISSUES AND CHALLENGES FOR MATHEMATICS TEACHING AND LEARNING. International Journal of Gender and Development Issues (IJGDI), [S.l.], v. 1, n. 7, p. 148-154, may 2017. ISSN 2545-501X. Available at: <http://ijgdi-futo.com/index.php/futo/article/view/169>. Date accessed: 19 nov. 2018.
Section
Articles