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ANALYSIS OF GENDER INFLUENCE ON PERFORMANCE
AND TECHNIQUES OF NIGERIAN JSS STUDENTS IN SOLVING
SIMULTANEOUS LINEAR EQUATIONS
BY GRAPHICAL METHOD
BY
SALMAN, MEDINAT FOLORUNSO (Ph.D)
DEPARTMENT OF SCIENCE EDUCATION
FACULTY OF EDUCATION
UNIVERSITY OF ILORIN,
ILORIN, NIGERIA
Abstract
This study analyses problem-solving techniques of male and female
junior secondary school III (JSS) students in solving simultaneous linear
equations by graphical method. It examines the performance of the students
and their techniques in solving these problems on the basis of gender. Sixty
(60) female and sixty (60) male JSS III students totaling one hundred and
twenty (120), were sampled from four (4) government owned secondary schools
in Ilorin west local government area of Kwara State, Nigeria. Fifteen (15)
males and fifteen (15) females were randomly selected from each of the four
schools. The researcher ascertained that the students in the study sample had
been taught simultaneous linear equations by graphical method by their
respective mathematics teachers. Data were gathered through paper and pencil
tests designed by the researcher and administered by the subject teachers.
Four (4) research questions and one hypothesis were raised or formulated.
The research questions were answered using frequency counts while the
hypothesis was tested using t- test. Findings from the study revealed that both
male and female JSS III students had difficulty with graphical method of solving
simultaneous linear equations. Mathematics teachers are therefore, advised to
make sure that students have graph booklets when treating the topic, expose
them to the stages involved and actively engage them in plotting graphs of
given linear equations.
Key words; Analysis, Gender, Influence, Performance, Techniques,
Simultaneous Linear Equations, Graphical method.
Introduction
The issue of gender difference had received research verifications and
found as a variable that could influence the performance of learners in school subjects
and mathematics in particular. Ordinarily, mathematics is perceived as a masculine
school subject. In support of this, Ebeh (2002) stated that in the past, mathematics
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which is the language of science and technology was regarded as an exclusively
preserved subject for the males. However, findings of some research studies have
reported non statistical difference in the performance of boys and girls in mathematical
tasks, while some reported differences in favour of the female and vice-versa. For
example Jahun (1989), Smith and Walker (1988) indicated differences in performance
in favour of the females, while Onibokun (1979), Salman (1997), Aiyedun (2000),
Jahun and Momoh (2001) reported non-significant statistical difference in the
performance of male and female students in mathematical tasks. Also, Reyes and
Stanic (1988) reported that male students achieved a higher level in mathematics.
Mathematics as one of the core school subjects at the primary and secondary
school levels, has been experiencing downward trend in performance of students
and which among others is attributed to the ill-preparation of mathematics teachers
to explore all forms of techniques to convey the message of mathematics (Bot,
1998). In a similar vein, Alio and Harbor-Peters (2000) reported that the non-exposure
of students to the appropriate techniques by mathematics teachers is one of the
factors responsible for the consistent poor performance in mathematics examinations.
Simultaneous linear equations are equations involving expressions of degree
one. Such equations can be represented graphically by straight lines. For example Y
= 3x + 2; Y = 2; x = 3y - 5 are all linear equations (Tapson, 1999). The graphical
method is one of the ways by which simultaneous linear equations can be solved.
Other methods include; the elimination and substitution methods. Previous observations
by the researcher of students responses to problems on simultaneous linear equations
specifically requesting for solution by graphical method, shows that students have
difficulties with the techniques involved. Such techniques include; identifying the
range of values of the variable in the given inequality (0 < x < 2 i. e. X = 0, 1, 2,);
computing the values of the second variable using the given linear equations; creating
tables of specification for the two linear equations; choosing a suitable scale to plot
the graphs of X and Y; obtaining two intersecting straight lines; locating the solution
to the equations at the point of intersection.
For example: Solve the following equations simultaneously using the graphical
method.
y 3x = - 2 (i)
y + 3x 5 = 0 (ii)
The graphical solution to the above equations using the values x = 0, 1, 2, is
illustrated below. Obtaining the corresponding values of y.
Fig. 1: Graphical Solution to equations (i) & (ii)
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Statement of the Problem
The downward trend of students performance in mathematics examina-
tions, particularly qualifying examinations such as SSCE, UME, and IJMB, has been
of great concern to mathematicians, mathematics educators and parents. Bot (1998)
attributed the poor performance of the students in mathematics to inadequate num-
ber of mathematics teachers and the ill-preparedness of mathematics teachers to
explore all forms of techniques to impart adequate mathematics knowledge to learn-
ers of mathematics.
The graphical procedure for solving simultaneous linear equations requires
that the learners have graph sheets. The inability by learners to buy graph sheets
sometimes discourage mathematics teachers from exposing learners to the necessary
processes involved in graphical method of obtaining solutions to simultaneous
equations. This topic has been identified by the researcher as one of the topics
poorly responded to by learners of mathematics at the JSS level. This study therefore,
analysed the graphical techniques used by male and female JSS III mathematics
students to solve the administered simultaneous linear equations. The performance
of the students was also examined on the basis of gender.
Purpose of the Study
The study sought to analyse the techniques used by male and female Junior
Secondary school students in Kwara State to solve simultaneous linear equations by
graphical methods. Specifically, an attempt was made to do the following:
(i) Identify the expected techniques or steps that are required to obtain the
correct solution.
(ii) Identify the number of male and female students that satisfied each of the
steps.
(iii) Identify the number of male and female students according to classified
interval of scores obtained by them.
(iv) Compare the general performance of male and female students using scores
they obtained in the administered test.
Research Questions
(i) What are steps identified by the researcher for solving simultaneous linear
equation by graphical method?
(ii) What are the frequency counts of male and female students who satisfied
each step?
(iii) What are the frequency counts of male and female students who belong to
the range of scores grouped according to intervals?
(iv) Is there any significant difference in the performance of male and female
JSS III students in simultaneous linear equations using the graphical method?
Hypothesis
There is no significant difference in the performance of male and female
students in using the graphical method to solve simultaneous linear equations.
Method
The population for this study consisted of all junior secondary school III
students in Ilorin metropolis of Kwara State, Nigeria. The selection of the sample
was carried out in Ilorin West Local Government Area of Kwara State, Nigeria.
The selection of Ilorin Local government was considered appropriate because it has
urban secondary schools. This affirms Obioma (1989)s finding which indicated that
most mathematically deficient learners are found in major urban centers rather than
in other locations. Both stratified and purposive sampling techniques were adopted
to select one hundred and twenty (120) JSS III students from four secondary schools
in different locations of Ilorin West Local Government Area of Kwara State. The
researcher purposively chose co-educational secondary schools. Each selected
secondary school is a stratum from which thirty (15males and 15 females) JSS111
students were randomly selected.
Instrument
This study used a test prepared by the researcher. The test contained a pair
of linear equations drawn from the officially recommended text materials and students
were asked to solve these simultaneously using graphical method. The content validity
was ascertained by the various subject teachers of the selected secondary schools.
The test for the reliability of the instrument was carried out using 30 JSS III students
who were not involved in the main study were used for trial testing of the instrument
in Ilorin Local Government Area, of Kwara state. The obtained scores by students
was analysed by correlating the scores of subjects with even numeral counts with
the scores of subjects with odd numeral counts. The obtained reliability coefficient
using the split half method is 0.76, Hence, the instrument is considered reliable.
Procedure
The test was given to the mathematics teachers in each selected school to
administer to the sample. All the participating schools were instructed to administer
the test the same day. The researcher supplied graph sheets to the respective
teachers for distribution to students. The researcher collected the scripts from each
of the schools involved in the study after one week. This is to give the researcher
enough time to go round for the collection of the scripts
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Results
The workings on the test and graph sheets were scored out of 20 marks by
the researcher and subjected to analyses. Research questions 1 3 were answered
using frequency counts. The only hypothesis formulated was tested using t-test
statistical tool to ascertain the existence of differences in the performance of male
and female JSS III mathematics students in their solving simultaneous linear equations
using the graphical method.
Research Question 1
What are the steps identified by the researcher, for solving simultaneous
linear equations by graphical method?
The steps identified by the researcher, that could assist the problem solver
to obtain the correct plotting of graphs and the correct solution are outlined as follows.
St ep 1: Determine the range of values of the variable indicated in the given equation.
For example: -2 < x < 3, i. e. x = -2, -1, 0, 1, 2, 3
or -1 < y < 3, i. e. y = -1, 0, 1, 2, 3
Step2: Solve for the unknown values of the second variable from the given linear
equation using the obtained values in step 1.
e.g. x + 3y = 0. equ (i)
2x y = 6. equ (ii)
If x = -2, -1, 0, 1, 2, 3, obtain the values of y from equations (i) and (ii)
respectively.
Step 3: Generate tables of specification for the two linear equations. e.g.
Table of specification for equation (i)
Step 4: Choice of a reasonable scale to plot the graph of x and y e.g. 5 squares to 10
unit, etc.
Step 5: Correct plotting of x and y values in the table of specification on the graph.
Step 6: Determine the solution at the point of intersection of the two straight lines or
linear graphs.
Research Question 2
What are the frequency counts of male and female students that satisfied
each of the steps?
Table 1: Analysis of techniques by school, gender and respondents
to identified steps
This question was answered by giving the frequency counts of the respondents
according to the outlined steps as shown in table 1. In table 1, step 1 contains seven
(7) columns labelled 0, 1, 2, 3, 4, 5, 6 and other numbers under it are classified
according to the schools and gender of respondents. For example zero (0) means
that none of the correct variables of x could be identified from the inequality
2 < x < 3. The same interpretation applies to numbers 1,2,3,4,5, and 6. The set of
numbers classified according to school and gender of respondents, represent the
number of males and females who identified the values correctly. For example, the
first column of school A means that four (4) males and two (2) females could not
identify any correct value of x from 2= x =3. Similarly, in the second column, only
two females could identify two (2) values of x out of the six (6) values that should
have been identified. The same mode of interpretation applies to other numbers in
step 1.
In step 2, the columns start from zero (0) and end at twelve (12). This is
because six (6) values of y are required from each linear equation, making a total of
twelve (12) from the two linear equations (x +3y = 0 and 2x 3y = 6). The zero (0)
99 100

represents students who were not able to solve for any value of y from the two
given linear equations. For example, in school A, four (4) males and two (2) females
were not able to solve for the values of y. Also in the second column, only two (2)
females were able to solve for two (2) values of y and so on.
Step 3 involves formulating tables of specification for each linear equation.
The required tables of specification are shown in step 3. Two (2) columns stand for
the tables. For example, in school A, one (1) male and two (2) females got table (a)
correctly while one (1) male and two (2) females also got table (b) correctly.
Step 4 deals with the ability of a respondents to choose appropriate scale to
plot the graph. For example, five squares to 10 unit or more.
Step 5 involves using the values of x and y in table (a) and (b) respectively
to plot two intersecting linear graphs. In this study only one (1) female and one (1)
male among all the schools were able to choose a correct scale.
Step 6 involves determining the solution to the equations by tracing the
values of x and y at the point of the intersection of the two linear graphs. For
example, only one (1) male and (1) female were able to plot the graphs correctly
among all the schools.
Research Question 3
What is the pattern of male and female students performance in solving the
simultaneous linear equations administered?
This question was answered by classifying the obtained scores by male and female
JSS III students in the test administered according to class intervals e.g.
Obtained scores by students arranged in class intervals and their
Frequency Counts According to Gender
Fig. 2: The pattern of distribution of scores (is further displayed by using bar
chart).
Hypothesis Testing
The hypothesis was tested using ttest statistics. The performance scores
of sixty (60) males and sixty (60) females were compared by computing the tvalue
at 0.05 level of significance.
Table 2: t-test computation of students performance in simultaneous
linear equations according to gender
The calculated tvalue as indicated in table 2 is -0.235 and the table value is
1.980. The calculated tvalue is less than the table tvalue and consequently, the
hypothesis is accepted. That is, there is no significant difference in the performance
of male and female JSS III students in solving simultaneous linear equations by
graphical method.
Conclusions
The result on table 1 indicated the irregular pattern of males and females
responses in each of the identified six (6) steps involved in solving simultaneous
linear equations by graphical method. Similarly, in each interval of value the bar
chart in Figure 2 shows the pattern of the obtained scores of respondents as
demonstrated by the bars using frequency counts and class intervals in the
corresponding table.
The only hypothesis was tested using t-test statistical tool. The result of
analysis revealed that there was no significant difference in the performance of
male and female JSS III students in solving simultaneous linear equation applying
the graphical method.
Implication of the Findings
Solving problems involving simultaneous linear equations in mathematics
requires certain specific steps that should be followed accordingly.
The ability to correctly identify the values of x is a strong determinant of
successfully responding to other steps.
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The performance of students in mathematics (especially in simultaneous
equation) is not dependent on their gender.
Recommendations
1. The idea of associating better performance in mathematics to masculine
gender should be discouraged by mathematics teachers through equal
exposure of both sex to problem solving tasks.
2. The specific difficulties experienced by students in solving simultaneous
linear equations, using the graphical method should be identified and
assistance for improvement should be rendered by mathematics teachers.
3. The mathematics teachers should encourage the school authorities to supply
graph booklets for teachers and students use. In a situation where the
school could not provide, students should be compelled to purchase a booklet
each because without graph sheets, the topic cannot be effectively taught
and learned.
4. There is the need for workshops and seminars to educate mathematics
teachers on techniques that could enhance teaching and learning of the
topic in mathematics as have been found in this study.
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