INTRODUCTION
1.1 Background of the Study 

The importance of mathematics is widely recognized by scientists, technologists, and everyday individuals (Omenka, 2013). Mathematics is a fundamental part of daily life that everyone engages with in some way (Kurumeh, Akure, and Oguche, 2007). It serves as an essential tool in society (Baroody, 1987) and helps address everyday challenges (Bishop, 1996). Consequently, mathematics is regarded as one of the core subjects in school curricula, often being taught more frequently than any other subject globally (Orton, Orton, & Frobisher, 2004).

In Nigeria, mathematics holds a special place in the education system, designated as a core subject for both Arts and Science students. Junior secondary school students must pass mathematics in the junior secondary school certificate examination to qualify for the senior secondary school examination. This requirement persists at both the junior and senior secondary levels, with a credit pass in mathematics being necessary for admission to science-related university courses.

Despite the emphasis on mathematics and governmental efforts to boost student achievement, results remain unsatisfactory. Standardized tests indicate that students are not performing at expected levels, a trend that has become a global issue (PISA, 2003). For example, the West African Examination Council (WAEC) reported that in 2004, only 10.5% of 1,090,503 candidates passed mathematics; in 2005, 15.2% of 1,464,301 candidates passed; and in 2007, only 18.5% of 1,484,611 candidates succeeded. The National Examination Council (NECO, 2006) noted that many candidates lacked the fundamental knowledge needed to solve basic math problems.

Numerous studies across various countries have examined factors affecting student performance in mathematics, with students' attitudes towards the subject being a key focus. Research consistently shows a positive relationship between students' attitudes and their academic performance (Mohd, Mahmood, & Ismail, 2011; Bramlett & Herron, 2009; Nicolaidou & Philippou, 2003; Papanastasiou, 2000; Ma & Kishor, 1997). Given this, several studies have explored students' attitudes toward mathematics (Tahar et al., 2010; Tezer & Karasel, 2010; Maat & Zakaria, 2010; Bramlett & Herron, 2009; Kö?ce et al., 2009; Tapia & Marsh, 2004; Fennema & Sherman, 1976) to understand the reasons behind low performance and the factors influencing it. This research aims to identify the factors affecting secondary school students' attitudes toward mathematics in selected schools in Katsina-Ala, Benue State, while also examining the differences in attitudes based on gender.

1.2 Statement of the Problem

The rate of failure in both internal and external examinations in Mathematics these days is quite alarming. The failure rate deteriorates from year to year (WAEC, 2005).  

The student’s attitude towards an academics subject is a crucial factor in learning and achievement in that subject. Whether a student views himself or herself as a strong or weak person in a specific subject may be an important factor in his or her academic achievement. Papanastasiou (2002) showed that there is a positive relation between Mathematics and mathematics achievement. According to Schreiber (2002), those who have positive attitudes towards Mathematics have a better performance in the subject. In Kenya, studies done by Auma (2004) and Achieng (2007) looked at the relationship between teacher factors and student Mathematics achievement as factors affecting Mathematics performance but did not consider students attitude. However, the study focuses on the factors influencing student’s attitude towards Mathematics with specific reference to objectives, content, methods and evaluation of the Mathematics curriculum and establishes their influence on Mathematics performance. 

1.3 Purpose of Study

The subject is more positive. The researcher feels that a students’ negative attitude toward Mathematics as a subject has a damaging effect on their performance in the classroom. The researcher also feels that teachers who are more enthusiastic and have a more positive attitude about teaching mathematics have students whose attitude about the subject is more positive.

The main purpose of this study is to investigate the factors influencing the attitude of students towards the study of mathematics in Nigeria, using Katsina-Ala L.G.A, Benue State as a case study.

Therefore the Specific objectives of the study are:

1. To determine student’s performance in Mathematics across gender.

2. To establish student’s attitude towards Mathematics across gender, with reference to:

i. Objectives

ii. Content

iii. Methods

iv. Evaluation

3. Determine the level of relationship between attitudes towards Mathematics and performance in Mathematics.

1.4 Significance of the Study

The findings of this research upon completion will help students to understand how their attitude towards mathematics can affect their performance in the subject and how their interaction with the society can influence their attitude and hence, their performance in mathematics. And also, to determine the extent to which the teacher’s attitude towards teaching the subject can affect the students’ performance in Mathematics.

1.5 Research Questions

The researcher collected data from students and teachers by using both open ended questions and scaled answers on a Likert scale. The researcher asked the students questions to get a general idea of their attitude about mathematics. The teacher asked about how they see attitude affecting student performance, if they are enthusiastic about mathematics, if they enjoy teaching mathematics.

What effect does the student’s attitude towards mathematics have on their performance in the subject? 

How does gender affects the performance of the students in mathematics?

1.6 Research Hypotheses

H_o: There is no significance difference in the performance of students as regards their attitude towards mathematics.

H_o: There is no significance difference in the attitude of students towards mathematics as regards gender. 

1.7 Scope of the Study

The study was investigated in five schools in Katsina-Ala L.G.A of Benue State, Nigeria. It consists of both junior and senior secondary students of these selected schools.