Paper Contents
Abstract
This research investigates the impact of cultural and social factors on mathematics learning among students in higher institutions in Katsina State, Nigeria. Given the fundamental importance of mathematical competence in academic and professional fields, understanding the socio-cultural dynamics influencing student engagement with mathematics is essential. The study examines how family background, social expectations, teacher practices, and community resources shape students attitudes, motivation, and academic performance. Data collected from students through surveys reveal that family support, peer interactions, and culturally relevant instructional methods significantly affect mathematics achievement. Results indicate that while strong family support and community engagement foster positive learning outcomes, social and cultural barriers, including gender norms and limited community resources, hinder student performance. The findings underscore the need for educational policies and teaching practices that consider socio-cultural factors, promoting inclusivity and support tailored to diverse student backgrounds. This study offers recommendations to educators, policymakers, and community leaders on implementing culturally responsive teaching strategies to enhance mathematics education in Katsina State.
Copyright
Copyright © 2024 Hali Ibrahim Abba Abubakar Usman, Fatima Ahmadu Bello, Abdulazeez Sheriff. This is an open access article distributed under the Creative Commons Attribution License.
