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Insecurity and Students’ Attitudes Toward Mathematics Learning: A Study of Secondary Schools in North East Nigeria Affected by Boko Haram Insurgency

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  • Alexander Musa

    (Department of Science and Technology Education, Faculty of Education, University of Jos)

  • Professor Bala G. Attah

    (Department of Science and Technology Education, Faculty of Education, University of Jos)

  • Professor Thomas D. Bot

    (Department of Science and Technology Education, Faculty of Education, University of Jos)

Abstract

Insecurity as it affects education process caused by Boko Haram insurgency poses serious challenges to effective learning, particularly in mathematics. This study therefore, examined the effect of Boko Haram insurgency on senior secondary school students’ attitudes toward mathematics learning in Adamawa State, North East Nigeria. A comparative survey research design was used, with a population of 4828 and sample size of 660 involving students from insurgency-affected and non-affected areas in the state. Data were collected using a validated Mathematics Attitude Questionnaire and analyzed using descriptive statistics and independent samples t-tests. Results revealed a significant difference in attitudes toward mathematics between students in insurgency-affected and non-affected areas (t = 13.27, p

Suggested Citation

  • Alexander Musa & Professor Bala G. Attah & Professor Thomas D. Bot, 2026. "Insecurity and Students’ Attitudes Toward Mathematics Learning: A Study of Secondary Schools in North East Nigeria Affected by Boko Haram Insurgency," International Journal of Research and Innovation in Applied Science, International Journal of Research and Innovation in Applied Science (IJRIAS), vol. 11(2), pages 345-354, February.
    • Handle: RePEc:bjf:journl:v:11:y:2026:i:2:p:345-354
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