Factors Influencing the Attitude of Secondary School Student Towards the Study of Mathematics in Ilorin West, Kwara State

This research examines the multifaceted factors influencing secondary school students' attitudes toward mathematics in Ilorin West, Kwara State, Nigeria. Against a backdrop of persistent underperformance in national mathematics examinations, the study employs a descriptive survey design to investigate socioeconomic, instructional, psychological, and gender-related dimensions shaping student dispositions. Grounded in Bandura’s Social Cognitive Theory, Wigfield and Eccles’ Expectancy-Value Theory, and Weiner’s Attribution Theory, the research collected quantitative data through structured questionnaires administered to 150 senior secondary students (SS1–SS2) across five public schools. Analysis reveals significant relationships between attitudes and five key domains. First, socioeconomic disparities profoundly impact engagement: 86.7% of students cited material disadvantages (e.g., lack of textbooks), while 72.7% reported financial constraints limiting resource access. Parental education levels further influenced academic support structures. Second, prior academic performance strongly predicts attitudes, with 82% associating past failure with math aversion and 71.3% acknowledging success as a motivator. Third, pedagogical approaches are decisive—78% preferred interactive methods like real-world applications, whereas 66.7% attributed disengagement to ineffective instruction. Fourth, teacher xiv emotional support emerges as critical; 82% valued effort-based encouragement, yet harsh criticism fueled resentment among 80.7% of respondents. Finally, entrenched gender perceptions persist, with 86% reporting societal expectations favoring boys’ mathematical ability and 74% observing gender-biased classroom dynamics. The study concludes that mathematics attitudes in Ilorin West are shaped by interconnected systemic, pedagogical, and psychosocial factors. To foster positive engagement, recommendations include: governmental interventions like textbook banks and subsidized tutoring for economically disadvantaged students; professional development for teachers in student-centered, emotionally responsive pedagogies, targeted remediation programs to rebuild confidence among struggling learners; institutional initiatives to counter gender stereotypes through inclusive practices and role-model representation. This research contributes context-specific insights for improving mathematics education in urban Nigerian settings, advocating for holistic policy reforms that address both resource equity and socio-emotional learning environment