Is gender a factor in mathematics performance among Nigerian preservice teachers?

The mathematics performance of graduating preservice teachers over a period of 3 years was examined for gender differences. Data were drawn from students' (170 men and 202 women) final year results from a College of Education in Nigeria. Findings revealed that the gender gap in mathematics achievement among the sample data could be disappearing. This is a source of hope for the country because results such as those reported here are contrary to the general Nigerian stereotypical belief about men's and women's performance in the subject. Although it is difficult to generalise to other geographical areas, it is anticipated that the study would be replicated in the rest of the country for a more meaningful and informative national picture. (Original abstract)