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

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 < 0.05). Further analyses showed significant differences based on gender (t = 4.18, p < 0.05) and school location (t = 14.02, p < 0.05), with female students and those in rural schools exhibiting more negative attitudes. The findings highlight the need for psychosocial and context-sensitive educational interventions in conflict-affected regions.