By Dr Ekpenyong Efiong Ibok, Edet Sunday Thomas & Nkereuwem Edet Nyong
This study examined influence of gender and achievement motivation on primary five pupils’ multiplicative thinking in Calabar Education Zone of Cross River State. Two hypotheses were formulated to direct the study. Ex-post facto research design was adopted for the study. A total sample of 800 pupils, out of 7979 pupils, was selected from 31 primary schools for the study using stratified and simple random sampling procedures. Questionnaire on Determinants of Multiplicative Thinking and Multiplicative Achievement Test were the instruments used for data collection. The established reliability estimate of the instrument ranged from .76 to .80. Independent t- test and One way Analysis of Variance (ANOVA) were the statistical techniques adopted to test the hypotheses at .05 level of significance. The result of the analyses revealed that gender, achievement motivation significantly influence pupils multiplicative thinking among pupils in primary five in Calabar Education Zone of Cross River State. Based on these findings, it was recommended, among others, that Mathematics teaching and evaluation strategies should be free from gender bias. This will make males and females to see themselves as equal, capable of competing and collaborating in school activities.