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Long acknowledged as the foundation for a country's growth and prosperity are four disciplines- science, technology, engineering, and mathematics (STEM).  Education in these four fields has several advantages for women in terms of long-term social and economic advancement. By 2030, the fifth sustainable development target (SDG 5) is to enable women and girls to realise their full potential. One of the criteria to determine SDG 5 is measuring gender equality in science, technology, engineering, and mathematics (STEM). In Taraba State, Nigeria, this study looks into gender equality in STEM fields. The study sample consists of 14,548 STEM-majoring students from 100 secondary schools and 6 post-secondary institutions in Taraba State, with 8,354 male and 6,194 female participants. Data on enrollment in STEM-related courses as well as information from a standardised survey were collected.The findings show that enrollment data at the secondary school level is equal for both sexes. Nonetheless, more male students chose chemistry and physics, while more female students chose biology and technical drawing. According to the tertiary institutions' findings, men predominate in STEM fields. The study comes to the conclusion that there is significant gender inequality in STEM education in Taraba State, Nigeria, and suggests that efforts should be taken to bridge the gap in order to meet SDG 5.

The perennial problem of poor performance of students in mathematics has made stakeholders in the education sector undertake several types of research, with diverse findings on the causes, with different recommendations for improvement. In this study Eng-Hau, a coinage for the combination of the English and Hausa languages was used to teach algebra. 244 Upper Basic School Two students in the Jalingo metropolis, Taraba state, Nigeria, were used for the study. Three research questions and hypotheses guided the study, using quasi-experimental of the non-equivalent group, involving pre-test and post-test treatment, and factorial designs. Algebra Achievement Test with a reliability index of 0.74, obtained through KR-20 formula was used for data collection. Methodology instructional packages, where algebra concepts were translated into the Hausa language were used to teach the students. Analysis of Covariance was used to test the hypotheses. Findings show that students taught using Eng-Hau performed better than those taught using the English language only. No gender disparity was found with students taught using Eng-Hau. The study also found no interaction effect of medium of instruction and gender on students’ achievement, an indication that achievement in mathematics is not based on gender, but on the medium of instruction.

The study evaluated students’ achievement in mathematics using four methods of instruction. Sample of the study was 130 Junior Secondary School students from 4 schools in Taraba State, Nigeria. Quasi-experimental design was adopted. Data was generated using Terminal Mathematics Achievement Tests whose reliability indices were computed using Kuder–Richardson (KR – 20) formula. Mean and standard deviation were used to answer the research question while one-way analysis of variance (ANOVA) was used to explore the impact of the instructional strategies at .05 level of significance. Finding revealed no significant difference in the mean achievement scores of students exposed to the four instructional strategies. The study recommended that classroom teachers implement any of these instructional methods in their daily classroom instruction.