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EFFECTS OF GENDER ON STUDENTS ACADEMIC PERFORMANCE

CHAPTER ONE

INTRODUCTION

BACKGROUND TO THE STUDY

Education in this country and outside have over these years geared up. Importance should be attached to the level of performance of boys, girls school and co-educational secondary schools in English language. It is not often realized that the type of secondary school purely on the basis of sex can have a tremendous effect on student’s level of performance in English Language. This is more so, in a society like ours, where English is the language of instruction in schools. The language of trade and an accepted medium of communication in all facets of life.

It is therefore, important to find out whether any relationship exists between secondary schools type, on the basis of sex and students achievement in English Language in West Africa School Certificate Examinations. This study considered schools in Ikere Local Government Area.

STATEMENT OF PROBLEM

It is common knowledge that some girl’s secondary schools are predominantly staffed by female teachers, while some boy’s secondary schools on the other hand are mostly staffed by male teachers. However, research has shown that female teachers pay greater attention to female students, while male teachers pay greater attention to male students in the process of classroom interaction. The findings in the area of mixed secondary schools are not at all clear. The fact that secondary school is purely girls or boys or mixed secondary school could affect student’s performance in English Language.

Research Question

the following research questions were formulated for the study

  1. Is there significant difference between the level of performance of girls in girl’s secondary school and boys in boys secondary school.
  2. Is there  significant difference between the achievement in school certificate English language of boys in boys secondary school and boys in a co-educational secondary schools.
  3. Is there significant difference in the level of achievement of girls secondary schools.

HYPOTHESIS

For the purpose of this study, the following hypothesis will be tested.

  1. There is no significant difference between the level of performance of girls in girl’s secondary school and boys in boys secondary school.
  2. There is no significant difference between the achievement in school certificate English language of boys in boys secondary school and boys in a co-educational secondary schools.
  3. There is no significant difference in the level of achievement of girls secondary schools.

SIGNIFICANCE OF STUDY

The findings of this study would help schools administrators and educationist plan effectively on how to distribute schools that performed poorly in English language. Since this finding is consistent, other factors should be researched on in order to improve student’s level of performance of mixing staff and also mixing students of both sexes in boys as well as girls secondary schools.

Updated: March 13, 2018 — 7:40 am

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