GENDER DIFFERENTIALS AND ACADEMIC PERFORMANCE IN ENGLISH LANGUAGE
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GENDER DIFFERENTIALS AND ACADEMIC PERFORMANCE IN ENGLISH LANGUAGE
ABSTRACT
The purpose of this study was to determine whether there is a substantial difference in the degree of achievement of gender differentials in secondary schools in Egor Local Government Area, Edo State.
In other words, to determine whether the type of school and gender effect students’ performance in the West African School Certificate (WASC) English Language.
Three secondary schools were chosen from among these, and 150 students were chosen for the study. The students’ results were converted to WASC standard scores, and the percentages were calculated. The mean and standard deviations of the boy and girl groups were then computed and compared.
CHAPITRE ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Education in our country and elsewhere has improved over the years. The English language performance of boys’, girls’, and co-educational secondary schools should be prioritised.
It is not commonly appreciated that the type of secondary school chosen solely on the basis of gender might have a significant impact on students’ English language proficiency.
This is especially true in a society where English is the language of teaching in schools. The language of commerce and a widely accepted mode of communication in all walks of life.
It is also critical to determine whether there is a link between secondary school type, gender, and pupils’ English language achievement in West African School Certificate Examinations. This research looked at schools in the Egor Local Government Area.
STATEMENT OF THE PROBLEM
Some girl’s secondary schools are mostly staffed by female instructors, whilst some boy’s secondary schools are predominantly staffed by male teachers.
However, research has found that female teachers give more attention to female students in the classroom, whereas male professors pay more attention to male students.
The findings in the domain of mixed secondary schools are ambiguous. The fact that a secondary school is all girls or all boys, or a mixed secondary school, may have an impact on students’ English language performance.
DEFINITION OF RESEARCH PROBLEM
Variables and their relationships
Sex is a variable in this sort of study. Schools were divided into three major categories. Girls secondary schools, boys secondary schools, and co-educational secondary schools are available.
HYPOTHESIS
The following hypothesis will be evaluated for the purposes of this study.
There is no substantial difference in performance between girls in secondary school and boys in secondary school.
There is no substantial difference in school certificate English language achievement between boys in males secondary schools and boys in co-educational secondary schools.
The degree of accomplishment in girls secondary schools is not significantly different.
SIGNIFICANCE OF THE STUDY
The conclusions of this study will assist school administrators and educators in efficiently planning how to distribute schools that perform poorly in English.
Because this conclusion is consistent, other aspects should be investigated in order to improve student performance of mixed staff and mixed students of both sexes in both boys and girls secondary schools.
DELIMITATION
This study focuses on thirteen secondary schools in Edo State’s Egor Local Government Area. Schools that have been taking the WASC exam for up to four years were chosen.
The table of random numbers was used to select a random sample of three schools: one male school, one female school, and one co-educational or mixed secondary school.
The study was limited to three schools in Uselu, Adolor, and Iyoba in Edo State’s Egor Local Government Area. The scope to be covered includes sex-based performance in West African Examination Council English.
LIMITATION
During my investigation for this project, I came across a number of constraints. During this investigation, I was hampered by a lack of funds,
a lack of time, and a problem obtaining materials on time. The kids I gave my questionnaire to were difficult to work with before agreeing to assist me.
DEFINITION OF TERMS
The following concepts, which may have varied meanings depending on the design of this study, are defined below;
Single-Sex Secondary Schools: These are either fully female or purely male schools.
Mixed Secondary Schools: These are schools where both males and girls attend.
Questionnaires: A list of questions to be answered by a group of people in order to establish facts or information about their points of view.
Limitations are situations that limit one’s ability.
Determine the limits or boundaries of research findings.
Random Selection: The selection of students without regard for bias or premeditation.
When the performance of different groups has no influence.
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