COMPARATIVE STUDY OF MALE AND FEMALE ACADEMIC PERFORMANCE IN ENGLISH LANGUAGE IN SOME SELECTED SCHOOL
This study compared the academic performance of male and female students in English at a few selected secondary schools. The study’s total population is 200 staff members from selected secondary schools in Dambatta, Kano state. The researcher collected data using questionnaires as the instrument.
This study used a descriptive survey research design. The study included 133 respondents who were principals, vice principals, senior staff, and junior staff. The collected data was organized into tables and analyzed using simple percentages and frequencies.
THE STUDY’S BACKGROUND
Students’ poor performance in the Senior Secondary Certificate Examination (SSCE) administered by both the West African Examination Council (WAEC) and the National Examination Council (NECO) (Eze, 2011) is extremely concerning, especially given the current emphasis on educational accountability among educators. It is worth repeating the role and function of English language in Nigeria as something to be concerned about when students’ performance in it is poor.
In all Nigerian educational institutions, English is used as the medium of instruction and for learning other subjects. Similarly, no student is qualified for admission into Nigerian universities and other tertiary institutions unless he or she receives a credit pass in it in addition to the other four subjects in the Senior Secondary Certificate Examination (SSCE) administered by the West African Examination Council (WAEC) and the National Examination Council (NEC) (NECO).
Another serious issue worth mentioning at this point is that, in Nigeria today, when placing students in schools or classrooms to improve performance, the factors most commonly considered are ability, aptitude, occupation or trade or career choice, science or arts inclination, but always to the exclusion of gender streaming factor. It is a haphazard exercise where and when gender comes to mind.
It is not based on policy guidelines or research reports, nor is it motivated by academic performance benefits, but rather by moral or religious injunctions or obligations. Second, despite several declarations and the provision of legislative tools and other support on this issue by powerful international bodies such as UNICEF, World Bank, UNESCO, and others, this study was motivated by issues related to gender equity in education, particularly in northern Nigeria.
These include inequity in educational opportunities for males and females, low enrollment, an alarming withdrawal rate, resulting in a low completion rate, poor or lack of attention and support for girl-child education, unequal attention given to males and females students, particularly in coeducational classrooms, and others.
Furthermore, the assertion that females have greater aptitude and competence in language learning than their male counterparts, as well as the availability of controversial and inconsistent results of studies on the academic performance of both female and male students when they are streamed according to gender, has prompted this study.
Positive gender streaming study results include those of Lee and Lockheed (1990); Mallam (1996), Kurumeh, Igyu, and Mohammed(2013); Bosire, Mondohand Barmao, (2008); Sax, (2007), and others, while unfavorable study results include those of Rowe (2008); Oludipe (2012); Kang’ahi, (2012); Pahlke, E., Hyde, J. S. Allison, C. M. (2014), and others. As a result, this study looked into the effect of gender streaming on male students’ English language performance at the senior secondary school level in Niger State.
When implemented, the finding aims to reduce the high rate of English language failure in West Africa Examination Council (WAEC) and National Examination Council (NECO) Senior Secondary Certificate Examinations in Niger State, Nigeria.
However, student performance is not affected by gender differences, prompting further verification and research into male and female English language performance. As a result, the current study will look into the performance of males and females in senior secondary school English language.
1.2 THE PROBLEM’S STATEMENT
According to Fakeye (2011), Nigerian secondary school students struggle with English language learning, as evidenced by their performance in public examinations. As a result, this situation is concerning, and it has piqued the interest of these researchers to investigate the academic performance of male and female students in English. Many factors could be to blame for these students’ poor academic performance in the subject.
Eme (2012) and Obanya (2013), for example, have identified some factors such as the teacher, the school, and the home environment. Others include peer group influence, pedagogical variables, and government policies, to name a few.
However, given Nigeria’s entrenched gender practices, particularly in Kano state, an investigation into the role of gender remains relevant. As a result, the pertinent question that this researcher sought to answer is: do gender differences influence students’ academic achievement in English?
1.3 THE STUDY’S OBJECTIVE
The primary goal of this study is to compare male and female students’ performance in English and mathematics. The study’s specific goals are as follows:
Examine the performance differences between male and female students in senior secondary schools. Language: English
To determine the extent to which male and female students’ performance in English language in senior secondary schools differs.
To determine the impact of the boyfriend-girlfriend relationship on both male and female English performance.
To determine whether students’ gender influences their academic performance in English.
HYPOTHESES FOR RESEARCH
The researcher developed the following research hypotheses:
H0: In senior secondary schools, there are no differences in performance between male and female students. Language: English
H1: Performance differences exist between male and female students in senior secondary schools. Language: English
H02: The gender of students has no effect on their academic performance in English.
H2: Gender influences students’ academic performance in English
The study will be very important to both students and policymakers. The study will provide a clear understanding of the comparative study of male and female academic performance in English language in some selected secondary schools in Dambatta local government of Kano state.
The study sheds light on the factors that contribute to male and female students’ unequal performance in English. The study will also be used as a resource for other researchers who will be working on a similar topic.
The study’s scope includes a comparative study of male and female students’ academic performance in English language in some selected secondary schools in Kano state’s Dambatta local government. The researcher comes across a constraint that limits the scope of the study;
a) RESEARCH MATERIAL AVAILABILITY: The researcher’s research material is insufficient, limiting the scope of the study.
b) TIME: The study’s time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the study.
c) FINANCE: There is insufficient funding to source materials, limiting the scope of the study.
1.7 TERM DEFINITION
ACADEMIC PERFORMANCE: Academic performance is the degree to which a student, teacher, or institution has met their short or long-term educational objectives. Academic achievement is represented by cumulative GPA and completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees.
Comparative: calculated by estimating the similarity or dissimilarity of one thing to another; relative
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