INFLUENCE OF GENDER ON STUDENTS’ ACHIEVEMENT IN

SENIOR SECONDARY SCHOOL PHYSICS IN BENUE STATE,

NIGERIA
ABSTRACT
This study investigates the influence of gender on students’ achievement
in senior secondary school physics in Benue state, Nigeria. The study was
carried out on junior secondary school students. The study adopted a
survey design. The students were randomly selected from a total
population of three thousand six hundred and twenty nine (3629) and
two hundred and forty (240) were selected for the study. The
instrument for data collection was Gender and Students Academic
Achievement Questionnaire (GSAAQ). The instrument was validated by
experts in measurement and evaluation and research supervisor. Five
research questions and two hypotheses were formulated for the study.
The findings revealedthat parental attitude towards the Girl child
contributes to gender discrimination among public secondary school
students in Agatu LGA and proper orientation of couples on the effect of
their discrimination on t heir children and proper orientation of couples
on the impacts of their dis crimination on their children are some of the
ways this menace can be reduced. The study made the following
recommendations among others, the girls are to be allowed to get
educated so that they can have the confidence to face the world. The
parents should have flexible attitude towards their children as it affects
the life and personality of the children.
 CHAPTER ONE

INTRODUCTION

1.1 Background Of The Study

Physics knowledge has been discovered to be very important in

understanding modern technology and the variety of scientific

breakthroughs valuable to mankind. However, research findings on

understanding of Physics concepts and achievement in Physics derived

from students' performances (whether interview or written) in solutions

to problems in Physics concepts generally show that students do not

appear to have a set of logically coherent ideas about Physics concepts.

Students not only have a weak understanding of physics topics, but they

are also unable to apply what they have studied in practical

circumstances. However, there are two key components to the difficulty

that children have with learning Physics things to learn (Physics

curriculum) and the learners (the group of children to whom the

materials is to be taught). Educational psychology emphasizes the

anchoring notions that are already formed in the cognitive structure of

students and gives suggestions for arranging learning materials to be

presented. The renowned idea of Atadoga (1997) to begin with what the

learner already knows is concerned with the processing abilities the

learner has available to deal with new materials.

However, evidence suggests that many students approach Physics with

concerns about its difficulties, doubts about their own ability, and

uncertainty about its value and significance in their lives (Orji 2000).

There is a widespread misconception, he claims, that physics entails a

plethora of symbols and calculations. These emotions are a significant

impediment to their understanding of physics principles. Orji (2000), for

example, identified learner characteristics that influence physics

comprehension. Gender is one of these issues, and it may be the most

important factor contributing to the poor state of physics education, as

evidenced by low enrollment and poor performance by physics students.

Enrollment and achievement in gender and physics are primarily

motivated by two concerns. The need to avoid sexual discrimination in

education is emphasized by gender equality. In addition, to address the

lack of female representation in some scientific and professional fields,

there should be a greater interest in and understanding of physics.

Increased female participation may also have an impact on science and

technology. As a result, females appear to avoid physics as a subject

choice in Nigerian secondary schools, implying that female

representation in scientific and technical fields will be low in the long

run. Unless and until something is done in the form of research and

application of study findings, Nigeria will remain Rivo's least developed

group, with a female scientist and engineer proportion ranging from 2.5

percent (as in Madagascar) to 9.3 percent (as in Togo).

Gender disparities in science education enrollment must be addressed

by curriculum planners and implementers (Johnson & Murphy, 1984). As

a result, considering gender as a factor in a study of this nature is critical.

1.2 Statement Of The Problem

A thorough review of the literature on gender differences in academic

performance revealed that there has yet to be a clear picture on this

issue (Atadoga, M.M. 1997, Johnson and Murphy 1984, Nkpa 1997); that

gender has a significant contribution to students' understanding of

physics concepts and achievement.

However, many faults have afflicted the Nigerian educational system

throughout the years, including students' poor performance in physics in

senior secondary schools. There appears to be a trend in the

performance of girls and boys in co-educational and single-sexed

schools, with girls not performing as well as boys. Most of the time, girls

just avoid sciencerelated subjects, and as a result, many girls prefer

English, biology, and other non-calculus-based disciplines. Some argue

that students who attend single-gender schools outperform those who

attend co-educational schools. As a result, the goal of this study is to

investigate the effect of gender on students' academic progress in

Physics.
1.3 Objectives of The Study

The primary aim of this study is to examine the influence of gender on

students’ achievement in senior secondary school physics. However, the

specific goals are as follows:

1. Examine the effect of gender on students' achievement in

secondaryschool Physics.

2. Examine the differences in the performance of male and

femalestudents in physics.

3. Investigate the differences in physics performance between

coeducational and single-sex students.

1.4 Research Hypothesis

An hypothesis refers to an experimental statement, tentative in nature,

showing the relationship between two or more variables. It is open to

testing and can be accepted or rejected depending on whether it agrees

or disagrees with the statistical test.

The study will test the validity of the following hypothesis:

H01: There is no difference between the performance of male and

female students in physics.

H02: There is no difference between the performance of students in

coeducational and single sex students in physics.

1.5 Significance Of The Study

The study sought to determine the impact of gender disparities as well

as school type on students' physics performance. The findings of this

study will reveal how gender influences secondary school student

performance in physics. It is also planned to investigate the factors that

contribute to differences in students' physics achievements in order to

improve them. Similarly, the research will assist those involved in

curriculum development and administration in carrying both sexes (male

and female) students along, as well as serve as a reference material for

counseling of various sexes, among other things. Academics, teachers,

and students will all benefit from this research.

1.6 Scope Of The Study

This study emphasizes the effect of gender on students' achievement in

secondary school physics, the differences in the performance of male

and female students in physics and the differences between the

performance of students among co-educational and single sex students

in physics.

Hence this will be delimited to secondary schools in Agatu Local

Government Area of Benue State comprising of mixed schools, and

single-sex schools.
1.7 Limitation Of The Study

The main limitation of this study was time constraints, as the researchers

had a limited time frame to complete this study. More so financial

constrains and language barriers were major key challenge encountered

during this study.

1.8 Definition Of Terms

School Type: This refers to as the composition of the schools as either as,

boys only, girls only or (mixed girls and boys).

Performance: It refers to output or product in Physics that can be

measured. Or how well or bad a student does in Physics.

 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 INTRODUCTION

Our focus in this chapter is to critically examine relevant literature that

would assist in explaining the research problem and furthermore

recognize the efforts of scholars who had previously contributed

immensely to similar research. The chapter intends to deepen the

understanding of the study and close the perceived gaps.

Precisely, the chapter will be considered in three sub-headings:

 Conceptual Framework
 Theoretical Framework
 Empirical framework

2.1 CONCEPTUAL FRAMEWORK

2.1.1 Concepts Of Gender

Gender is a cultural construct that distinguishes the roles, behaviour,

mental and emotional characteristics between females and males

developed by a society. Umoh (2003) defines gender as a psychological

term used is describing behaviours and attributes expected of

individuals on the basis of being born as either male or female.

According to Okeke (2003), the study of gender is not just mere

identificationof male and female sexes. Scholars have gone further to

identify responsibilities assigned to opposite sexes and to analyze the

conditions under which those responsibilities are assigned.

Furthermore, Okeke (2003) specifically notes that the study of

gender means the analysis of the relationship of men and women

including the division of labour, access to resources and other factors

which are determined by society as opposed to being determined by

sex. It further involves the study of the socio-cultural environment under

which responsibilities are assigned and the relationships emanating from

it.

Thus, gender equally projects the properties that distinguish and

classify organisms on the basis of their reproductive and cultural

expectant roles. It relates to the cultural and psychological attributes of

men and women through their socio-economic contributions,

expectations and limitations. Thus the concept of gender does not

support or suggest the dominance of male over female or vice versa in

academics and other human resource development areas but it stresses

equality and equity in enhancing effective and efficient recognition,

development and utilization of competencies and endowed capabilities

of both sexes.

Gender involves the psychological and socio-cultural dimensions of

being male or female. A gender role is a set of expectations that

prescribes how females or males should think, act, and feel. The

concept of gender-role classification involves a personality-trait-like

categorization of a person (Santrock, 2005). However, it is important to

think of personality in terms of traits and contexts rather than the

personality traits alone. The importance of considering gender in context

is nowhere more apparent than when examining what is culturally

prescribed behaviour for females and males in different countries

around the world (Gibbons, 2000).

2.1.2 Gender Education

It is generally recognized that one of the major if not the most

important functions of the school system is to produce the pool of

skilled manpower which a nation needs to grow. To this effect

countries all over the world depend on their educational systems for the

development of their future workforce (Ekeh, 2003). Thus education is

an important instrument through which human resources development

is achieved without gender discrimination.

Gender education according to Kano (2004) refers to instructional

sensitization practices devoid of cultural bias and prejudice and as a

process, it employs equity in the specification of subject matter,

methodology, strategy and evaluation as regards the students

irrespective of their sex. Role expectations are not stereotype but based

on the ability of each student. He further ascertain that the major

sources of data for planning gender education are the positive and

progressive factors or attributes of the society, the student and the

subject matter. The sociological and psychological screening of the

society for instance is usually employed in the selection of educational

objectives. Therefore those attributes that intervene with positive

instructional practices are subdued, ignored, sidetracked, if not entirely

eliminated or discarded. Gender education as further stated by Kano

(2004) emphasizes the nonrecognition of cultural biases and prejudices

in the role specification of students in the school. It advocates equity in

the provision of learning

opportunities, content, strategies and textbook pictorial illustrations.

Gender education is free from sex stereotyping, sex inequalities, sex

discrimination and sex-role differentiation. It is a pivot through which

the curriculum planners and implementers revolvefor maximum success

in the school since it endorses a more comprehensive and challenging

gender sensitive curriculum.

Therefore the nation should show concern and develop interest on

how the two sexes will develop academic competencies which will later

be transferred to professional competencies for effective and

efficiency manpower development in our society.

2.1.3 Concept Of Academic Achievement

Academic achievement is generally a pedagogical terminology used

which determining learners success in formal education and which is

measured through reports examination researches and rating with

numerous factors of variable exerting influence (Riaz, Kiran & Maj 2002

p. 68) in educational institutions, success is measured by academic

performance or how well a student meets standards set by ministry of

education and to the institution itself (Melissa 2012) As carrier

competition g-rows ever fiercer in the working world. The importance of

student doing well in schools has caught the attention of parent

legislators and government education department.

The National Policy on Education (FRN 2004) academic performance

refers to how students deal with their studies and how they cope with or

accomplish different task s given to them by their teachers. This implies

that academic performance is the ability to study and remember facts

and being able to communicate your knowledge verbally or down on

papers Ugoduluwa (2007 p.72) sees academic performance as the

outcome of education. The extent to which a student, teacher or

institution has achieved their educational goals.Academic achievement

is commonly measured by examination--n or continuous assessment but

there is no general agreement on how it is best tested or which aspects

are most important.

2.1.3.1 Factors Influencing Academic Achievement

According to Annie (2003) individual difference in academic

performance have been linked to difference in intelligent and

personality student with higher mental ability as by IQ test (Quick

Learner) and those who are high in conscientiousness (linked to effort

and achievement motivation) tend to achieve highly in academic settings

(Ugodulunwa 2007). A recent meta-analysis suggested that mental

curiosity has an important influence on academics in addition to

intelligence and consciousness (Piolat et al 2005). These individual

difference factor can be coarsely sub divided into intellective (cognitive)

and non- intellective (non-cognitive) factors psychology and education

have a good grasp on the intellective factors that encompasses more of

the variable typically considered in the admission process such a score

one cognitively loaded admission test recent meta-analysis evidence has

shown that a consideration of those intellective. Factors in valuable

given the substantial predictive validation of students prior grades and

the ubiquitous-s predictions power of admission test at both secondary

and graduate school level across range of authors vandals (Bridgemeni,

Mccamicy-Jenkings & Ervnin 2000: Kuncel & Hezlett 2007) and visual

modeling.

Instruction in these skills may over shadow or conflict with instruction in

academic content presented in core courses and assessed on high-stakes

state tests (Allmam, 2009) little is known about the academic

performance of students with disabilities on high-stake state

assessments except that accommodation provide the means for

students with disabilities to better access the tests. A good match

between students learning preference and instructor’s teaching style

has been demonstrated to have a positive effort on students’

performance (Harb & EL- Shaarawi 2006) According to Reid (2005)

learning preferred refers to a person’s natural habitual and preference

way of assimilating new information. This implies that individuals differ

in regard to what mode of instruction or study is most effective for

them. Scholars who promote the learning preference approach to

learning agree that effective instruction can only be undertaken if the

learner learning preference are diagnosed and the instruction is

tailored accordingly (Pashler, Mc Daniel, Rohrer & Bjork

2008) “I hear and I forget, I see and I remember I do and I understand”

(Confucius 551-479BC) a gout that provides evidence that even in early

even in early times there was a recognition of the existence of different

learning preferences among people. Indeed- Omrodi (2008) reports that

some students seem to learn better when information is presented

through words (verbal learners) clearly in a class where only one

instruction method is employed. There is a strong possibility that a

number of students will find the learning environment less optimal and

the could alter their academic performance Feldar (2003) established

that alignment between students learning preference and an instructor’s

teaching style leads to better recall and understanding. The learning

preferences approach has gained significant mileage despite the lack of

experimental evidence to support the utility of this approach. There are

a number of methods used to assess the -learning preferences/styles of

students but they typically ask student to evaluate the kind of

information.

In 1987 which categories learners into at least four major learning

preferences classes Neil Flenming (2011) described these four major

learning preferences as follows:

• Visual learners: student who prefer information to be presented

on the white board flip charts. Walls graphics, pictures, colour

probably creative and may use different colours and diagram in

their note books

• -Aural (or oral) auditory learners: prefer to sit back and listen and

do not make a lot of notes. Some may find it useful to record

lectures for later play backs and reference.

• Read/write learners: prefer to read the information through hand

outs and guided readings

• Kinesthetic (or tactile) learners: these learner cannot sit still for

long and like to fiddle with thing prefer to be actively involved in

their learning and thus would benefit from active learning

strategies in class
A number of learners and indeed multimodal with more them one

preferred style of learning in addition to using different learning style for

different component of the same subject. There is a strong possibility

that leaning preferences would depend on the subject matter being

taught. The question that arises is whether a particular learning

preference is favoured in certain subject/course (Kuncel, 2007).

2.1.4 Gender Stereotyping In Schools And The Society

It is obvious that every culture holds male superior to their female

counterpart and this is evident and confirmed even in our society.

Traditionally, sex role stereotyping and the differential valuation of male

and female roles have been viewed as an integral part of the

socialization process and the development of the adult male and female

potentials. Males as naturally endowed havepower and prestige thereby

having higher and superior status than women (Umoh, 2003). This

illustrates the high level of gender stereotype in education and the

society at large.

While sex stereotyping limits choices of both male and female, it is

particularly constraining for women because few occupations are

perceived as being appropriate for women. Besides the fewer job areas

available for women might be of low status and income and thus seem

discouraging (Umoh, 2003). Okeke (2003) points out that many

developing societies have specific roles for different sexes, their varied

abilities not withstanding and set roles defined by individual change over

time. Gender role stereotyping is further encouraged in text books

through pictorial illustrations which are powerful means of

communication. Male are often portrayed as doctors, lawyers,

engineers, professors while female are portrayed as nurses, cooks,

mothers etc. This creates a mental picture in the mind of the reader of

the role expectations from the society (Umoh, 2003).

Most times even the teachers who should motivate and encourage

the learners to become all that he/she is capable of being tend to

encourage gender stereotype by giving different treatment to males and

females in terms of paying or giving more attention to male. Theadverse

effect is that the female in the same class or subject may develop low

self-esteem and confidence and reduced interest (Okeke, 2003). Thus,

those social and cultural practices that prevent the provision ofample

learning opportunities to both male and female students should be

checked by both teachers and the curriculum planners such that they do

not permeate into the school system.

2.1.4.1 Nature and Content of Gender Stereotypes

The current state of discussion in social psychology regards stereotypes

in general as inevitable by-products of everyday processes of perception

and judgment (Fiske, 2008). They are always generated wherever a

group of people forms a distinct social unit (Hamilton & Sherman 2004).

They are “…the beliefs, shared by members of one group, about the

shared characteristics of another group” (Wright & Taylor 2003). A

precondition for the use of stereotypes is that a person is categorized as

a member of a certain group. Gender is one of the central social

categories relevant to the perception and the assessment of other

people, and the individual person as well. In most cases the

categorization as male or female is unequivocal. Hence, the expectations

surrounding a particular social environment connected to gender play a

significant role with respect to the emergence of numerous traits and

behavior patterns.

Gender stereotypes can be found with respect to physical

characteristics, personality traits, role-related behaviors, occupational

preferences, specific competencies, and emotional dispositions (Deaux

and Lafrance

1998: 793). Central features of gender stereotypes are e.g. the

constructs “agency vs. communion”–characterizing men as independent,

assertive, and initiating, and women as caring, emotionally expressive

and responsive to others (ibidem: 795). These constructs also have

occupational connotations, as people also describe employed workers as

“agentic” and homemakers as more “communal,” thus associating

certain roles in society with one gender. The same is true for certain
kinds of professions: Professions from the field of STEM e.g. engineer,

are seen as “agentic,” whilst social professions e.g. social worker or

teacher, are seen as “communal” and are strongly connected with the

female gender. Gender also is often correlated with status and power:

Males and activities associated with men are considered more valuable

and more prestigious than females and activities associated with

women. This circumstance also has the con-sequence of differentiated

expectations with respect to performance: Men are expected to perform

better than women and as a consequence they get more opportunities

to show off their achievements and can initiate more actions to do so

(ibidem: 2003). Power refers to a person’s actual control over resources

and the outcomes of other persons. There are several social levels of

analysis where men as

a group are associated with having more power than women:

society,organizations, marital relationships, and individual traits. These

differences in turn lead people to construct identities and demonstrate

behaviors that are consistent with such expectations.

2.1.4.2 Gender Biased Attitudes

The girl child becomes the victim of discrimination and differential

treatment right from the time of her birth. The birth of the male child is

welcomed with a happy heart whereas that of the girl child is met with

depression, especially if she is born after two or three sisters. She is

considered as a weakness for the family, she is an economic burden, a

moral liability that is defenseless against all types of hazards in life.

Discriminatory behaviour of the villagers in the allocation of food

resources was observed in majority of the cases. Majority of the

respondents too admitted that (under normal circumstances) the males

are served food before females. As the village is a patrilineal community,

the females are expected to surrender their property rights infavour of

their brothers. Girls are given dowryand it is assumed that it is

equivalent to their share in land. The preference is given to the males in

the sphere of health.

The girls are treated locally whereas the boys may be taken to the

doctor, especially in the low-income families in which more than two

daughters are present, the boy's life is more important as compared

to the girls. The division of labour is based on the classic principle of

public and private dichotomy. The work inside the house is supposed to

be for the female members of the society, whereas thework involving

outside mobility is the duty of male membersof the society. A male

is considered the main source of income, which works in the fields or is,

employed somewhere else to win bread and butter for the family.

Economic activities of the girls are restricted due to purdah limitation,

which confines them within the bounds of the houses. The

discrimination is obvious, as the males are still dominant because

the total amount that the women or girls earn in a month's duration,

the males earn it in one or two days’ labour. The girl child is supposed

to help in all household chores, which is a full time job. In most of the

households she takes care of the siblings and then doing

embroidery, crochet work and stitching to earn money or making

dowry. On the other handthe boy's responsibility is usually limited to

earn money and to bring grocery etc.

The discrimination at the behavioral level is actually steered by the

discriminatory beliefs, which were found in the village too. There is a

great difference between the people's ideas and beliefs about the girls

and boys. The girls are believed to be more obedient than boys,

soft natured, submissive and weaker. The boys, on the other hand, are

believed to be very naughty aggressive and strict.

The mobility of a girl is restricted and she is confined in the private

domain i.e. the house, while her brothers are given free access to the

outside world so that they can acquire skills of their choice. She is made

to depend on her parents, brothersor elder relatives for the fulfillment

of her requirements like clothes etc. The girl child is brought up in a

constant course of discrimination, which is instilled and reinforced in

such a way, that the discriminatory behaviour is internalized and

accepted as the cultural norms and values of the society.Mostly the

people of the village relate literacy with jobs. Mostly those people are
considered educated who can get jobs because of their education. The

primary pass females are considered to be well mannered and can take

care of their children in a better way. Children are educated through

both formal and informal institutions. Among the informal institutions,

the family is the crucial for the child's learning in accordance with

the social norms and values. The young ones try to imitate their

parents unconsciously.

The girls endeavor to replicate theirmothers, elder sisters or aunts etc,

and boys their fathers, elder brothers or uncles.

A girl is taught to act modestly, with reserve and, self-control. The girl

child training is by and large considered to be the responsibility of

female elder members like mother, grandmother or the elder sisters of

the girl. Right from the start, she is taught to suppress her feelings and

desires, therefore turning her into a passive, patient and obedient

member of the family. In case of disobedience, argument or quarrel

over issues like her rights etc., she is chastised and even punished

physically by her mother or male members of the family. The boys on

the other hand, receive better treatment,privileges and support from

the family members. Eventually, they become more authoritative, and

dominant, towards their sisters and then towards their wives later on.

It was observed that most of girls and young children spend most of

their time with their mothers. They have to train their daughters in
accordance with the social models and ethics assigned for girls. Because

if any girl swerves from them, or commits an improper action, the

relatives and elders of the family hold her mother responsible for the

daughter's misbehaviour and accuse her of being incapable of socializing

her appropriately. The relationship between fathers and daughters in

Berom Land is mostly of love, fear and respect. The fathers are very

strict about their daughter's “purdah” and segregation from the

unrelated men and boys.

2.1.4.3 Socio-Cultural Factorsand Women Education

The tradition, customs, socio cultural values, ethics, motherhood

instincts are some of the factors influencing gender bias in the education

sector. Cultural and social beliefs, attitudes and practices prevent girls

from benefiting from educational opportunities to the same extent as

boys. The achievement of girls’ right to education can address some of

societies’ deeply rooted inequalities, which condemn millions of girls to

a life without quality education – and, therefore, also all too often to a

life of missed opportunities. Education is seen in some societies as a fear

of change and now with globalization, the fear becomes even greater-

fear to lose the cultural identity, fear of moving towards the unknown or

unwanted.
At present, the forces which combine to hamper women education,

family stability and sustainable development in Nigeria could be viewed

broadly to include denial of equitable access to and participation to

functional education, early marriage, confinement to solitary living,

subjugation by culture to accept choices forced on women,

discrimination and harassment at work, political disenfranchisement

from elective and political appointment and exposure to cruel mourning

rites upon the death of their husband (Oniye, 2010). These cultural

barriers and environmental manipulation create inferiority complex in

many Nigerian women. Oniye (2010) further ascertained that through

the traditional socialization process of our cultural society, women tend

to accept negative selffulfilling prophecy, stereotyping and

stigmatization. All these predispositions transmit negatively on the

family role and responsibilities, which invariably interplay adversely in

the national agenda. Women and development rather than women in

development becomes an apparatus for gender issues.

Furthermore, the gender disparity is exacerbated by the powerful

economic and social rationale for investing in the education of sons

rather than daughters, as daughters are perceived to be less valuable

once educated, and less likely to abide by the will of the father, brother

or husband. The plight of women, in terms of education is compounded

by this negative attitude of parents toward female education (Oniye,

2010). Another implication for poor education opportunity for women is

involvement in low paying ventures. It has been noted by Oladunni

(1999) that because of societal stereotype and stigmatization on certain

professions and subjects as the exclusive preserve of men and or women

most Nigerian women have been forced into less paid jobs (teaching,

nursing services, agriculture, small scale food processing, secretariat

duties, clerical duties, note- counting in banks, cleaners and middle level

professional occupations). In most societies, both the public and private

sectors continue to be dominated by men, leading parents to ask

themselves: why bother educating our girls if they will never make it

anyway?

2.1.5 IMPACTS OF GENDER AND ACADEMIC ACHIEVEMENT

OF STUDENTS

Gender is a major factor that influences career choice and subject

interest of students. Further explanation in this context shows that

Home Economics, Nursing, Secretary-ship and other feminine related

careers have been traditionally regarded as aspects of the school

curriculum reserved for females (Umoh, 2003). Based on this, males

chose male stereotyped occupations and females chose female

stereotyped
occupations.

According to Umoh (2003) more difficult tasks are usually reserved for

males while less difficult ones are considered feminine in a natural

setting. Example of this is breaking of firewood, which is often seen as

manly task while washing of plates could be seen as a female task

at home. Thus at school males are more likely to take difficult subject

areas and challenging problem-solving situations while female on the

other hand prefer simple subjects and often shy away from difficult

tasks and problem-solving situation.

Ekeh (2003) discovered that male secondary school students performed

better than females in science and mathematics. These differences in

performance can be attributed to gender stereotyping which encourages

male and female students to show interest in subjects relevant and

related to the roles expected of them in the society. The National

Assessment of educational Progress in 1992 showed that males had

higher average scores than girls between the ages of 9, 13 and 17.

Studies have shown that co-education has negative impact oncognitive

performance of students as girls perform better without the boys and

vice versa (Okon, 2003). She also stated that the association formed

between genders as it applies to co-educational institution causes

psychological inferiority complex and this hinders effective classroom

participation. Furthermore, it is a known fact that attitude developed

by young people during their study of science can beas important as

the skills they acquire and the knowledge they obtain. This is because

attitude regulates behaviour not only in the classroom but in all other

areas of human experience. Concluding, Okon (2003) maintains that

gender has no significant influence on students’ performance.

Literature on academic achievement is extensive and some findings have

shown that females usually score higher on average than males on test

of verbal abilities (Halpern, 1996), and that males score higher on

average than female on tests of mathematics ability (Halpern, 1996),

spatial abilities (Hedge & Nowell, 1995); and on tests of stereotypically

male vocational information and aptitude (Hedge&Nowell,1995). These

studies were carried out in America among twelve grade students. On

the other hand, girls have been found by several studies to be more

motivated and higher achievers than boys (Abu-Hilal, in Al- Emadi,

2003).It is against this background that the present research aims to

investigate class attendance and gender effects on undergraduate

students’ achievement in a social studies course in the University of

Botswana.

Research have suggested that on an empirical level, girls perform on

reading and writing subjects while boys perform better on the more

analytical subject of math and science (U.S Dept.of

Education,NAEP,1994).Many authors have expounded on this idea,

(Hancock,1996),yet the data on the male–female achievement gap are

often inconsistent. In 1998 for example, in a research carried out in

America, it was found that young men scored higher on both the verb al

and quantitative sections of scholastic achievement test (SAT) than

young women(Kirk,2000).In the same vein, some writers have noted

that this may be because of a bias against female in our education al

system (Myra &Sadker,1994). In support of the above finding, Kirk

(2000) gave a further explanation that the tests results reflect a selection

bias in which more at risk females opt to take the scholastic

achievement test related to males (The College Board, 1991). Rowe

(1988) in a study carried out in Victoria High School, Australia, among

Year 7 and 8 co-education students found no gender differences in

achievement based on the type of math’s class, but did report increased

levels of confidence in learning and using mathematics by girls in about

their math’s ability ‘which in turn significantly increased the likelihood of

their subsequent participation in senior mainstream mathematics

education’ (Rowe,1988,).

The question now is that ,will gender has an effectas well on the

academic performance of the undergraduates in Social Studies? In

conclusion, the available literatures have shown the importance of

academic achievement: if this is true, how do we then identify factors

that could influence it among undergraduate students. This therefore, is

the purpose of this study.

2.2 THEORETICAL FRAMEWORK

2.2.1 Feminism Theory

Feminism Theory was propounded in 1987 by Acker and has three basic

approach to female suppression. Radical feminism is concerned with

male monopolization of culture and knowledge and the sexual politics of

everyday life in school. Its focus on education is in concern with

curricula, women teachers’ and girls’ access to power and policy

formulation in schools (Acker 1987:429, in Yokozeki, 1998). Radical

feminism accepts that education is a tool to release women from

subordination, but argues that existing formal schooling cannot be

trusted to serve the purpose. Rather, radical feminism supports an

alternative non-formal type of education, and single sex schools

(Yokozeki 1998).

According to radical feminism, as in socialist feminism, the State acts as

“a key agent in the perpetuation of women’s subordination via its strong

defense of the family as the core unit of society” (Stromquist 199a:145).

Such a view stems from the theory of liberation developed in Latin

America. In liberation theory, where the aim is transformation of the

society, formal education/schooling is not considered to be the key

agent, although the transformation itself is an educational process

(Short and Freire 1987, in Yokozeki 1998). The existing school system is

criticized for maintaining a “banking concept of education” where

students deposit knowledge given by teachers (Freire 1987:46, in

Yokozeki 1998:34).

Radical feminism focuses on patriarchy and power, which facilitates an

explanation of the oppression of women both within the school and

within the wider context of the society. At the micro level, it addresses

the issue of sexuality and sexual harassment in schools, which

commonly is not discussed in other feminist perspectives (Weiner 1986;

Acker 1987, in Yokozeki 1998). In this regard, girls not only receive less

teaching time, but their classroom contributions are often met with

systematic ridicule and girls are exposed to verbal and non-verbal abuse

(Mahoney 1985; Acker 1987, in Yokozeki 1998). At the macro level, it

argues that the higher non-literacy rates of women result from the

State’s reliance on women for biological reproductive tasks which

require only a minimum of skills and knowledge and do not generate

demands for schooling (Stromquist 1990a:145).

Among the three feminist perspectives, radical feminism is criticized for

being the least articulate. Its research methods are also questioned, as a

number of studies adopt research methods, which are considered

‘unconventional’. It is also criticized for its generalizations, which give

little consideration to issues such as racism (Middleton 1985; Connell

1985, in Yokozeki 1998).

Comparatively speaking, liberal feminism aims at improving the existing

system of education, whereas both, the socialist and radical feminists,

aim at much more fundamental transformations. The latter do not trust

the existing formal educational system to serve the needs of women

because it is monopolized by the State (Yokozeki 1998). Furthermore,

we have seen that feminist perspectives differ in terms of their

theoretical orientations. More specifically, liberal feminism has an

economic orientation, radical feminism an ideological orientation, and

socialist feminism combines both ideological and economic forces. In

this connection, Stromquist states that:“There has been a recent

convergence in feminist thought toward the meshing of ideological and

material elements in the explanation of women’s subordination,

bringing closer than ever the radical and socialist feminist perspectives.

These perspectives detect severe limits in the state’s ability to improve

women’s conditions while groups outside the state, particularly women-

run organizations, are identified as the most likely sources of significant

educational change and thus social change, in the interests of women”

(Stromquist 1990a:137, in Yokozeki 1998). This theory is therefore, a

foundational approach to the study of female suppression in the society.

Is considered appropriate for this study as it laid the foundation and

exposition of factors affecting female education.

2.3 Empirical review

Several related studies have been conducted on women and education

both in Nigeria and abroad. Oniye (2010) conducted a study on the

relationship between women education, family stability and sustained

national development in Ekiti State with a sample of 520 respondents

selected through a stratified random sampling technique and

questionnaire, all data collected were analyzed with used of frequency.

The finding revealed that traditional socialization process of our cultural

society, forced women to accept negative self-fulfilling prophecy,

stereotyping and stigmatization and cultural barriers and environmental

manipulation create inferiority complex in many Nigerian women. He

further recommended that; both the policy makers and school

administrators need to promote the principle of equality between

women and men in school curricula, educational programs and teaching

activities. In order to realize the above stated the steps highlighted

below are necessary: introduce the issue of gender equality in teachers'

training programs; include information and knowledge about the family,

gender equality, duties of women and men in the family and shared
responsibility of all family members for its proper functioning in sexual

education programs.

Alabi, and Alabi (2013) carried out a review of female education: A

sociological analysis of girl-child education in Nigeria and found that

factors which interplay and affect female education are limitless.

Extracurricular and out of school factors play a big role in female

education. Long distances from school, sexual harassment by

classmates, teachers and males in the community and inefficient use of

her time contribute to making attendance in school poor. Finally, the

girl child drops out of school when conditions at home, in school,

on the way to school and in the community prevent her from having a

meaningful and conducive learning environment. Parents must be made

to understand the benefits of education through community based

information dissemination techniques. The use of mass media like

televisions and radios which most people do not have access to should

be reduced and town criers, village based crusades and

enlightenment programmes, use of religious centers and market

awareness activities carried out and on regular basis.

Agada (2014) conducted a study on parents’ attitude toward female

educa tion in Kaura Local Government Area of Kaduna State. He adopted

a survey research design and purposive random sampling technique to

select 470 respondents. It was found that Family size is a major

determinant on attitude of parents and their choice of children by sex

for western education. Parents educational status as a significant

influence on the choice of children by sex for western education,

immorality among female children has a significant influence on parents’

choice of children by sex for western education. Parent economic status

has a profound influence on the choice of children by sex for western

education. He recommended that Greater encouragement should be

given to girls at home to go to schools, with government making free

education for girls at all levels of our educational system. Employers too

should help by insisting that both men and women have equal chances

to employment. Incentive must be given to women by way of

employment and promotion opportunities to encourage them learn and

take up interesting and challenging careers, which will give them the

security and income they need.

Abdulkarim and Mamman (2014) wrote on non-Formal Education and

the Girl-Child in Northern Nigeria: Issues and Strategies. They found that

65% of the children in school are boys, while majority of the girls are

out of school. They recommended that there should be a collaborative

approach with community and religious leaders of the area, if possible

they should take the lead in the campaign. Fundingof the literacy

centers and supply of adequate learning/instructional materials.

Payment of allowances to girls in the literacy centersto cover up for their

much establishment of literacy centers across communities in northern

part of Nigeria to cater for the out of school girls.

Most of the studies conducted are within the northern region but

none of such work has been carried out in of Agatu LGA Local

Government Area of Plateau State. This therefore fascinated the

researcher to embark on this study to close the gap on the factors

militating against female education in the area.

TNS Social research (September 2003-June 2004) stated that parents’

attitudes towards education were generally very positive. The majority

(97%) agreed that a good education would help their child to get ahead

in life. While 93% thought the qualifications were important to their

child’s future, 90% also agreed that children learn important life skills at

school. Three quarters of parents (76%) agreed that their child’s school

is good at communicating with them and the majority (86%) agreed that

their child’s teachers do a great job. Just over a fifth (22%) felt that their

child’s school tended to be too interested in bright children at the

expense of the others, although only 7% thought that the school takes

too much interest in their child’s home life. Just under a fifth of

parents/carers (18%) thought that most of the things their child learns at

school are not relevant to real life. A small proportion (14%) of parents

saw it as acceptable that if their child did not want to study now, s/he
could study when s/he was older. Their study was based on to identify

whether there were any differences in parents’ attitudes towards

attendance between the general population and a group of parents

whose children were currently not attending school. This research has

not identified any differences in the attitudes of parents in the general

population.

Research indicates that most parents show considerable interest in

their child’s school, and this is equally the case for parents of children

who have attendance problems. In an Ofsted report (2001) on

attendance and behaviour in secondary schools, it has been found

(O’Keefe, 1993) that most schools usually enjoyed good working

relationships with parents. In fact, most of the parents/carers said they

wanted more contact with schools. The majority of parents were

appreciative of the concern and time given by head teachers and staff,

even when approached about issues concerning their children’s

attendance or behaviour. However, it was also found that a small

proportion of parents/carers were very uncooperative with the schools,

and their attitudes, whether

confrontational or passive, served to reinforce their children’s negative

attitude towards school.

 In a study of attitude to school attendance in seven Local Education

Authorities (LEAs) in England, it was found that most parents/careers

believed that children who did not attend school regularly would

underperform in school work, and that it was necessary for young

people to get qualifications. However, the findings also indicated that

parents/carers of children who truant tended to hold different attitudes

from parents of children who do not have problems with Fewer

parents/carers of children with school attendance problems believed

that pupils who did not attend regularly would do badly in their

schoolwork, and similarly, a smaller proportion of these parents/carers

believed that young people needed qualifications. This group was also

less likely to think that their children’s safety was at risk if they were not

at school, and were less likely to believe that regular school attendance

was important. There were also statistically significant differences

between the views of both sets of parents with regard to when children

should miss school, with a significantly higher proportion of parents of

children with attendance problems agreeing that children should miss

school to see the doctor, the dentist, or to help out at home.

 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

In this chapter, we described the research procedure for this study. A

research methodology is a research process adopted or employed to

systematically and scientifically present the results of a study to the

research audience viz. a vis, the study beneficiaries.

3.1 Research Design

Research designs are perceived to be an overall strategy adopted by the

researcher whereby different components of the study are integrated in

a logical manner to effectively address a research problem. In this study,

the researcher employed the survey research design. This is due to the

nature of the study whereby the opinion and views of people are

sampled. According to Singleton & Straits, (2009), Survey research can

use quantitative research strategies (e.g., using questionnaires with

numerically rated items), qualitative research strategies (e.g., using

openended questions), or both strategies (i.e. mixed methods). As it is

often used to describe and explore human behaviour, surveys are

therefore frequently used in social and psychological research.

3.2 Population of the Study

According to Udoyen (2019), a study population is a group of elements

or individuals, as the case may be, who share similar characteristics.

These similar features can include location, gender, age, sex or specific

interest. The emphasis on study population is that it constitutes

individuals or elements that are homogeneous in description.

This study was carried out to examine the influence of gender on

students’ achievement in senior secondary school physics in Benue

state, Nigeria. Hence, the population of this study comprises of students

of some selected secondary schools in Agatu, LGA, Benue State.

3.3 Sample Size Determination

A study sample is simply a systematic selected part of a population that

infers its result on the population. In essence, it is that part of a whole

that represents the whole and its members share characteristics in like

similitude (Udoyen, 2019). In this study, the researcher adopted the

convenient sampling method to determine the sample size.

3.4 Sample Size Selection Technique And Procedure

According to Nwana (2005), sampling techniques are procedures

adopted to systematically select the chosen sample in a specified away

under controls. This research work adopted the convenience sampling

technique in selecting the respondents from the total population.

In this study, the researcher adopted the convenient sampling method

to determine the sample size. Out of the entire students of some

selected secondary schools in Agatu, LGA, Benue State, the researcher

conveniently selected 260 respondents as sample size for this study.

According to Torty (2021), a sample of convenience is the terminology

used to describe a sample in which elements have been selected from

the target population on the basis of their accessibility or convenience to

the researcher.

3.5 Research Instrument and Administration

The research instrument used in this study is the questionnaire. A survey

containing series of questions were administered to the enrolled

participants. The questionnaire was divided into two sections, the first

section enquired about the responses demographic or personal data

while the second sections were in line with the study objectives, aimed

at providing answers to the research questions. Participants were

required to respond by placing a tick at the appropriate column. The

questionnaire was personally administered by the researcher.

3.6 Method of Data Collection

Two methods of data collection which are primary source and secondary

source were used to collect data. The primary sources was the use of

questionnaires, while the secondary sources include textbooks, internet,

journals, published and unpublished articles and government

publications.
3.7 Method of Data Analysis

The responses were analyzed using frequency tables, while the

hypothesis will be tested using Pearson Correlation statistical tool, SPSS

v23.

3.8 Validity of the Study

Validity referred here is the degree or extent to which an instrument

actually measures what is intended to measure. An instrument is valid to

the extent that is tailored to achieve the research objectives. The

researcher constructed the questionnaire for the study and submitted to

the project supervisor who used his intellectual knowledge to critically,

analytically and logically examine the instruments relevance of the

contents and statements and then made the instrument valid for the

study.

3.9 Reliability of the Study

The reliability of the research instrument was determined. The Pearson

Correlation Coefficient was used to determine the reliability of the

instrument. A co-efficient value of 0.68 indicated that the research

instrument was relatively reliable. According to (Taber, 2017) the range

of a reasonable reliability is between 0.67 and 0.87.

3.10 Ethical Consideration

The study was approved by the Project Committee of the Department.

Informed consent was obtained from all study participants before they
were enrolled in the study. Permission was sought from the relevant

authorities to carry out the study. Date to visit the place of study for

questionnaire distribution was put in place in advance.

CHAPTER FOUR

RESULTS AND DISCUSSION

This chapter analyzed the data collected through questionnaires

distributed and retrieved in order to ascertain the influence of gender on

students’ achievement in senior secondary school physics in Benue

state, Nigeria. The responses were collected frequency count and chi-

square were method adopted in analyzing the responses and testing the

hypothesis. A total of two hundred and sixty (260) copies of the

questionnaires were administered out of which two hundred and forty

(240) copies representing (92.3%) of the questionnaire were properly

completed and retrieved while twenty (20) copies representing (7.7%)

were not retrieved.

4.1 RESULTS

Table 1: Analysis of Response Rate

S/ Administered Frequency Percentage
N Questionnaire
1 Returned 240 92.3%
2 Unreturned 20 7.7%
Total 260 100%
Source: Field survey, 2023
The rest of the chapter provides the result of entrepreneurship

development questions posed to the respondents and discussion of

data analysis of responses from the two hundred and forty (240)

responses that were properly filled, completed and retrieved through

the research instruments adopted.

TEST OF HYPOTHESIS

Hypothesis One: There is no difference between the performance of

male and female students in physics.

X2 Test of Difference between the Achievement Mean Scores of Male And

Female Students students in physic.

Categories f0 fe f 0− f e 2
(f 0− f e )
fe
Cell 1 73 66.11 6.89 0.7180
Cell 2 56 62.89 - 6.89 0.7548
Cell 3 61 56.89 4.11 0.2969
Cell 4 50 54.11 - 4.11 0.3121
Total 240 2.0818

From the analysis above, χ2 calculated value is 2.0818 while χ2

tabulated values is 9.49. This shows that χ2 calculated of 2.0818 is

greater than χ 2 tabulated of 9.45 i.e χ2 calculated (2.0818) > χ 2

tabulated of 9.49. Therefore, we accept the alternative hypothesis,

which state that there is no significant difference between the

achievement mean scores of male and female students students in

physic.

Research Hypothesis Two: There is no difference between the

performance of students in co-educational and single sex students in

physics.

X2 test of difference between the performance of students in

Cell 1 58 61.48 - 3.48 0.1969
Cell 2 61 57.52 3.48 0.2105
Cell 3 66 62.52 3.48 0.1937
Cell 4 55 58.48 - 3.48 0.2070
Total 240 0.8081
coeducational and single sex students in physics

Categories f0 fe f 0− f e 2
(f 0− f e )
fe

From the analysis above, χ2 calculated value is 0.8081 while χ2

tabulated values is 9.49. This shows that χ2 calculated of 29.7915 is

greater than χ 2 tabulated of 9.45 i.e χ2 calculated (0.8081) > χ 2

tabulated of 9.49. Therefore, we accept H1 which states that there is a

significant difference between the performance of students in

coeducational and single sex students in physics.

CHAPTER FIVE

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

5.1 SUMMARY OF MAJOR FINDINGS.

 The findings for the study revealed that discrimination among sex is

caused by societal preference for male child,cultural factor is responsible

for gender differences and traditional beliefs are the cause of gender

differences among public secondary school students.

The study also revealed that drop out of girl-child from school is a

result of lack of interest for higher education,increase failure among

students and gender difference create discrepancies among students are

some of the effect of gender on the academic achievement of students in

physics in Benue State.

It was also found that parental attitude towards the Girl child

contribute s to gender discrimination among public secondary school

students in Agat

u Government Area of benue

state. While Proper orientation of couples on the effect of their

discriminati on on their children and proper orientation of couples on the

effect of their discrimination on their children are some of the ways this

menace can be reduced in Agatu LGA.

The two hypotheses formulated and tested revealed that there is no

significant difference between the achievement mean scores of male

and female students in public secondary schools in Agatu LGA and there

is a

significant difference between gender and students’

academic achievement in public secondary schools in Agatu LGA.

5.2 CONCLUSION

When babies come into the world, they are innocent, soft and

totally at the mercy of their parents. Parents in Agatu LGA have

their own ways and visions regarding their children’s education.

These ways have different sets of rules and regulations for the new

comer. Male child is met with cheers and festivities moreover; he finds

life an era of freedom to develop and grow in any direction of his desires

and capabilities but arrival of girl child is met with a chilled hush. A life

studded with suppressed sentiments and subdued existence awaits

her. The stamp of second-class citizen is embossed on her soul in the

name of love, concern and security.

In the family, parents differentiate among their children. Mother

plays the major role in this differentiation. When a woman is

expecting she says that a son should be born. If a son is born she

thinks of herself as a great woman who has given birth to a man.

This man will continue the lineage of his father. The females even

managing the whole of household work are supposed as doing their

routine work. The data shows that the males and females in the

patriarchal Agatu LGA society are not rewarded for what they do.

Females are the ones who suffer most. They do contribute in the
family income in one way or the other but still their contribution is

not considered as an extra work.

Then literacy level of the population shows that the women are

the one who are less educated. Therefore, they are not given their due

rights in the society as they cannot protest in getting their rights. The

males do not accept this that the females are equivalent to them.

5.3 RECOMMENDATIONS

This study also highlights the fact that a conscious and persistent

effort is to be made to educate the society about the equal status

of males and females.

The girls are to be allowed to get educated so that they can have

the confidence to face the world. The parents should have flexible

attitude towards their children as it affects the life and personality of the

children.

Parents should always try to encourage their children/wards in all

that they do and try to give moral support so that the children would

be emotionally stable and have confidence in all that they do,

whether at school or at home.

Curriculumplanners should ensure that curriculum implementation

put into practice the use of co-operative teaching method to enhance

teachers-students relationship. The heads of educational institutions

should supervise the implementation of the co-operative teaching

method in their institutions.

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 SECTION “A”

PERSONAL IN FORMATION

Name of School ………………………………………………..

Gender Male ( ) Female ( ) Marital status

……………………..

SECTION ‘B’

INFORMATION ON GENDER AND ACADEMIC

ACHIEVEMENT

Tick the appropriate option based on the following key:

SA= strongly agree, A= Agree, D=Disagree, SD= Strongly Disagree.

Causes of Gender Differences Among Public School Students

ITEMS SA A D SD
Discrimination among sex is caused by societal
preference for male child.
Poverty is one of the causes of gender
differences in public schools
Cultural factor is responsible for gender
differences in public secondary school
Traditional beliefs are the cause of gender
differences among public secondary school
students

Effect of Gender on the Academic Achievement of Students

 ITEMS SA A D SD
Drop out of girl-child from school is a result
of lack of interest for higher education.
Increase failure among students
Gender difference create discrepancies
among students
Difference Between the Achievement Mean Scores of Male and

Female Students

Items SA A D SD
1 Male students achievement mean score is always
higher than their female students score
2 There is no difference in the achievement mean score
of male and female students in social studies
3 There is a difference in the achievement mean score of
male and female students in social studies

Ways Parental Support and Encouragement Affect Students Academic

Achievement
S/ Items SA A D SD
N
1 I perform better in my academics because my parents
assist in my home work
2 My parents pays for all my school requirements that
influence my performance
3 My performance is average because my
parents do not pay attention to my studies

Parental Attitude Contributes to the Differences in Students

Academic Achievement
S/ Items SA A D SD

N
I prefer sending my Girl-child to school
Is more of advantage to send Girl-child to
school
I hardly eat before coming to school.

How Can the Society Contributes

S/ Items SA A D SN D
1 Encourage couples to make the extra effort st
ay involved
2 Proper orientation of couples on the effects of
their discrimination on their
children
3 Religious organizations should be more vocal
on issue of Gender discrepancies