GENDER DIFFERENCE IN THE ACADEMIC PERFORMANCE OF ECONOMICS STUDENTS IN NIGERIA
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GENDER DIFFERENCE IN THE ACADEMIC PERFORMANCE OF ECONOMICS STUDENTS IN NIGERIA
CHAPTER ONE
INTRODUCTION
- Background of the study
Gender is the range of physical, biological, mental and behavioural characteristics pertaining to and differentiating between the feminine and masculine (female and male) population. The importance of examining achievement in relation to gender is based primarily on the socio-cultural differences between girls and boys. Some vocations and professions have been regarded as men’s (engineering, arts and crafts, agriculture etc.), while others as women’s (catering, typing, nursing etc.). The typical African society has shown that invincible rules within the society provided what is feminine and what is masculine. Hence, science oriented subjects in most cultures are defined as masculine. The historical background of the provision of education in Nigeria serves to give a picture of how tradition and culture has placed women and girls at a disadvantage, and restricted them to a narrow range of occupation and careers. Parents assign task like car washing, grass cutting, bulbs fixing, climbing ladders to fix or remove things etc. to the boys. On the other hand, chores like dish washing, cooking, cleaning and etc. are assigned to the girls. In a nutshell, what are regarded as complex and difficult tasks are allocated to boys whereas girls are expected to handle the relatively easy and less demanding tasks. As a result of this, the larger African society has tended to see girls as a ‘’weaker sex‛. Consequently, an average girl, especially in Northern Nigeria goes to school with these fixed stereotypes.
- Statement of the problem
There may have been previous researches in this subject. This work gives further explanations and analysis in gender difference and achievement in economics in secondary school. Reports from various academic sources have indicated that Economics as a course of study is gender sensitive (Filgona, 2016, Gender Economics, 2010). Inputs from girls during Economics classes in secondary schools of Ganye Educational Zone were observed to be considerably lower. While boys are likely to ask more questions and engage the teacher during lesson delivery, the girls will rather choose to remain quiet, even when they know. Moreover, the enrolment of girls in senior secondary school Economics was also observed to be at its lowest ebb. What could be responsible for this low interest of female students in Economics?
Studies have it that the instructional strategies adopted by Economics teachers in teaching could interact with gender to influence students’ academic achievement
(Suwopoleme, Sababa & Filgona, 2016). Of great concern is that most Economics teachers in the study area still rely primarily on the lecture method for imparting knowledge, while the manner of presentation is supposed to be activity-based (Filgona, 2016). This does not give students the opportunity to contribute to the teaching learning process. Therefore, there is the need to adopt newer and innovative learner-friendly teaching approach that could bridge the achievement gaps between male and female students in Economics. Mastery Learning Strategy is one of such innovative learnerfriendly teaching strategy that may enhance the achievement of both male and female students offering Economics in secondary schools of Ganye Educational Zone.
- Objectives of the study
- To understand the impact of gender difference and achievement in economics in secondary school
- To understand the relationship between gender difference and enrollment, and achievement in economics in secondary school
- Research questions
1.What is the impact of gender difference and achievement in economics in secondary school
- What is the relationship between gender difference and enrollment, and achievement in economics in secondary school
- Research hypothesis
H0: There is no relationship between gender difference and enrollment, and achievement in economics in secondary school
H1: There is a relationship between gender difference and enrollment, and achievement in economics in secondary school
CHAPTER TWO
Literature review
Gender, as a concept, has captured the interest of educators in Nigeria, especially now that gender equity is being emphasized in many quotas. The ABC of women’s right and gender equality (2000) defines gender as the socially constructed differences and relations between males and females. According to the document, the term ‚gender‛ is not interchangeable with the term ‚sex‛, which refers exclusively to the biological differences between men and women, which are universal and do not change. Gender characterizes the differing roles, responsibilities, constraints, opportunities and needs of females and males in all areas and in any given social context. Reports from various academic sources have it that Economics as a course of study is gender sensitive (Filgona, 2016, Gender Economics, 2010). Inputs from girls during Economics classes in secondary schools of Ganye Educational Zone were observed to be considerably lower. While boys are likely to ask more questions and engage the teacher during Economics classes (active), the girls will rather choose to remain quiet, even when they know (passive). Achievement could be a strong correlate to students continuing in Economics as a course of study, of which the girls were observed to lag behind their male counterparts. Moreover, the enrolment of girls in senior secondary school Economics in the study area was also observed to be at its lowest ebb. What could be responsible for this low interest of female students in Economics? Such discussions have consistently centred round instructional strategies used in teaching the subject (Filgona, 2016).
Of great concern is that most Economics teachers in the study area still rely primarily on the lecture method for imparting knowledge, while the manner of presentation is supposed to be activity-based (Filgona, Filgona & Sababa, 2016, Filgona, Ndatuwong & Filgona, 2016). This does not give students the opportunity to contribute to the teaching learning process. Studies like those of Arisi (2002), Akpochafo (2001) Okobia (2000) have pointed out that despite the more than thirty-year existence of learning style theories, most teachers still dispense information using conventional lecture method without regard to students’ learning abilities. This teaching method is theoretical and teacher-directed, instead of being constructive or activity-based. In the lecture method, the teacher, according to Filgona, Sababa and Iyasco (2016), Oganwu, (2004) and Ogundare, (2000), simply becomes the centre of knowledge transmission while the learner remains the listener and a storehouse of facts; and expected to regurgitate same when ask to do so.
Several studies have documented that female students have lower self-efficacy in science compared to male students (Amedu, 2015 & Nwona & Akogun, 2013). Girls’ capabilities may be undermined by sex-role stereotypes in many cultures intimating that females are not as able as males, especially in such disciplines as Economics. This difference in treatment through education created and sustained gender gap, which also became visible in the science related disciplines. Because of this reason, fewer female students may study Economics at University level. Another contributing factor may be the low level of expectations that some parents, teachers, and counsellors often hold for girls, which can discourage further study in scientific and technical fields. However, certain studies indicated that gender difference s generally are small or nonexistent. For instance, Hedges and Newell (1995) found that in science, boys outperform girls, but in reading and writing girls have the advantage. Studies on gender difference s and students’ achievement abounds. While some of these studies observed gender disparity in science in favour of males (Ekeh, 2004), others report females’ superiority (Shaibu & Mari, 1997) and others still, zero disparity (Udo & Udofia, 2006; Udo, 2010, 2011). Hence, studies on gender and students’ performance are conflicting and inconclusive. Researchers reporting male dominance explain their observations in terms of cultural factors and gender stereotyping. Owuamanam and Babatunde (2007) in a study on gender role stereotypes and career choice of secondary school students observed that boys showed interest on brain tasking careers while girls were more interested on courses that do not require much brain work.
Filgona (2016) and Nwona (2013) noted imbalance against girls in Economics, science, technology and mathematics. These are perceived as masculine subjects. Research has demonstrated that different teaching methods produce different results. The identification of the best teaching strategy for a given set of students must be done if the best result must be achieved. Could it be that the teaching methods adopted by teachers presently accounts for the low level of enrolment and achievement of female students in Economics observed in the study area? To ensure a learner-friendly learning environment, effective instructional method that involves activities with students taking over their learning should be encouraged. Mastery learning strategy is one of such innovative learner-friendly teaching approach that may bridge the achievement gaps between male and female students in Economics observed in the study area.
Mastery learning is an instructional strategy that is based on the principle that all students can learn a set of reasonable objectives when provided with appropriate instruction and sufficient time. It is a method in which students are given unlimited opportunities to demonstrate mastery of content taught. It involves breaking down the subject matter to be learnt into units of learning each with its own objectives. It gives students the opportunity to study a material unit after unit until they master it. Obih and Ekomaru (2011) stated that mastery learning is the mastery of a task, topic, or subject by every learner whereby the instruction is well related with the learner’s characteristics and the learner is given the time required to learn the task, topic or subject and at the same time given the optimum quality of instruction. Mastery learning uses differentiated and individualized instruction, progress monitoring, formative assessment, feedback, corrective procedures, and instructional alignment to minimize achievement gaps, and focuses on how to improve the process of mastering content rather than changing it. Following a previous instruction, the teacher administers a brief formative assessment based on a unit learning goals (Bloom, 1971). The assessment as a feedback informs the teacher about the student, which helps to identify what have been learnt and what needs to be learnt better. Students who have learnt the specified concepts continue their learning experiences while others who have not properly learnt the concept receive feedback paired with corrective activities different from the initial instruction and offer guidance and direction on how to remedy their learning challenges. These correctives can include varying activities, individualized instruction, and additional time to complete assignments. The challenge therefore becomes providing enough time and ensuring that all students can attain the same level of learning. Expectedly, this is what Mastery Learning Strategy could do to bridge the achievement gaps between male and female students offering Economics in secondary schools of Ganye Educational Zone.
Literature abounds on the efficacy of the Mastery Learning Strategy on students’ achievement in different localities and in diverse fields (Hussain & Suleman, 2016, Lamidi, Oyelekan & Olorundare, 2015, Udo & Udofia, 2014). However, the effect of gender on secondary school students’ academic achievement in the use of the Mastery Learning Strategy has not been explored in Ganye Educational Zone. This is the rationale for this study.
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