Comparing the Academic Performance of Male and Female Students in English Language Among Selected Schools in Asaba Metropolis

Comparing the Academic Performance of Male and Female Students in English Language Among Selected Schools in Asaba Metropolis

ABSTRACT

This study compared the academic performance of male and female students in English Language Among selected schools in Asaba Metropolis. Two (2) research questions and a null hypothesis guided the study. A review of related literature was done based on the research questions raised and variables in the study. A descriptive survey research design was adopted for the study. The population of the study comprised of 3,319 male and female senior secondary school students in 13 public secondary schools in Oshimili South Local Government Area of Delta State.  The sample of the study comprised of 209 male and female senior secondary school students selected through simple random sampling technique to represent the entire population.  The instrument used for data collection was a structured questionnaire             which was validated by an expert in Measurement and Evaluation, Federal College of Education (Technical) Asaba. The validator inspected the questionnaires to ensure that the items were in line with the research questions. The modifications, corrections and suggestions made by expert were included in the final draft copy which enhance face and content validity of the instruments. The researcher administered 209 copies of the questionnaire to senior secondary school students in Oshimili South Local Government Area of Delta State and same were retrieved and analysed using mean and standard deviation statistics. Findings of the study revealed among others that there is no significant difference in the academic performance of male and female students in English Language among selected schools in Asaba Metropolis. It was recommended among others that schools in Asaba Metropolis should continue to provide targeted support to male students to maintain and enhance their performance in English Language.

CHAPTER ONE

INTRODUCTION

Background to the Study

Education plays a pivotal role in shaping individual potential and societal progress, serving as a fundamental tool for acquiring knowledge, skills, and values necessary for personal and community development. Within the Nigerian educational context, English Language holds a unique status as it serves not only as a core subject but also as a medium of instruction across various disciplines. Consequently, proficiency in English is crucial for students’ academic success, as it impacts their comprehension, communication, and performance in other subjects.

            English as a global lingua franca that serves as a medium of communication among people from diverse linguistic backgrounds. In Nigeria, English is a unifying language across the country’s multiple ethnic groups, allowing for social, economic, and political interaction. Its role in educational and governmental domains underscores its value in promoting national integration and development (Okeke, 2017) describes. Adebayo and Musa (2019) define English as a second language and a significant tool for educational instruction and administrative processes in Nigeria. As the language of instruction, it supports knowledge acquisition and academic performance, particularly in secondary and tertiary education. This critical role in academics emphasizes the necessity for students to attain proficiency for academic success. Eze and Okechukwu (2021) consider English a symbol of modernization, linking Nigeria with global economic and technological advancements. It is instrumental in international business and diplomacy, reflecting the country’s involvement in global affairs. English thus serves not only as a means of communication but also as a bridge to global economic participation and modernization. Adamu (2022) views English as a language of empowerment that provides access to diverse professional and educational opportunities. In Nigeria, English proficiency is often required for jobs and career progression, making it crucial for economic mobility. By facilitating personal and professional growth, English has become an essential skill for navigating modern socio-economic landscapes.

Academic performance on the other hand according to Roy (2021), is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. In other words, academic performance refers to how students deal with their studies and how they cope with or accomplish different tasks given to them by their teachers.  Academic performance generally refers to how well a student is accomplishing his/her tasks or studies. Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represent academic achievement (Olaniyi, 2021). Academic achievement is commonly measured through examinations or continuous assessments but there is no general agreement on how it is best evaluated or which aspects are most important procedural knowledge such as skills or declarative knowledge such as facts (Johnson, 2020). Academic performance, according to Jam (2021) is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. Academic performance generally refers to how well a student is accomplishing his/her tasks. Academic performance is the outcome of education, the extent to which a student and lecturer or institution have achieved their educational goals. The influence of lecturers’ or teachers’ teaching effectiveness on the learning outcome of students as measured by student’s academic performance has been the subject of several studies (Adediwura & Tayo, 2020) and (Adu & Olatundun, 2021). The areas of students academic life influenced by digitalization of instructional delivery includes their rate of class participation, interest and motivation. Academic performance/achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals and it is measured either by continuous assessment or cumulative grade point average (CGPA) (Robert, 2017). The student’s assessment is based on the scores or grades achieved in the different study courses during the school and college years.

The measurement of student’s academic achievement on the basis of formative and summative evaluation. Academic performance can also be seen as the extent to which a student, a teacher or an institution has achieved their short- or long-term educational goals. Academic performance is the measurement of students achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests. Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represents academic achievement (Robert, 2017). The student’s academic performance depends on a number of socio-economic factors like student’s attendance in the class, family income, mother’s and father’s education, teacher-student ratio, presence of a trained teacher in school, sex of the student, distance of schools.

            Additionally, Ibrahim (2017) defines academic performance as the measurable outcomes reflecting a student’s level of achievement in educational tasks and assessments. This performance is typically evaluated through tests, assignments, and examinations that gauge understanding and mastery of subject material. In Nigerian schools, academic performance is crucial as it often influences students’ access to further educational opportunities and career paths. Olawale and Ojo (2018) describe academic performance as an indicator of the knowledge and skills a student has acquired in a given period. They emphasize that this measure not only reflects the student’s intellectual abilities but also factors in motivation, learning environment, and teacher effectiveness. This holistic perspective underlines the importance of supportive educational systems in achieving positive academic outcomes. Chukwu and Okafor (2020) explain academic performance as the level of academic achievement or progress that a student demonstrates, which is often a reflection of both intrinsic and extrinsic factors. Their research suggests that factors like parental involvement, teaching methods, and socio-economic status significantly impact student performance. Consequently, understanding these influences is essential for addressing gaps in student achievement in Nigerian schools. Adebisi (2022) views academic performance as a benchmark for evaluating student success and progress within an academic setting. This metric is important for both educators and policymakers, as it aids in identifying areas where students struggle or excel. In Nigeria, academic performance has broad implications, often determining students’ future educational trajectories and their readiness for the workforce.

Furthermore, academic performance of male and female students in English Language has been a subject of considerable research, revealing significant differences influenced by various factors, including gender roles, teaching methodologies, and social environments.  Research indicates that female students often outperform their male counterparts in English Language subjects. For instance, Adebayo and Oyetunde (2020) conducted a study examining the academic performance of male and female students in English Language and found that female students had higher average scores than males. This trend is often attributed to girls’ greater motivation and engagement in language-based subjects, as well as their tendency to excel in reading and writing tasks (Oladipo & Adetunji, 2021).

Conversely, male students sometimes display strengths in oral communication and practical applications of language, which may not always be adequately measured in traditional assessments (Bello, 2023). This disparity in performance can be linked to differing classroom behaviors; females are often more collaborative and communicative, while males may exhibit competitive tendencies (Adetayo & Alabi, 2022). Furthermore, the influence of socio-cultural factors cannot be overlooked. Gender stereotypes that associate women with communication skills may encourage higher performance in language subjects among girls, while boys might be socialized to prioritize subjects like mathematics and sciences (Osuji & Olaniyan, 2022). Moreover, the teaching approaches adopted in schools can also impact performance. Adebayo (2022) emphasizes the need for educators to implement gender-sensitive pedagogies that cater to the distinct learning preferences of both genders, potentially bridging the performance gap.

Hence the need to compare the academic performance of male and female students in English Language among selected schools in Asaba Metropolis.

Statement of the Problem

The persistent disparity in academic performance between male and female students across various subjects, including English Language, highlights critical questions about the factors influencing these differences and their implications for educational equity and development. In Asaba Metropolis, a region marked by a diverse student demographic and a range of socio-economic background, sthis issue is particularly relevant. As a core subject and the primary language of instruction in Nigerian schools, English Language significantly impacts students’ overall academic success and future opportunities. Research indicates that English proficiency is closely linked to academic achievement across subjects, making it a strong predictor of success in higher education and employment (Femi, 2019).

Although several studies have examined the impact of socio-economic status, school environment, and parental involvement on academic outcomes, few have specifically focused on the performance gap between male and female students in English Language within the context of Asaba Metropolis. Furthermore, cultural expectations and gender roles in Nigeria may influence students’ engagement with English language, potentially affecting their performance. For instance, gender-based stereotypes may lead to differences in encouragement and support levels for male and female students, impacting their motivation, confidence, and academic outcomes in English Language.

The limited empirical understanding of these gender-based differences in academic performance in Asaba Metropolis creates challenges for educational policymakers, educators, and stakeholders working to promote gender equity and improve educational outcomes. If unaddressed, this gap could sustain unequal access to opportunities for male and female students, restricting the educational advancement and socio-economic potential of one group relative to the other.

It is against this backdrop that this study is carried out to compare the academic performance of male and female students in English Language among selected schools in Asaba Metropolis.

Aims and Objectives of the study

The main objective of this study is to compare the academic performance of male and female students in English Language among selected schools in Asaba Metropolis. Specifically, the study seeks to:

1. Investigate the academic performance of male students in English Language among selected schools in Asaba Metropolis
2. Investigate the academic performance of female students in English Language among selected schools in Asaba Metropolis.
3. Examine the difference in the academic performance of male and female students in English Language among selected schools in Asaba Metropolis.

Research Questions

The following questions guided the study:

1. What is the level of the academic performance of male students in English Language among selected schools in Asaba Metropolis?
2. What is the level of the academic performance of female students in English Language among selected schools in Asaba Metropolis?

Research Hypothesis

H_O1. There is no significant difference in the academic performance of male and female students in English Language among selected schools in Asaba Metropolis.

Significance of the Study

This study would be beneficial to students, teachers, parents, school management and future researchers.

For students. insights from this study can foster a supportive learning environment, helping them leverage strategies shown to benefit either gender. Additionally, the study may reveal social or environmental factors impacting performance, equipping students with knowledge to overcome challenges unique to their demographic or personal background. For both male and female students, the findings may further promote healthy competition and collaboration, encouraging mutual support rather than reinforcing stereotypes about gender-based abilities. By highlighting the areas where each group excels or needs improvement, the study empowers students to seek help in specific areas, strengthening their English proficiency and overall academic performance.

For teachers, would inform instructional strategies, enabling educators to adapt their teaching methods to better meet the diverse needs of male and female students. Teachers can design targeted interventions, such as differentiated instruction, to ensure both groups receive support tailored to their specific learning styles and challenges. The study also helps teachers recognize possible external or internal factors influencing English Language performance. Teachers can address these aspects through personalized encouragement, classroom discussions, or inclusive teaching approaches. This awareness allows teachers to create a balanced learning environment, where each student feels empowered to participate actively and perform to their potential. Additionally, findings from this study may encourage teachers to engage in professional development activities focused on gender-responsive teaching techniques. It provides evidence-based insights into effective practices that can reduce performance gaps, enhance engagement, and foster an inclusive classroom culture.

For parents, insights from the study can help them understand any potential gender-related differences in academic performance, enabling them to provide tailored support that aligns with their child’s unique needs in English Language learning. This study would also encourage parents to adopt a more proactive role in their child’s education. By recognizing patterns in academic performance, parents may feel more inclined to communicate with teachers and school administrators to understand and address any learning barriers their child may face. Furthermore, by becoming aware of potential performance differences between male and female students, parents can foster a balanced and supportive atmosphere at home, reinforcing the idea that both genders can succeed equally in academic pursuits.

For school management, identifying any performance disparities between male and female students, they would make informed decisions on curriculum design, resource allocation, and policy development that address specific learning needs and foster a balanced academic environment. With the study’s findings, school management would implement gender-sensitive policies and targeted programs to support English Language learning. Additionally, management might introduce tutoring programs, language clubs, or mentorship initiatives to provide additional support based on students’ needs. Furthermore, the study equips school management with data to evaluate and improve the school’s existing support systems. It could highlight the need for gender-responsive resources such as tailored learning materials, psychological support, or counseling services.

For future researchers, they would build upon the findings of the study to explore more complex and nuanced aspects of gender dynamics in education, especially within the Nigerian context or similar educational settings. This study offers a benchmark, allowing future researchers to replicate or expand upon the methodology in different regions, subjects, or educational levels. They could investigate whether the observed trends hold true across varying cultural or socio-economic backgrounds, or they might explore longitudinal studies that track performance changes over time. Additionally, researchers could delve into factors contributing to any performance disparities, such as societal expectations, access to resources, teaching methods, or psychological influences, providing deeper insights into the causes and implications of gender differences in academic performance. By building on this foundational research, future scholars can contribute to a broader understanding of how to effectively address and bridge gender gaps in education. This ongoing body of research has the potential to inform policies, teaching practices, and parental support strategies that promote equity and excellence in English Language performance and other academic areas across diverse student populations.

Scope of the Study

This study is focused on comparing the academic performance of male and female students in English Language. The study is delimited to some selected schools in Asaba Metropolis, with particular emphasis on the academic performance of male students, female students and the difference in the academic performance of male and female students. Respondents of the study are public secondary school students in the study area.

Definition of Terms

Academic Performance: Academic performance refers to the level of success a student achieves in their educational pursuits, often measured through grades, test scores, and other assessments. It reflects a student’s comprehension of subjects and ability to apply knowledge in academic settings. Factors influencing academic performance include personal effort, instructional quality, and family support.

Male and Female Students: Male and female students are terms used to categorize students based on gender, typically identifying those who are biologically male or female. Gender can influence learning preferences, social interactions, and academic interests, contributing to varied educational experiences and outcomes. Addressing gender-specific needs in educational settings can help enhance overall student development and performance.

English Language: English Language refers to the study of English as both a subject and a medium of instruction, emphasizing grammar, vocabulary, comprehension, and communication skills. In many countries, it serves as a foundational language for academic and professional purposes. Mastery of English Language skills is critical for students to excel in other subjects and in future career paths.

Secondary School: Secondary school is an educational level that follows primary school and typically serves students aged 11 to 18, preparing them for higher education or vocational careers. It offers specialized instruction in various subjects and aims to develop students’ intellectual and practical skills. Secondary school is a crucial phase in formal education, influencing students’ academic and career trajectories.

Pages:  69

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.