GENDER DIFFERENTIALS AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN ENGLISH LANGUAGE (A CASE STUDY OS SELECTED SECONDARY SCHOOLS IN KARU LOCAL GIOVERNMENT AREA OF NASARAWA)

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

Education, in its broad sense, may be said to be a process designed to inculcate the knowledge, skills and attitudes necessary to enable individuals to cope effectively with their immediate environment. Its primary purpose is to foster and promote the fullest individual self-realization for all people (Verma and Sinha, 1990). In our education system generally emphasis is given on students' academic achievement which determines the academic success of learners and the success of learning is judged mainly in terms of quantitative marks obtained by the students in the final examinations; internal or external. In Nigerian secondary schools education English language is taught and is regarded as a core subject ntogether with mathematics. Oppong-Sekyere et al. (2013) posits that, the main aim of teaching English language in our schools is to equip students with the basic techniques of reading, listening, writing and speaking which are the four basic skills needed in any language learning. Unless the students get pass mark at credit level in their final examinations, they will not be considered for admission into higher institutions of learning. However students often complain that though English is the medium of instruction in Nigerian schools, they seem to always struggle to succeed in their English examination to enable them proceed with their education. Chukwuyenum, Nwankwo and Toochi (2014) asserted that, the importance of English Language acquisition for proficiency in all school subjects taught in schools cannot be over flogged because there is hardly any subject that the instructions are not written in English Language in Nigerian schools. The value attached to English may have led the Nigerian Government to make it a compulsory subject in basic education and senior secondary schools as well as a prerequisite for admission into higher institutions of learning. Students read, write and express themselves in the any given tasks through the use of English Language. English language basically involves four skills: speaking, listening, reading, and writing.

Academic achievement or performance has become an index of students' future in this highly competitive world. It has been one of the most important goals of the educational process. Concerns about academic achievement with respect to males and females have generated a considerable interest in the field of educational research over the years. Also, studies have shown that there is a difference between boys and girls in their academic achievement, differences in academic achievement of the two genders are likely to contribute disparities in the allocation of cognitive roles in the world of work (Oppong-Sekyere et al., 2013; Karthigeyan and Nirmala, 2012).

STATEMENT OF THE GENERAL PROBLEM

Nigeria as a country, has been suffering from a disgustingly high rate of students‘failure in key subjects (Eze, 2011) among which is English Language, the language of administration in government and medium of instruction in Nigerian schools. The Principal Assistant Registrar of West Africa Examinations Council (WAEC), Uduh, cited by Eze, (2011) reveals that the results of West African Senior School Certificate Examinations (WASCE) of candidates who obtained credit passes in, at least, five subjects, including English Language and Mathematics over a period of five years, show that for 2005, it was 27.53 per cent, 15.56 per cent for 2006, 25.54 per cent for 2007, 13.76 per cent for 2008 and 25.99 per cent for 2009. This failure rate has attracted the attention of educators, educationists and educational researchers in investigating its causes Unfortunately, not much consideration has been given to the gender factor in streaming students as a possible vital variable that can impact on students‘ academic performance in Nigeria‘s educational system. This factor is often conspicuously absent in such enumerations. Consequently, of recent, a deliberate and drastic shift from coeducation, much more to single gender education is fast gaining ground and has prompted several studies, especially outside the shores of Nigeria. This shift to single gender system today in other parts of the world is attributable to a number of research findings that that male and female genders are different in several respects such as the rate of brain development (Lenroot et. al. 2007), brain lateralization (Harriet, Robert & Marvin, 1999, Burman, Tali & James, 2008), brain tasks execution strategies (Gomez, 2011), seeing and hearing endowed capabilities Corso in Algoe 2012), and activeness in the brain. Other differences reported include learning strategies or styles (Vernon-Gestenfeld, 1989 & Hodgins, 2008); and classroom learning climatic conditions (Hodgins, 2008). Each of these poses some pedagogical challenges and consequently, constraining students‘academic achievement if not addressed. This research, therefore, investigated English language academic achievement benefits derivable from streaming students according to gender at the senior secondary schools level in Niger State. In other words, the researcher investigated the academic performance of mixed gender and single streamed students to find out the most effective streaming type that can be used to improve the academic performance of students at the senior secondary school level particularly in English Language in Nasarawa State.

PURPOSE OF THE STUDY

The major aim of the study is to examine gender differentials and academic achievement of secondary school students in Nigeria. Other objectives of the study include;

1. To examine the level of influence gender has on students’ academic performance in English language in Nigerian secondary schools.
2. To study the impact of gender differentials on students academic performance in English language.
3. To examine other factors that influence students’ academic achievement in Nigerian secondary schools.
4. To assess the performance of students in English language based on their gender.
5. To recommend ways of improving academic achievement in English language across gender in Nigerian secondary schools.

RESEARCH QUESTIONS

1. What is the level of influence gender has on students’ academic performance in English language in Nigerian secondary schools?
2. What is the impact of gender differentials on students academic performance in English language?
3. What are the other factors that influence students’ academic achievement in Nigerian secondary schools?
4. What is the performance of students in English language based on their gender?
5. What are the ways of improving academic achievement in English language across gender in Nigerian secondary schools?

RESEARCH HYPOTHESIS

H0: There is no significant impact of gender differentials on students academic achievement in English language in Nigerian secondary schools

H1: There is a significant impact of gender differentials on students academic achievement in English language in Nigerian secondary schools

SIGNIFICANCE OF THE STUDY

The study would be of immense importance towards the development of the educational sector in Nigeria through the improvement of students’ academic performance in English language in particular and other core subjects in general as it would reveal the impact of gender on students’ academic achievement in Nigerian secondary schools. The study would also benefit students, researchers and scholars who are interested in developing a further study on the subject matter.

SCOPE AND LIMITATION OF THE STUDY

This study is restricted to gender differentials and academic achievement of secondary school students in English language using selected secondary school in Karu LGA of Nasarawa state as a case study.

LIMITATION OF THE STUDY

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.