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
1. Research questions

1.What is the impact of gender difference and achievement in economics in secondary school