A STUDY OF THE CORRELATION BETWEEN TEACHERS’ GENDER AND STUDENTS’ ACADEMIC PERFORMANCE IN ECONOMICS IN SELECTED SECONDARY SCHOOLS
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A STUDY OF
THE CORRELATION BETWEEN TEACHERS’ GENDER AND STUDENTS’ ACADEMIC PERFORMANCE IN
ECONOMICS IN SELECTED SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1
Background to the study
Gender gaps
in educational outcomes are now a matter of growing concern to educational
researchers today. Boys are increasingly less likely than girls to attend
university and to receive a bachelor’s degree. Meanwhile, female undergraduates
continue to be under-represented in such technical fields as engineering and
computer science. One popular, if controversial, response to these patterns has
been a renewed push for single-sex education – an effort that has drawn support
from across political divides (Dee, 2006).
Regardless
of the academic subject, boys, according to Dee (2006) are two to three times
more likely than girls to be seen as disruptive, inattentive, and unlikely to
complete their homework. However, how boys and girls view academic subjects
vary across subjects in ways that parallel the gender gaps in subject test
scores. For example, girls are more likely than boys to report that they are
afraid to ask questions in Mathematics, Science, and Social Sciences. They are
also less likely to look forward to these classes or to see them as useful for
their future. Meanwhile, boys, as compared to girls, register more negative
perceptions of English class.
But while
boys and girls may exhibit different behaviours and prefer different subjects,
Dee (2006) noted that it is not quite the same thing as having a different
experience because of the gender of the teacher. The critical question here,
therefore, is: Are there any evidences that teachers relate better to students
whose gender they share or vice versa? According to Dee (2006), significant
patterns can be detected within the United States National Educational
Longitudinal Studies (NELS) data survey. He noted that when a class is headed
by a woman, boys are more likely to be seen as disruptive, while girls are less
likely to be seen as either disruptive or inattentive. Besides, when taught by
a man, girls are more likely to report that they did not look forward to the
subject, that it is not useful for their future, or that they are afraid to ask
questions. The above situation is noted by Dee to be strongest in Science,
where students’ report indicates that female science teachers are far more
effective in promoting girls’ engagement with those fields of study.
Boys also
have fewer positive reactions to their academic subject when taught by an
opposite gender teacher. In particular, when taught by a female teacher, boys
are more likely to report that they do not look forward to the subject (i.e.
loose interest in the subject or find it less intriguing).
Besides,
gender differences are obvious from birth and children are socialized
very-early into appropriate sex-type occupation (Azikiwe 1993). Gender according
to the United Nations (UN) definition as adopted by the Fourth World Conference
on Women (F.M.C.W) 1996 in Beijing China is “Man and Woman” and this definition
applies to this study. Green (1979) reveals that culture and tradition have
assigned occupations to males and females in the society, thus each sex is
straightjacket in areas considered exclusive for it. For instance, women
traditionally are expected to be employed in such areas as nursing and
teaching.
Also, in the
Nigeria’s Pre-colonial traditional society before the advent of western
education, indigenous education of children is polarized between the sexes
according to their future roles in the society.
Fafunwa
(1974) captures this trend through his explanation that boys received rigorous
training on the farm under the instruction of their fathers, while girls
underwent training at home in child care food preparation and so on under
strict supervision of their mothers. Not too long ago in these times of formal
western education in Nigeria, a dichotomy existed strictly in the kind of
vocations pursued by boys and girls, perhaps as carryover effects. Emeyeonu
(1994:125) properly described this situation by stating that girls were not
supposed to go into Engineering, Law, and Medicine but should go into
professions like teaching and nursing. He went further to assert that:
“A female
student applying to study mechanical engineering is look down upon as an oddity
and an exception to the role and perhaps should have her head examined. Girls
were supposed to do Arts, Education and Home Economics. Unfortunately, most
young Nigeria girls aspiring for higher studies have come to believe this myth
and have approached their choice of careers with diffidence and timidity”.
1.2
Statement of the Problem
The majority
of arguments of single-sex schools and classrooms focused not only on the
effects of gender on interactions among students, but also on the need to
increase the number of students with teachers of the same gender (Krieg, 2005).
Besides,
researchers like Meece (1987), Hopf and Hatzichristou (1999), Rodriguez (2002),
and Etaugh and Hughes (1975) have found that (i) teachers interact differently
with students of similar gender than they do with students of opposite gender,
and (ii) that a teacher’s perception of student’s characteristics and abilities
varies systematically by gender. Other studies according to Krieg (2005) found
that male students benefit at the expense of female students in the amount and
quality of interaction received from teachers of both genders. Consequently,
the arising questions here are: Is there any relationship between Economics
teachers’ gender and their attitude to teaching Economics? What relationship
does Economics teachers’ gender have with the quantity of class and home works
given to students in Economics? Is there any relationship between Economics
teachers’ gender and students’ performance in Economics? This study therefore
attempts to find answers to the above posers through examining the correlation
between teachers’ gender and students’ academic performance in Economics.
1.3 Purpose
of the Study
The
objectives of this study will be to:
(i)
determine whether the teachers’ gender impacts his or her relationship with the
respective students;
(ii) ascertain
whether there is any relationship between the teachers’ gender and the quantity
and quality of class and home works given to students;
(iii)
determine whether there is any relationship between the teachers’ gender and
students’ performance; and
(iv)
ascertain whether teachers’ gender has any relationship with their attitude to
teaching.
1.4 Research
Questions
These
questions will be adduced to guide the study.
(i) Is there
any relationship between the teachers’ gender and their attitude to teaching?
(ii) What
relationship has teachers’ gender with the quantity of class and home works
given to students?
(iii) Is
there any relationship between teachers’ gender and students’ academic
performance?
(iv) Does
the teachers’ gender impact their relationship with their respective students?
1.5 Research
Hypotheses
The
following research hypotheses will be stated and tested during the study.
(i) There is
no relationship between the teachers’ gender and their attitude to teaching
economics
(ii) There
is no relationship between the teachers’ gender and the quantity of class and
home works given to students in economics
(iii) There
is no relationship between teachers’ gender and students’ academic performance
in economics
(iv)
Teachers’ gender does not impact their relationship with the respective
students
1.6
Significance of the Study
This study
would be significant for its content as a contribution to knowledge, as it
articulates the relationship between teacher-gender differential influence on
teacher’s relationship with students and the impact of this relationship on
students’ academic performance.
The study
will also remain a reference document in the department of Art and Social
Sciences, Faculty of Education, University of Lagos for researchers and
students carrying out research on the same or similar topic.
The work
will be useful to gender analyst. It will also be useful to the counsellor
trainers and psychologist. It will also be useful to the teachers, parents and
students.
Ultimately,
its findings will also be of great reference to government, educational
planners and policy makers, educational administrators and so on, when making
decisions on issues pertaining to recruitment of teachers to boys’ or girls’
school.
1.7 Delimitation
of the Study
This study
covered only ten secondary schools randomly selected from the secondary schools
in Lagos State. Besides, only thirty (30) economics teachers and thirty (30)
economics students randomly selected from the ten sampled schools were involved
in the study. In the whole, the study was limited to examine the relationship
between teachers’ gender and students’ performance in Economics.
1.8
Limitations of the Study
These were
some of the limitations encountered during the process of this study.
(i) There
was limited time to cover more schools as the study would have needed.
(ii)
Financial constraint limited the study from involving a larger part of the
population.
(iii) The
restrictive attitude of custodians of secondary data centres limited the
researcher’s access to adequate secondary as well as the volume of the
literature reviewed.
1.9
Definition of Operational Terms
(i) Gender:
This refers to biologic maleness and femaleness of an individual.
(ii)
Teaching: This is process of developing the cognitive, affective and
psychomotor powers of the learners. It is also a process whereby knowledge is
transmitted from the teacher to the learner. It is as well a complex process
whereby the learner is made to pay attention, make observation, association
ideas, and remembers previous experiences.
(iii)
Profession: A type of work for which you need special knowledge and training.
(iv)
Teacher: Anyone who imparts knowledge to another who is the recipient of what
is being imparted (learner).
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