A COMPARATIVE STUDY OF MALE AND FEMALE ACADEMIC PERFORMANCE IN INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOLS

A COMPARATIVE STUDY OF MALE AND FEMALE ACADEMIC PERFORMANCE IN INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOLS
A COMPARATIVE STUDY OF MALE AND FEMALE ACADEMIC PERFORMANCE IN INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOLS

A COMPARATIVE STUDY OF MALE AND FEMALE ACADEMIC PERFORMANCE IN INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOLS

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TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgement

Abstract

Table of Contents

CHAPTER ONE      –      INTRODUCTION

1.1  Background of the Study

1.2  Statement of the Problem

1.3  Purpose of the study

1.5  Significance of the study

 

1.6  Research Questions

1.7  Research Hypotheses

1.8  Limitation of the Study

1.9  Delimitation of the study

1.10 Operational Definition of Terms

 

CHAPTER TWO – REVIEW OF RELATED LITERATURE

CHAPTER THREE – RESEARCH DESIGN AND

METHODOLOGY

3.1  Research Design

3.2  Area of the Study

3.3  Population of the study

3.4  Sample and Sampling Procedure

 

3.5  Instrumentation

3.6  Validation of Instrument

3.7  Administration of Questionnaire

3.8  Scoring of Instrument

3.9  Method of Data Analysis

 

CHAPTER FOUR       –       DATA ANALYSIS AND DISCUSSION

OF FINDINGS

4.1  Summary of Findings

4.2  Discussion of Findings

 

CHAPTER FIVE     – SUMMARY, CONCLUSION AND

RECOMMENDATION

 5.1  Introduction

5.2  Summary

5.3. Conclusion

5.4  Recommendation

References

Appendices

 

CHAPTER ONE

INTRODUCTION

1.1          Background to Study

Academic performance of students can be measured by taking records of their grades after an evaluation or final examinations. When a student scores an “A”, such students can be said to be performing well or better, than when he or she scores “E” or “F”. The later is seen as having a poor academic performance. There are many factors that can make students to either perform well or poor academically. Students are more likely to achieve higher grades if they are studying subjects to which their capabilities are more suited and if they believe they are likely to be successful.

Gender has also continued to be an issue of concern to educators and researchers. This is also evident from the reports of Ogunleye and Babajide (2023). Moreover, Ogunleye and Babajid noted that gender has impact on science education. Male supremacy and gender stereotyping are factors among others that were identified to influence occupational choice.

 

A COMPARATIVE STUDY OF MALE AND FEMALE ACADEMIC PERFORMANCE IN INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOLS

Hence, Ogunleye and Babajidare of the opinion that science and technology is a male- dominated subject and that females tend to shy away from scientific and technological fields. Boys, therefore, appear to have a natural positive attitude to technical and science subjects while girls show negative attitude. This negative attitude appears to be due to the acceptance of the myth that boys are better in science subjects than girls (Archer, 2012).

However, the examination of gender-based disparities in academic achievement has emerged as a focal point within educational research. This study delves into the comparative academic performance of male and female students in Integrated Science during their junior secondary education, offering a nuanced perspective on the complexities surrounding scholastic attainment. The investigation into gender discrepancies in academic outcomes spans across various academic disciplines and educational tiers (Nguyen, 2019).

 

However, scrutinizing these variations within the framework of Integrated Science at the junior secondary level presents a unique vantage point to unravel the intricate nuances shaping academic performance.

Research within educational psychology and gender studies yields a diverse spectrum of findings. While some studies suggest female superiority in certain scientific domains, others highlight a pronounced gap favoring males in scientific achievement (Ogunleye and Babajide, 2011). Hence, these divergent conclusions underscore the intricate interplay of multifaceted social, cultural, cognitive, and environmental influences that underpin academic success.

 

Moreover, societal constructs, stereotypes, and entrenched gender norms significantly influence students’ attitudes and self-conceptions in pursuing scientific knowledge. Indeed, these socio-cultural influences potentially contribute to differential levels of engagement and academic proficiency observed between male and female students in the realm of Integrated Science (Hyde, 2018).

The significance of this study lies in its potential to enrich our understanding of gender-based disparities in academic accomplishments within the domain of Integrated Science at the junior secondary level. Thus, employing a comparative analytical framework, this research endeavors to discern discernible patterns, identify disparities, and uncover the underlying factors influencing the academic performance of male and female students. Therefore,  the main purpose of this study focus on a comparative study of male and female academic performance in integrated science in junior secondary schools.

 

1.2          Statement of the Problem

It has been observed that, the persistent discrepancy in academic achievement between male and female students within the domain of Integrated Science during junior secondary education remains a significant concern in educational research. A comparative study of male and female academic performance in integrated science in junior secondary schools.

Despite advancements in educational methodologies and societal shifts towards gender parity, a noticeable gap endures in the academic performance of male and female students specifically in Integrated Science.  In brief, his study endeavors to uncover the intricate factors contributing to this disparity.

Hence, understanding these factors is imperative in order to advance strategies promoting equitable learning environments and fostering inclusive educational approaches.

In brief, the primary objective of this research is to meticulously investigate and delineate the underlying determinants influencing the discernible divergence in academic performance witnessed between male and female students in the field of Integrated Science during their junior secondary schooling. Therefore, this study focus on a comparative study of male and female academic performance in integrated science in junior secondary schools.

 

Conclusion

In conclusion, this study has shed light on the nuanced dynamics of gender-based disparities in academic performance within the context of Integrated Science at the junior secondary level. Moreover, the exploration of factors influencing the differential achievement levels between male and female students underscores the complexity of educational outcomes.

However, by recognizing these intricacies, educational stakeholders can work towards implementing targeted interventions and fostering an inclusive learning environment that supports equitable academic success for all students.

 

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