Teachers' Gender Disparity as Correlates of Students Academic Performance in Mathematics
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Date
2016
Journal Title
Journal ISSN
Volume Title
Publisher
Africa Forum of Teaching Regulatory Authorities (AFTRA)
Abstract
The study investigated disparity in teachers’ gender in relation to students’ academic
performance in mathematics. The study was carried out in Oyo State, Nigeria with a sample
drawn from 9 Senior Secondary Schools from the 3 Senatorial districts of the State. A population
of 270 students (m=116; f=154) and 9 teachers (m=4; f=5) participated in the study. The
instruments used were a pro-forma of already conducted mathematics test scores of students
retrieved and used for analysis; and, a teacher-centred questionnaire to elicit relevant data
on teachers’ gender and qualification. Data collected were analyzed using frequency counts
and t-Test to test the hypotheses formulated as guide for the study. The findings showed that
generally, there was a difference with respect to students’ academic performance, in that
female students obtained higher mean gain score in mathematics, though this difference was
not statistically significant. Across the board, students taught by male or female teachers
performed almost in the same pattern. The implication of this is that, teachers’ gender disparity
has no role or does not influence the performance of students in mathematics.
Description
Keywords
Correlates, Disparity, Gender, Performance, Teacher
Citation
Akanmu, M. A., Koroma, A., Omosewo, E. O. & Fajemidagba, M.O (2016): Teachers' Gender Disparity as Correlates of Students Academic Performance in Mathematics. Proceedings of Africa Forum of Teaching Regulatory Authorities (AFTRA): 5th Teaching and Learning in Africa Conference. Republic of Zambia. S. Nwokeocha, E. Simuyaba, E. Mubanga, F. M. Mwale (eds.) 84-88. Published by Africa Forum of Teaching Regulatory Authorities.