Abstract
The work used the ex-post-facto design to deepen our understanding of the relationship between gender and students’ academic achievements in English Language. The sample comprised 200 staff of the department of English in higher institutions in Sokoto state drawn randomly from selected institutions of higher learning in Sokoto State, Nigeria. Two instruments were used: questionnaire administered to the lecturers and sample of semester result in English Language. These items were obtained from English Language lecturers. The data were correlated and analyzed using chi-square statistics to derive the research measure. The result showed a no significant relationship between gender and students’ achievements in English Language. The study therefore recommended that lecturers shouldembark on their duty with unbiased notions of gender among learners in their various disciplines.
TABLE OF CONTENT
Title page
Approval page
Dedication
Acknowledgment
Abstract
Table of content
CHAPETR ONE
1.0 INTRODUCTION
1.1 Background of the study
1.2 Statement of problem
1.3 Objective of the study
1.4 Research Hypotheses
1.5 Significance of the study
1.6 Scope and limitation of the study
1.7 Definition of terms
1.8 Organization of the study
CHAPETR TWO
2.0 LITERATURE REVIEW
CHAPETR THREE
3.0 Research methodology
3.1 sources of data collection
3.3 Population of the study
3.4 Sampling and sampling distribution
3.5 Validation of research instrument
3.6 Method of data analysis
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS AND INTERPRETATION
4.1 Introductions
4.2 Data analysis
CHAPTER FIVE
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendation
Appendix
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Gender is a broad analytical concept which highlights women roles and responsibilities in relation to those of men. It refers to all the characteristics of men and women which a particular society has determined and assigned each sex. Gender, according to Mershall (1994), refers to socially-constructed aspects of differences between men and women. Since its introduction as a social concept, it has been extended to refer not only to individual identity and personality but also at the symbolic level, to cultural ideas and stereotypes of masculinity and femininity. The differences in the behaviour of males and females are learned rather than being the inevitable result of biology.Scholars have tried to determine the contribution of students’ gender to their academic achievements. Inyang and Archibong (1998) studied effects of gender and order of treatment of related mathematical principles on students’ performance in Chemistry Quantitative Problems. The study investigated the effects of exposing senior secondary school students of different gender to selected mathematical principles on their performances in quantitative problems in Chemistry. Subjects were exposed to three different instructional models. Those in the control group were exposed to treatment of chemistry quantitative problems with related mathematical principles; those in experimental Group 1 were exposed to quantitative problems in Chemistry before treatment of related mathematical principles while those in experimental Group 2 were subjected to related principles before treatment of quantitative problems in Chemistry.
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