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Empirical Analysis of Teachers' Gender and Secondary School Students' Academic Performance

Author

Listed:
  • Odunaike K. O
  • Ijaduola K. O
  • Amoda M.B

Abstract

This study analysed teachers’ gender and the academic performance in Business Education subjects among secondary school students in Ijebu-ode, Ogun state, Nigeria. 8 (eight) senior secondary schools were randomly selected from the 13(thirteen) secondary schools in the township. 40(forty) professionally qualified classroom teachers (20 males and 20 females) were purposely selected for the study. Teachers’ Gender and Secondary School Students’ Academic Performance Questionnaire (TGSSSAPQ) which was developed by the researchers was the main instrument used to collect data. The research instrument recorded a reliability coefficient of 0.95 having been treated to Kudder Richardson (KR2) formular. The only hypothesis in the study was tested using the chi-square statistics at 0.05 error margin. Two research questions were answered as well using the descriptive statistics (simple percentage). The study found that female teachers put extra effort in ensuring high standard of performance by students than their male counterparts who perceive teaching as a profession for the weaker sex (females). The study recommended, inter alia, that students should not base their academic achievements on their teachers’ gender while the government should encourage people, irrespective of gender, to go into teaching profession through proper remuneration.

Suggested Citation

  • Odunaike K. O & Ijaduola K. O & Amoda M.B, 2013. "Empirical Analysis of Teachers' Gender and Secondary School Students' Academic Performance," Asian Economic and Financial Review, Asian Economic and Social Society, vol. 3(3), pages 355-362.
    • Handle: RePEc:asi:aeafrj:v:3:y:2013:i:3:p:355-362:id:998
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