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TEACHERS’
GENDER AND ITS EFFECT ON THE PERFORMANCE OF STUDENTS IN ENGLISH LANGUAGE
ABSTRACT
The study
examined teachers’ gender and its effect on the performance of students in
English Language in selected secondary schools of Ado-Odo Ota Local Government
Area of Ogun State. Relevant and related literatures were reviewed under
relevant sub-headings.
The
descriptive research survey design was used for the assessment of respondents’
opinions with the use of the questionnaire and the sampling technique.
A total of
two hundred respondents, made up of 100 males and 100 females) were involved in
this study. A total of four null hypotheses were formulated and tested in this
study with the use of the Pearson Product Moment Correlational Coefficient tool
at 0.05 level of significance.
At the end
of the analyses, the following outcomes emerged:
1. There is a significant relationship
between teachers’ gender and students’ performance in English Language.
2. Hypothesis two shows that there is
no significant relationship between female teachers’ preference for male
students and their performance in English Language.
3. It was also found in hypothesis
three that there is no significant relationship between male teachers’
preference for male students and their performance in English Language.
4. Hypothesis four reveals that there
is a significant relationship between teachers’ preference for the opposite sex
and students academic performance in school.
CHAPTER ONE
INTRODUCTION
1.1Background
to the Study
The concept
of gender has become an essential phenomenon for some psychologists on how
students learn. Gender distinctions, gender bias, and gender issues remain very
paramount in understanding achievement-related behaviours so as to make it
predictable, and as such amenable to possible manipulations (Dee, 1988). The
source of gender differences has long been a topic of heated debate. Though
tests of general intelligence suggest on overall differences between men and
women, there are large gender differences between men and women, there are
larger gender differences in scores of cognitive tasks (Linda, 2006).
According to
the same source, men perform better in certain visual tasks; women excel in
verbalization, while these differences may some day be traced back to known
differences in hormonal exposure and male and female brain structures. It is
also possible that differences in academic development arise from the fact that
male and female teachers have tendency to treat boys and girls differently in
the classroom.
In teachers
and gender gaps in student achievement (NBER Working Paper No. 1160 Dec. 1988)
findings included that gender interactions between teachers and students have
significant effect on whether a student was afraid to ask questions in a
particular class. Dee (1988) opined that assignment to a teacher of opposite
sex lowers students’ achievement by about 0.04 standard deviations. Other
result implies that just “one year with a male English teacher would eliminate
nearly a third of the gender gap in reading performance among thirteen years
olds. And would do so by improving the performance of boys and simultaneously
harming that of girls.
Similarly, a
year with a female would close the gender gap in science achievement among
thirteen year olds by half and eliminate entirely the smaller achievement gap
in mathematics. On all the data suggests that “a large fraction of boys”
dramatic under-performance in reading reflects the classroom dynamics
associated with the fact that their reading teachers are overwhelmingly female.
Gender
biased behaviours of teachers has been discovered as insidious problems.
Sitting in the same classroom, reading the same textbook, listening to the same
teacher, boys and girls receive very different education (Sadker, 1999). In
fact, upon entering school, girls perform equal to or better than the boys on
nearly every measure of achievement but by the time they graduate from high
school or college, they have fallen behind. However, discrepancies of girls and
the performance of boys in elementary education lead some critics to argue that
boys are being neglected within educational system. In the contrary, American
Association of University women published a report in 1992 indicating that
females receive less attention from teachers and the attention that female
students receive is often more negative than the attention received by boys
(Baily, 1992). In fact, examination of the socialization of gender within
schools and evidence of gender biased hidden curriculum, be it in English
language or mathematics demonstrate that girls are short-changed in the
classroom.
However,
beyond changing their own teaching behaviours teachers need to be aware of the
gender bias imbedded in many educational materials and texts and need to take
steps to combat that need to be considered when trying to establish a gender
equitable curriculum.
Gender fair
materials need to acknowledge and affirm variation. They need to be inclusive,
be accurate, affirmative, representative and integrated in weaving together the
experiences, needs and interests of both males and females (Bailey, 1992). Far
too many of our classroom examples, story books and text describe a world in which
boys and men are bright, curious, brave, inventive and powerful but girls and
women are silent, passive and invisible (Conmick, 1995).
Needless to
say that to the extent stated above, female students are being short-changed in
the quest to learn the official language which the Colonial Lord (Britain)
brought to Nigeria this was to enable them to create an elite class that would
help propagate the basic tenets of Colonialism (Slavery, exploitation etc)
foster the administration of the “Indirect Rule” system in the country and
eventually serve as the multi-ethnic groups in the country (Omoyajowo, 1992).
There seems to be nothing that is naturally compelling an average Nigerian to
learn the language more than the instrumental functions it performs in the Nigerian
life that is, it is a means through which certain special needs for national
interest can be met.
As at now
English Language is used nationally for politics administration, business,
educational endeavour and international communication. It has thus been
accepted as the country’s second language. The average Nigerians need it for
higher education, higher status in the society and a times better employment
opportunities.
The National
Policy on Education (NPE, 1981) clearly stipulates that it should be the medium
of expression at secondary and tertiary levels. English language performs the
above mentioned rules in our national life among others and this is why it is
appropriate for an average Nigerian, irrespective of gender to have some
knowledge of it for him/her to relate with the society.
1.2Statement
of the Problem
English
Language is one of the compulsory subjects in the secondary school and at
least, a credit in it is a major prerequisite for admission into all courses in
most of tertiary institutions in Nigeria (Olusakin, 2000). This is because
English Language which is the second language of most Nigerians is the nations
lingual franca.
Many
students seeking admission to higher institutions of learning could not be
admitted because of their failure to obtain at least a credit grade in English
Language at the senior secondary school certificate examination (SSCE). This
kind of academic failure according to Adeyoju (1995) continues to generate a
lot of concern among those who are engage in academic pursuit.
Several
inhibitions to the learning of English Language by students have been
identified, some are human in nature, while others are non-human. One of the
most prominent human inhibitions is teachers’ gender, female and male teachers
will naturally exhibits feminine and masculine traits respectively while
teaching the language. These include tolerance, energy, attention, assertion,
accents, body communication and, of course teachers’ preference for a
particular sex of student. On the other hand, students are too likely to have
their gender preference in respect of their language teachers.
It is said
that male and female students sitting in the same classroom, reading the same
textbook, listening to the same teacher, receive different education. In the
light of this, Ibe (2004) stated that education for the future that will equip
the individual with the power to adapt change irrespective of gender should be
the most important goal of education.
In order to
accomplish this, the curriculum planners and authors of textbook should provide gender reality
modules for in-service English Language teachers as well as the pre-service
teachers. Educators need to be made aware of the bias they are reinforcing in
their students through socialization messages, sexists texts and materials type
of attention spent on boys and girls in the classroom.
1.3Purpose
of the Study
The purpose
of this study is to determine the extent to which teacher’s gender affect the
performance of students in English Language in selected secondary schools in
Ado-Ode Ota Local Government Area of Ogun State. The researcher intends to determine
specifically whether:
1. The sex of the teacher is related
to the performance of students’ in English Language.
2. The female teachers impact better
on the female students’ achievement in English Language.
3. Whether male teachers impact better
on the male students’ performance in English Language.
4. Whether students achieve more under
a teacher of opposite sex in English Language.
1.4Research
Questions
1. Is the sex of teachers relate to
the performance of students in English Language?
2. Do female teachers’ performance for
female students affect their performance in English Language?
3. Do male teachers’ preference for
male students affect their performance in English Language?
4. Do students’ preference for
teachers of opposite sex affect their performance in English Language.
1.5Research
Hypotheses
1. There will be no significant
relationship between teachers’ gender and the students’ performance in English
Language.
2. There will be no significant
relationship between female teachers’ preference for female students and their
performance in English Language.
3. There will be no significant
relationship between male teachers’ preference for male students and their
performance in English Language.
4. There will be no significant
relationship between teachers’ preference for students of opposite sex and
their performance in English Language.
1.6Significance
of Study
The study
will benefit the following stakeholders in education:
2.The
Students: The students at the centre of any educational system require the
mastery of English Language in order to do well in other subjects, as the
medium of instructions in secondary schools in the English Language. Secondly,
for admission into tertiary institutions in Nigeria, a credit pass in English
Language is a prerequisite.
3.The
Teachers: The teachers are the vehicle through which knowledge is passed to the
students in school. This work will enable them to appreciate the biases in
their teaching behaviour as well as those inherent in the curriculum and
correct such in their teaching in the classrooms.
4.The
Curriculum Planners: This group of people will benefit from this research by
becoming more of the hidden gender biases that they package in the curriculum.
5.The
Counsellors: The counsellor as the advisory personnel in secondary schools will
be equipped with the knowledge of the extent to which teachers’ gender can
affect the performance of the students and be able to guide the school in order
to make use of gender to the advantage of learning in schools.
6.The
Evaluator: This research work would enable the evaluator to appraise the
learning difficulties that students encounter in English Language as a second
language and proffer solutions to such difficulties.
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