academic achievement and retention in social studies among junior ...

European Journal of Educational Studies 4(1), 2012 


© 2012 Ozean Publication 

GENDER DIFFERENCES AND STUDENTS’ ACADEMIC ACHIEVEMENT AND 

RETENTION IN SOCIAL STUDIES AMONG JUNIOR SECONDARY SCHOOLS IN 

EKITI STATE 

B.O. ABDU-RAHEEM 

Department of Educational Foundations and Management, Faculty of Education, 

University of Ado-Ekiti, Ado-Ekiti, Nigeria. 

E-mail address for correspondence: dr_boabduraheem@yahoo.com 

_____________________________________________________________________________________________ 

Abstract: This paper examined gender differences and academic achievement and retention of students in social 

studies among Junior Secondary schools in Ekiti State. The study adopted quasi experimental pre-test, post-test 

control group design. The sample for the study consisted of 240 Junior Secondary school class II students selected 

from 6 schools, 3 boys only and 3 girls only in Ekiti State. Simple random sampling was used to select 40 students 

from each single-sex school. The instrument used for the study was the Social Studies Achievement Test (SSAT) 

designed by the researcher. Section A of the SSAT contained the bio-data of the respondents while section B 

consisted of 40 multiple-choice items designed to find the level of achievement and retention of students in social 

studies. 6 hypotheses were formulated and tested at 0.05 level of significance. The data were analysed using 

ANOVA and ANCOVA statistical analyses. The findings indicated that there is no significant difference between 

the achievement mean scores of male and female students in the experimental and control groups. There is no 

significant difference between the retention mean score of male and female students in the experimental and control 

groups. It was concluded in the study that gender does not play any significant role on students‟ achievement and 

retention in social studies. It was therefore recommended that female students should be more encouraged both at 

home and school in order to develop their untapped intellectual resources and erase the old gender stereotype against 

them. 

Keywords: Gender differences, academic achievement, retention significant relationship, stereotype, significant 

role, significant difference, social studies, junior secondary schools 

____________________________________________________________________________________________ 

INTRODUCTION 

One of the most topical issues in the current debate all over the world has been that of gender differences and 

academic achievement among students in schools. Over the years, there has been a growing awareness of the role of 

women at home, in schools, and community in general. However worries have equally been expressed about the role 

of women in the political, social, cultural, psychological, economic, spiritual, scientific and technological 

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development of the nations. A major area of concern has been the effects of gender differences on academic 

achievement and retention of students in secondary schools. 

However, the major focus of this paper is to examine the differences between the achievement mean scores of male 

and female students and the difference between the retention mean scores of male and female students. Also, the 

paper will find out whether or not there is a significant relationship between gender and academic achievement of 

students in school. The study will therefore give insight on the effects of gender on students‟ academic achievement 

and retention in social studies in secondary schools in Ekiti State. 

Fisho-Oridedi (2001) in her book The Girl Child noted that “the Nigerian population in 1991 was 88,514,501. The 

population of men (male) is 44,544,053 which is 50.32% while that of women (female) is 43,969.970 which is 

49.7% of the total population”. The above data indicate that women constitute almost half of Nigerian population 

and their potentialities in contributing to the national development cannot be over-emphasised. Ibraheem (2001) 

confirmed the above statement that “women constitute about 50% of Nigerian population and their potentiality in 

contributing to the national development cannot be ignored”. 

In African culture, girls are not familiar with toys that promote interest in science and technology. Their major duty 

is home management and child-bearing. They are expected to cook and clean while the boys engage in activities 

such as playing football, making bows and arrows, playing with catapults, flying kites and so on. Bozimo (1991) 

noted that these activities promote scientific knowledge and thus give them an edge over girls. Babalola and Adedeji 

(1997) also confirmed that women, throughout the ages and everywhere in the world, have always been considered 

inferior to men. Scottish local authorities did not introduce gender policies until the early 1990s (Ridwell 2000). 

Jekayinoluwa (2005) lamented that schools and the nation at large are making profound contributions to the creation 

of positive learning environment that could motivate learning achievement more in boys than girls. 

In their own study, Jegede and Inyang (1990) worked on gender differences and academic achievement in integrated 

science in Junior Secondary Schools. They confirmed that males performed better than females. They affirmed that 

males demonstrated significantly more positive attitudes towards science than females. Schibbeci (1984) also noted 

that females exhibit more positive attitudes towards Biology and males towards Physics. Owuamanam and 

Babatunde (2007) noted that the girls tend to go for courses that do not require more energy and brain tasking such 

as home making while boys looked for jobs in management, engineering, banking and other brain-tasking 

professions. 

In her own research carried out in London, Osler (2002) confirmed that girls excluded or self-excluded from formal 

education were rampant among African girls than White girls. In another research carried out in London, Claire 

(2005) highlighted the high number of black girls being excluded from school and also looked at the way language 

is used in education. Both ethnicity and social class are factors which combined with, and interacting with gender, 

are seen as having a direct bearing on achievement (Plummer 2000 and Arnot 2003). Archer (2003) noted that 

gender inequalities are interwoven with social class, ethnicity, sexuality and disability. Another factor identified as 

influencing attainment is ethnicity (Arnot 2003). 

In his own findings, Murphy (2001) linked academic achievement with patterns of behaviour. He noted that there 

are signs of boys being vulnerable to becoming disaffected. He explained further that boys tend to be less careful 

about rules and more indifferent to being reprimanded. Head et al (2002) revealed that boys are also more likely to 

be referred to Behavioural Support Services. Younger et al (2005) cautioned by pointing out that there are many 

boys who continue to do well in school and only few of them become affected. 

Of particular interest is the fact that girls, to a large percentage, avoid physical science subjects when choice is 

offered. Studies indicated that girls are more satisfied with school life and their school-related attitudes are more 

positive than those of boys (Balogun 1983 and Yoloye 1983). They explained further that the intellectual potential 

of girls is an untapped labour resource for science and technology. Average levels of attainment for boys are lower 

than those of girls at all stages and across almost all areas of the curriculum (Croxford, 2000). A similar picture can 

be observed in England and Wales (Younger et al 2005). 

In Social Studies, sex factor has no influence on the academic achievement of students. Their achievement is based 

on their levels of understanding and commitment. In his study on differences in the cognitive achievement towards 

Social Studies, Akinbote (1999) confirmed that there is no significant difference between the cognitive achievement 

and attitude towards Social Studies of boys and that of the girls. In his own contribution, Adeosun (2002) confirmed 

that there is no significant difference in the achievement score between males and females while conducting studies 

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on effects of multimedia packages on students‟ achievement and retention in Social Studies. Abdu-Raheem (2010) 

also concluded that gender does not play any significant role on students‟ achievement in Social Studies. 

Statement of the Problem 

In spite of the fact that women constitute almost half of the Nigerian population and contribute immensely to 

economic development, they are still been discriminated against by the society especially in the African countries. It 

has also been observed that the stereotype against ladies is affecting their academic achievement adversely. This 

paper therefore aims at investigating the effects of gender on students‟ academic achievement and retention in Social 

Studies in Ekiti State Secondary Schools. 

Research Hypotheses 

1. There is no significant difference between the achievement mean scores of male and female students in 

the experimental and control groups. 

2. There is no significant difference between the retention mean scores of male and female students in the 

experimental and control groups. 

Purpose of the Study 

The purpose of this study is to proffer a lasting solution to the problem of gender differences and its effects on 

academic achievement and retention of students in Social Studies in schools. The outcome of this study could also 

create enabling situation for girls to develop their untapped intellectual sources and improve on their achievement. 

METHODOLOGY 

The study is a quasi experimental pre-test, post-test control group design. The sample consisted of 240 Junior 

Secondary School class II students selected from 6 single-sex schools(3 boys and 3 girls) in Ekiti State. Simple 

random sampling was used to select 40 students from each school for the study. 

Instrument 

The instrument used for the study was the Social Studies Achievement Test (SSAT) designed by the researcher. The 

instrument consisted of 40 multiple choice items used as pre-test, post-test and retention test respectively. The 

validity of the instrument was ascertained by the experts in Educational Management, Guidance and Counselling 

and Social Studies. Face, content, construct validity and item analysis procedure were done to validate the 

instrument. The reliability of the instrument was determined through test-re-test and estimation of internal 

consistency. The reliability coefficient of 0.73 and 0.71 were obtained respectively. 

Experimental Procedure 

The students were first exposed to pre-test to check their knowledge base line. The students were then randomly 

assigned to experimental and control groups where they were exposed to different treatment. The experimental were 

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exposed to treatment through problem-solving and discussion methods while the control group continued with their 

lessons through the normal conventional lecture method. 

Data Analysis 

The data were analysed using ANOVA and ANCOVA statistical tools. 

RESULTS AND DISCUSSION 

Hypothesis 1 

There is no significant difference between the achievement mean scores of male and female students in the 

experimental and control groups. 

Table 1:ANCOVA Summary of Gender and Treatment on students‟ Achievement in Social Studies. 

Source Ss Df Ms Fcal Ftable 

Corrected model 36625.918 6 6104.320 545.773 2.09 

Covariate 

(pretest) 

126.429 1 126.429 11.304 3.84 

Sex 5.390 1 5.390 .482 3.84 

Group 36392.432 2 18196.216 1626.882 2.99 

Sex Group 43.668 2 21.834 1.952 2.99 

Error 3948.205 353 11.185 

Corrected Total 40574.122 359 

Total 275992.000 400 

P>0.05 

The null hypothesis is accepted (F=.482, P>0.05). Therefore, there is no significant difference between the 

achievement mean scores of male and female students in Social Studies. The interaction of gender and treatment on 

students‟ achievement in social studies is not statistically significant at 0.05 level (F=1.952, P>0.05). However, the 

main effect of treatment on students‟ achievement is significant at 0.05 level (F=1626.882, P


Table 2: ANOVA summary of Gender and treatment on Retention Mean Scores of Social Studies Students‟ 

Source Ss Df Ms Fcal Ftable 

Corrected model 46036.656 5 9207.331 966.463 2.21 

Sex 2.844 1 2.844 .299 3.84 

Group 46000.572 2 23000.286 2414.263 2.99 

Sex Group 33.239 2 16.619 1.744 2.99 

Error 3372.500 354 9.527 

Corrected Total 49409.156 359 

Total 249726.000 360 

P>0.05 

Table 2 shows that Fcal (.299) is less than F table (3.84) at 0.05 level of significance. The null hypothesis is 

accepted. Therefore, there is no significant difference between the retention mean scores of male and female 

students in the experimental and control groups. Similarly, the interaction effect of gender and treatment on 

retention mean scores of the students in social studies is not statistically significant at 0.05 (F=1.74, P>0.05). 

However, the effect of treatment on retention mean scores of students in Social Studies is statistically significant at 

0.05 (F=2414.263, P


Conclusion and Recommendations 

It was concluded in the study that gender does not play any significant role on students‟ achievement and retention 

in social studies. It was therefore recommended that girls should be assisted and encouraged by the parents, teachers 

and the society in order to develop their untapped intellectual resources, to improve on their academic achievement. 

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