A Comparative Study of Male Student’s Performance in English as Second Language Classrooms in Niger State, Nigeria

Authors

  • Usman Idris Gwarjiko Full Time Commissioner, Niger State Secondary Education Board, Minna, Niger State

Keywords:

Single-gender streaming, placement, single-gender male students, mixed-gender male students and English language

Abstract

The purpose of this study was to investigate the effect of gender streaming on the performance of senior secondary school level male students in English language in Niger State. In the course of the work, the researcher compared the performance ofmale students in the single and mixed-gender streams in English Language. The population of the study was 53,468 from 248 schools of both single and mixed gender streams. Out of this, one single-gender male class of sixty-eight and one mixed-gender class of thirty-three male students were sampled from senior secondary schools in Minna metropolis. The researcher adopted quasi-experimental research design. The instruments used for data collection were the NECO 2011 November/December past question papers that served as the test instruments, the curriculum content and prepared lesson notes used during treatment. Frequency counts and the Arithmetic means were used for descriptive analysis. The t-test statistical technique was used for inferential analysis to test the hypotheses. This study is anchored on Bandura (1986)’s social learning theory since it emphasises the importance of biological, social and cultural impacts on human behavioural development and learning especially on gender and genders specific traits and roles. The results revealed that there was a significant difference between the performance of single and mixed-gender male students in both pretest and posttest. Equally too, the single-gendered male students performed better than the mixed-gender male ones and the results of the single-gender male students were generally encouraging while that of mixed gender male students was very poor. It was therefore, concluded that the single-gender streaming was effective in enhancing better academic performance for male students especially in English language in Niger State. Consequently, the researcher recommends that the Niger State Government encouragesthe single-gender stream system through a vibrant, viable and feasible policy with workable implementation strategy.

 

References

• Bosire, J. Mondoh H. and Barmao, A. (2008).Effect of streaming by gender on students’achievement in Mathematics in Secondary Schools in Kenya.South African Journal of Education 28:595-607.

• BurmanD.D. Tali B. and James R.B. (2008).Sex differences in neural processing of language among children.Journal of Neuropsychologia. 46(5): 1349–1362. Retrieved March 8, 2012 from www.ncbi.nlm.nih.gov/pmc/articles/PMC2478638.

• Carol, E. T. (2006). A Comparison of the effect of single-sex versus mixed-Sex Classes onmiddle school students’ achievement. Unpublished Ph. D. Dissertation, University Graduate

• ColleCollege, Huntington, West Virginia.

• Dweck, C. S., & Elliot, E. S. (1983).Achievement Motivation. In E. M. Hetherington (Ed.),

• Handbook of child psychology.Socialization, Personality, and Social Development, vol. 4 (pp.

• 643– 691).New York7 John Wiley and Sons.

• Eze, S. (2011). Nigeria: failure at SSCE - the way out Leadership (Abuja) 8 January, 2011.

• Federal Ministry of Education (2010).National curriculum: National Education Research and Development Council (NERDC) Press.

• Gender and Education Association (GEA) (2012).Curriculum. Retrieved December, 1,2012 from www2.aau.org/wghe/gender/toolkit/Toolkit-module4.pdf.

• Gilson, J.E. (1999). Single-Gender Education versus Coeducation for Girls: A Study ofMathematics Achievement and Attitudes toward Mathematics of Middle-SchoolStudents,

• Paper presented at the Annual Meeting of the American Educational Research Association,

• Montreal, Quebec.

• Gomez, C. (2011). Gender differences and language development. Retrieved July, 15, 2011 from

• www.ehow.com/list_6164218_gender-differences-language-development.html

• Harker, R., and Nash, R. (1997). School type and the education of girls: co-ed orgirls only? Paper delivered at the American Educational Research Associationannual meeting. Chicago.

• Harvey, C. (2011). How learning theories can be used to explain gender development. RetrievedSeptember 10, 2012 from: caggie-harvey.over-blog.com/article-how-learning-theories-can- beused-to-explain-gender-development-76703400.html.

• Hodgins D. ((2011).How about those boys? In: Oakland County Speech Language Hearing Association. Retrieved September, 10, 2011 from www.ocslha.com/danhodgins.htm.

• National Association of Single Sex Public Education (NASSPE) (2011 (2).The advantages ofsingle sex education for boys.Retrieved August 28, 2011 from www.singlesexschools.org/evidence/html.National Council of Teachers of English (NCTE), (1995).Gender and language curriculum.

• National Examinations Council (NECO) 2011 May/June English Language examination marking.scheme.

• Lee, V. E. and Lockheed, M. M. (1990).The effects of single-gender schooling on achievement and attitudes in Nigeria. Retrieved July, 10, 2011 from econpapers.repec.org/paper/wbkwbrwps/206.htm Comparative Educational Review, 34(2), 209-231. EJ 412 239.

• National Council of Teachers of English (NCTE), (1995). Gender and language curriculum

• National Examinations Council (NECO) 2011 May/June English Language examination question paper.

• Pahlke, E., Hyde, J. S. Allison, C. M. (2014). The Effects of Single-Sex Compared With Coeducational Schooling on Students’ Performance and Attitudes: A Meta-Analysis. Psychological Bulletin,DOI: 10.1037/a0035740

• Rowe, K. J. (1988). Single-gender and mixed-gender classes: The effects of class type on students’ achievement, confidence and participation in mathematics. Australian Journal of Education, 32, 180-202.

• Sax, L., M.D. (2007).Single-gender education: Ready for prime time? World & I.: 257-269.

Downloads

Published

2015-10-24

How to Cite

Gwarjiko, U. I. (2015). A Comparative Study of Male Student’s Performance in English as Second Language Classrooms in Niger State, Nigeria. Asian Journal of Education and E-Learning, 3(5). Retrieved from https://ajouronline.com/index.php/AJEEL/article/view/3217

Issue

Vol. 3 No. 5 (2015): October 2015

Section

Articles

License

  • Papers must be submitted on the understanding that they have not been published elsewhere (except in the form of an abstract or as part of a published lecture, review, or thesis) and are not currently under consideration by another journal published by any other publisher.
  • It is also the authors responsibility to ensure that the articles emanating from a particular source are submitted with the necessary approval.
  • The authors warrant that the paper is original and that he/she is the author of the paper, except for material that is clearly identified as to its original source, with permission notices from the copyright owners where required.
  • The authors ensure that all the references carefully and they are accurate in the text as well as in the list of references (and vice versa).
  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-NonCommercial 4.0 International that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
  • The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.