Thesis Abstract

Abstract
This study aimed to conduct a comparative analysis of the academic performance of male and female secondary school students at Government Day Secondary School, Arkilla, Sokoto State. The research focused on examining the differences in academic achievement between male and female students in various subjects and grade levels. The study utilized a mixed-methods approach, incorporating both quantitative analysis of academic records and qualitative data from interviews with teachers and students. The findings of the study revealed significant differences in the academic performance of male and female students. The analysis of academic records showed that female students consistently outperformed male students in subjects such as English Language, Biology, and Social Studies. On the other hand, male students tended to perform better in Mathematics and Physics. These differences were more pronounced in senior secondary classes compared to junior classes. The qualitative data from interviews provided insights into the possible factors contributing to the performance gap between male and female students. Teachers highlighted the role of societal expectations and gender stereotypes in shaping students' attitudes towards different subjects. Female students were found to have higher motivation levels and better study habits, which could explain their superior performance in certain subjects. Furthermore, the study explored the impact of teacher-student interactions on academic performance. The findings suggested that teachers' attitudes and teaching methods could influence students' engagement and ultimately their academic outcomes. Female students were more likely to seek help from teachers and engage in classroom discussions, contributing to their academic success. Overall, the study underscored the importance of addressing gender disparities in education and promoting equal opportunities for male and female students. The findings have implications for educational policies and practices aimed at improving the academic performance of all students, regardless of gender. By understanding the factors that influence academic achievement, educators can implement strategies to support both male and female students in reaching their full potential. In conclusion, this research provides valuable insights into the academic performance of male and female secondary school students at Government Day Secondary School, Arkilla, Sokoto State. The study highlights the need for further research and interventions to promote gender equality in education and enhance the overall academic outcomes of students.

Thesis Overview

INTRODUCTION

1.1         Background to the Study

Over the years, the academic performance of students in secondary schools has been a source of worry to teachers, parents, educational administrators and the society at large. This is more evident in the fact that the input has not always been equivalent to the output. In other words, the knowledge impacted on students by teachers is not always seen reflecting on their performance.

Formal education which is practiced in schools cannot be complete without a certificate being given out. Before any certificate is given to any student, especially at the secondary level, there must have been an examination which would qualify such student for the next class. This kind of examination continues until a student reaches SS3, when he/she is expected to sit for West African School Certificate Examination (WASCE), and National Examination Council Examination (NECO) which are external examinations.

The importance of promotional examinations in secondary schools cannot be overemphasized for several reasons. The foremost reason for any promotional examination is that it remains the only criterion for allowing any student to move to the next class. A student is not expected to move to the next class after having failed the promotional examination, which takes place in third term of any academic session.

Previous studies on the performance of students were almost generalized for both genders. Not much has been done in attempting a comparison of the performance of males and females. This could be due to the fact that several researchers have failed to consider the possibility of having differences in the performance of both genders. If this is the case, it implies that different approaches and effort are required to assist the weaker gender.

The researcher is interested in comparing the performance of male and female secondary school students. This extends to finding out whether there is difference between the performance of males and females at secondary school level.

1.2         Statement of the Problem

The main way of showing the academic ability of any student is by having a close check on the student’s performance. Records from previous works show that at certain periods, males have performed better than their female counterparts (Oladeji & Tayo, 2011). At other times, the reverse was the case as it was recorded that females have better performance than their male counterparts ( Khan, 2012).