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ABSTRACT

This study investigates the impacts of gender on the academic achievement of Social Studies JSS II students in public secondary schools in Jos North Local Government of Plateau State. The study was carried out on junior secondary school students. The study adopted a survey design. The students were randomly selected from a total population of three thousand six hundred and twenty nine (3629) and two hundred and forty (240) were selected for the study. The instrument for data collection wasGender and Students Academic Achievement Questionnaire(GSAAQ). The instrument was validated by experts in measurement and evaluation and research supervisor. Five research questions and two hypotheses were formulated for the study. The findings revealed that parental attitude towards the Girl child contributes to gender discrimination among public secondary school students in Jos North and proper orientation of couples on the effect of their discrimination on their children and proper orientation of couples on the impacts of their discrimination on their children are some of the ways this menace can be reduced. The study made the following recommendations among others, the  girls  are  to  be  allowed  to  get educated  so  that  they  can  have  the  confidence  to  face  the  world.  The parents should have flexible attitude towards their children as it affects the life and personality of the children.

CHAPTER ONE

INTRODUCTION

1.1  BACKGROUND OF THE STUDY

            Education is a life-long process. And for the purpose of this study, education can be broadly classified into informal and formal education. Therefore, the informal education is the kind of education that goes on in the society everywhere, every time, with every member of the society as a student and learner. There is no specifically defined curriculum, no syllabus, no subject teachers, no classrooms, no examinations, no certification or graduation. Still, society achieved their aims, this was what Fafunwa (2001) called “functionalism”. The formal system of education came with the coming of the white men to Nigeria and other parts of Africa. Formal education is based on a particular curriculum and clearly defined content or subject syllabuses, a teaching-learning process with a classroom or school as a base. An education that is based on the principle of examinations and-certification lasted till the late 60s. It is generally recognized that one of the major if not the most important functions of the school system is to produce the pool of skilled manpower which a nation needs to grow. To this effect countries all over the world depend on their educational systems for the development of their future workforce (Ekeh, 2003). Thus education is an important instrument through which human resources development is achieved.

            Social Studies is one of the compulsory subjects studied in junior secondary schools in Nigeria. Udoh (2003) and Mansaray (2006) point out that “the subject is a discipline that can be used in solving problems of relationship and interaction in man’s dynamic environment”. For Bergesom (2003), Social Studies must be centred on innovative methods that aim at seeking the truth which include problem detecting, problem solving, and learning by experimenting and discovery.

            The importance of Social Studies in the Nigerian Educational System cannot be overemphasized. The objectives of Social Studies education which are in line with the philosophy and aims of Nigerian Education are hinged on the development of high competencies required for solving man’s diverse environmental problems for better and effective social living. Specifically, the focus of Social Studies is to extricate the Nigerian child from the apron strings of colonial education which merely propagated foreign values and therefore acquaint him with his own cultural values and traditions. The teaching of Social Studies is directed towards building a virile Nigeria Nation, irrespective of ethnic diversity. It is also directed towards promoting citizenship and values education in addition to skills development (Adeyemi & Ajibade, 2011). As noted by Akpochafo, (2001), in spite of the immense benefits to be derived from the introduction of Social Studies in our school curriculum there seems to be a poor handling of the subject in the secondary schools. 

            Of great concernis that most Social Studies teachers still rely mostly on the lecture method for imparting information. While the manner of presentation is supposed to be activity-based, most Nigerian secondary school teachers rely on the lecture method. Studies like those of Umeoduagu (1994), Okobia (2000), Akpochafo (2001) and Arisi  (2002) have  pointed out that despite the more than thirty year existence of learning style  theories (detailing how people learn), most teachers still dispense information using conventional lecture method without regard to students’ learning abilities. This teaching method is theoretical and teacher-directed, instead of being constructive or activity-based. In the lecture method, the teacher, according to Akinlaye, Mansaray and Ajiboye (1996), Akinlaye, Bolarin, Olaniyonuand Ayodele (1997), Ogundare (2000) and Oganwu, (2004) simply becomes the expositor and drill master while the learner remains the listener and a storehouse of facts that can be retrieved when a student hears his name called by the teacher.

            The attitude of the males towards female education varies from class to class. Majority of the people send their daughters to the school.The attitude of the middle class males is slightly reluctant towards female education. They allow their daughters, subject to potential, to go up to the higher secondary level. The attitude of the males in the high class towards the female education is most positive. Majority of the girls from this class are educated up to metric level. The males allow them and even arrange for their higher studies. The responseof the women towards female education is slightly different from the males. The trends are similar, but the percentage in the favour of education is slightly lacking behind. 

            In view of the fact that gender of participants may have impact on the students academic achievement, this study will use gender as moderator variable. Gender differences in achievement have been examined for some time resulting in a substantial body of literature (Jack & Johannes, 2001). The importance of examining instructional strategy in relation to gender is based primarily on the socio-cultural differences between girls and boys (Abra, 2001).  Traditionally, girls in our society have been encouraged to conform, whereas boys are expected to be active and dominant risk-takers. Corroborating this view, Hassan and Ogunyemi, (2008) acknowledge that most boys  are  provided  with  toys  that  enhance  their  visual-  spatial  ability such as trucks, Legos (toys consisting of plastic  building  blocks  and  other  components)  and model. Spencer (2004) also affirms that that the games of girls are often highly structured requiring turn taking and rules. Thus, social expectations and conformity pressures may create cultural blocks to girls. Fabunmi (2004) in a study discovered that gender composition has a significant relationship with students’ academic achievement and that gender composition has a significant influence on secondary school students’ academic performance. Beside this,  inconsistentfindings have  been discovered on  gender differences and  academic achievement  (Bello, 1990;  Boling & Boling 1993; Lau & Li 1996; Gimba, 2006;  Nsofor,  2006;  Yaki,  2006 & Olowe, 2010). There is therefore the need to find out if gender has effect on students academic achievements in Social Studies.

            Academic achievement is commonly measured by examination or continues assessment but there is no general agreement on how it is best tested or which aspects are more important. Students are not only instrumental to the growth of educational institutions but also of the nations as a whole. Educators, trainers, and researchers have long been interested in exploring variables contributing effectively for quality of achievement of students. Students’ academic achievement will require us to look at the concept of poor performance.