Gender Differences on the Effects of Learning Environments on Academic Performance Among Tertiary Students

Year 2024, Volume: 4 Issue: 2, 130 - 139, 30.12.2024

Isaac Kow Gaisey Afua Ntroaduro Bernice Serwaa Ofosuhene Peasah Cecilia Anane Theodora Oduro Frank Lamadoku Attila

https://doi.org/10.59041/eyor.1575270

Abstract

This study investigates the gender difference in academic performance in colleges of education in the Central Region of Ghana. It examines whether male and female students perform differently in two key areas: integrated science and assessment courses. Data were collected from 290 tertiary students across three colleges of education, namely Ola, Komenda, and Fosu, using a questionnaire. The results revealed that there were no statistically significant gender differences in the student's academic performance. Both male and female students achieved similar mean scores across the two courses. Despite minor variations, the effectiveness of gender-sensitive educational interventions in promoting equity was observed in assessment courses. Continuing inclusive teaching practices and curricula is recommended to maintain progress towards gender equity in education.

Keywords

Gender;, Academic Performance;, Learning Environment;, Integrated Science;, Assessment

Ethical Statement

The authors of this article declare that this study was conducted following ethical principles of research and that all data collected was used solely for research purposes. Data are available upon reasonable request. The request may be submitted to the corresponding author. The data will not be made publicly available because of privacy and ethical restrictions.

Thanks

We would like to thank the participants who availed themselves of this study and shared their valuable insights by completing the questionnaires. We also express our sincere thanks to the editorial team and the reviewers for the positive feedback.

Gender Differences on the Effects of Learning Environments on Academic Performance Among Tertiary Students

Abstract

This study investigates the gender difference in academic performance in Colleges of Education in the Central Region of Ghana. It examines whether male and female students perform differently in two key areas: integrated science and assessment courses. Data were collected from 290 tertiary students across three colleges of Education namely; Ola, Komenda, and Fosu, using a questionnaire. The results revealed that there were no statistically significant gender differences in the student's academic performance. Both male and female students achieved similar mean scores across the two courses. Despite minor variations, the effectiveness of gender-sensitive educational interventions in promoting equity was observed in assessment courses. Continuing inclusive teaching practices and curricula is recommended to maintain progress toward gender equity in education.

Keywords

Assessment, Academic Performance;, Gender;, Learning Environment;, Integrated Science;

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