Abstract
Gender differences have often been identified as being manifest in the performance and achievement of students in their academic activities. Male students are said to be more productive in science and technology courses, while female students are said to be better than the males in humanities and non-numerate disciplines. Therefore, in this paper, the gender similarities hypothesis (Hyde, 2005) was used to examine whether gender would make any significant difference between the writing achievements of newly admitted university undergraduates in Federal University of Technology Owerri, Imo State, Nigeria. The pre-test, post-test, control group quasi-experimental method was employed, using a total number of 425 students in three experimental groups and one control group. At the end of the treatment of the experimental groups, the pre-test and post-test scores of male and female students were analyzed as data. It was found that there was no significant difference between the achievement of male and female participants. Therefore, it was concluded that there are no gender differences found in the writing achievement of male and female undergraduates but that students who apply themselves to their studies would excel irrespective of their gender.
Highlights
Gender is the description of the roles played by men and women in society which is different from their socially determined functions as male or female (UN Women/IPS Africa, n.d.)
It is against this background that this paper investigates whether gender would influence the writing achievement of newly admitted undergraduates
Necessary that research be carried out to confirm whether these gender differences are carried forward even to the classroom activities of students, especially in the writing achievement of newly admitted university undergraduates
Summary
Gender is the description of the roles played by men and women in society which is different from their socially determined functions as male or female (UN Women/IPS Africa, n.d.). Fapohunda (2011) describes the participation of females in tertiary education as abysmally low when compared with that of males, while Mukoro (2014) reports that the figures for the feminine gender in the JAMB university entrance examinations was on the decline from 2013 to 2014 just as earlier university enrolment figures from 2003 to 2008 were all in favour of males candidates It is, necessary that research be carried out to confirm whether these gender differences are carried forward even to the classroom activities of students, especially in the writing achievement of newly admitted university undergraduates. A total of 425 freshly admitted undergraduates in the Federal University of Technology Owerri, Imo State, Nigeria, for the 2019/2020 session, comprising 253 males and 172 females, participated in the study These comprised of four intact classes of students from four different faculties in the university. Table[1] shows the result
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