Abstract
Purpose – This study examined gender differences in Mathematics and Integrated Science achievement among the Junior Secondary School students with particular interest on the interaction effect of gender and school type on students’ achievement. Method – The study adopted an ex-post facto research design and generated data from an inventory from the statistics unit, Ministry of Education, Ado Ekiti, Nigeria Public Junior Secondary Schools (JSS). The inventory requested among other things, data on the Junior Secondary School Certifi cate Examinations (JSSCE) in Mathematics and Integrated Science over a two year period. Findings – The study revealed that, signifi cant difference was detected in students’ Science achievement; no signifi cant difference between male and female students in private and public schools; a strong interaction effect were detected between gender of the students, the type of school attended and achievement of students in Mathematics and Integrated Science; the average achievement gap of male and female students irrespective of the school type is statistically signifi cant in both Mathematics and Integrated Science, also, the strength of relationship between the gender of the students and the type of school attended is slightly stronger in Integrated Science than Mathematics. Value – The possible implications for the study is discussed and addressed to the government and other stakeholders in education.
Highlights
How to increase female access to education has been a global concern
The major problem with the previous research on gender differences is its failure to address the interaction effect of gender, and school type on students’ achievement in mathematics and integrated science, most especially at the junior secondary school level. This present study focused primarily on gender differences in mathematics and integrated science achievement among the junior secondary school with particular interest on the type of school attended by the students in Ekiti-State, Nigeria
2) There is no significant difference between the mean scores of students from private and public schools in mathematics and integrated science
Summary
How to increase female access to education has been a global concern. Male-Female enrolment ratio has become a major educational development thrust. The existing data on gender differences in Nigeria showed that there was serious discrimination and low access of female students to study science and mathematics related subjects when compared with their male counterparts (Jegede & Inyang, 1990). The major problem with the previous research on gender differences is its failure to address the interaction effect of gender, and school type on students’ achievement in mathematics and integrated science, most especially at the junior secondary school level. This present study focused primarily on gender differences in mathematics and integrated science achievement among the junior secondary school with particular interest on the type of school attended by the students in Ekiti-State, Nigeria. The following hypotheses were formulated to guide this study: 1) There is no significant difference between the mean scores of male and female students in mathematics and integrated science. 2) There is no significant difference between the mean scores of students from private and public schools in mathematics and integrated science. 3) There is no significant interaction effect of gender and type of school on students’ achievement in mathematics and integrated science
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