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.
Published Version
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