How Does Gender Relate to Interpersonal Skills? Exploring Differences in Interpersonal Skills among Primary School Pupils

Abstract

The current study examined gender differences in interpersonal skills among standard four primary education pupils. Interpersonal skill is a crucial ability that contributes to positive development among primary school pupils. This quantitative research was conducted in the public primary schools of Babati Township Council, Manyara region. The study randomly involved 340 standard four primary school pupils from 17 purposely selected schools (ten boys and ten girls from each school) and their class teachers who were also purposely selected. The assessment tool for pupils was adopted from the MESSY-II (Matson Evaluation of Social Skills with Youngsters –II) to assess interpersonal skills among the selected pupils. T-test was used to test the differences between girls and boys concerning the possession of interpersonal skills. The findings show no significant statistical difference between boys and girls possessing interpersonal skills. This is reflected in both the 'means' and 'p-values'. This study concludes that interpersonal skills are vital for them to prosper academically. Having no significant difference between boys and girls, the study deviates from a body of literature that signifies the difference between the two