Teacher Gender and Attitude of Primary School Pupils to Schooling in Uyo Metropolis, Akwa Ibom State, Nigeria

Cornelius C Okoro,Dr.Christopher S Uwah

doi:10.13189/ujp.2013.010205

Abstract

This study assessed the influence of teacher gender on the attitude of primary school pupils to schooling in Uyo Metropolis. Four research questions and four hypotheses were generated to direct the conduct of the study. A sample of 400 pupils was drawn from a population of 1400 primary five pupils using the multistage random sampling technique. The ex-post-facto research design was adopted for the study and the research instrument used was the Pupil's Attitude to Schooling Questionnaire (PASQ) designed by the researchers. The results showed that teacher gender has significant influence on the attitude of pupils to schooling. On the basis of the results, recommendations were made with emphasis on training and employing more males as primary school teachers to counter the current gender imbalance in the profession.

Highlights

It is generally believed that a person’s attitude towards a person or thing has a direct bearing on the person’s reaction to the person or thing
There is no significant difference between the attitude of boys taught by male teachers and that of boys taught by female teachers
This means that the difference in the attitudes of boys taught by male teachers and that of boys taught by female teachers is significant

Summary

Introduction

It is generally believed that a person’s attitude towards a person or thing has a direct bearing on the person’s reaction to the person or thing. Findings from a number of studies [1] indicate that attitude is one of the determinants of academic performance. Indoshi and Othuon [18] pointed out that there was research evidence showing that students’ high performance in mathematics was not necessarily positively associated with their attitudes about mathematics and mathematics learning. They cited results of the Third International Mathematics and Science Study (TIMSS) that had been presented by Mullis [19] as revealing that while Japanese students over-performed students from many other countries in mathematics, their attitudes towards mathematics were relatively negative. Many psychologists are of the view that there is no direct influence of attitude on behaviour devoid of other intervening variables

Methods

Results

Discussion

Conclusion