GENDER AND RELIGION AS PREDICTORS OF ACADEMIC ACHIEVEMENT IN SOCIAL STUDIES STUDENTS

CHAPTER ONE

INTRODUCTION

1.1       BACKGROUND TO THE STUDY

In its most basic form, gender refers to socially manufactured sex, whether female or male. Gender is about the sensation of being masculine or feminine, not about being a man or woman (Darnell, 2001). Although the terms gender and importance are frequently used interchangeably, there are significant differences between the two concepts. Kirk (Kirk, 2000) Gender is a social construct that is based on a society's assumptions about how a man or woman should look or behave. Sex is based on anatomical physiological characteristics of males and females, whereas gender is a social construct that is based on a society's assumptions about how a man or woman should look or behave (Jacob, 1996). Gender describes the social distinctions between men and women that are taught, changeable, and vary widely within and between cultures (Wood, 1987). The words "gender ad" and "gender relation" were first used by American and English feminists in the 1970s. As a result, the focus shifted from gender disparities to gender relations, both in terms of social and conceptual relationships (Wigfield, 2002). Gender studies is an interdisciplinary discipline of research that focuses on gender identity and gendered representation as core categories of analysis. Gender studies are sometimes combined with sexuality studies; Simon de Beauvor once observed, "One is not born a lady, one becomes one." The term gender, according to this viewpoint, should be used to refer to the social and cultural constructs of masculinities and femininities, rather than to the fact of being male or female. As Sam (1898) discusses in his Ted address at the University of Chicago, gender may be divided into three categories: gender identity, gender expression, and biological sex (1990). These three categories are another method of decomposing gender into its many social, biological, and cultural manifestations. These structures are concerned with how femininity and masculinity are flexible concepts whose meaning may shift based on the numerous factors that surround them (Hedges, 1998). Religion is a contentious issue in Nigerian education, as it is in many other aspects of public service delivery. Scholars and administrators have observed that our children are more religious than earlier generations of secondary school students, but they are unsure why. Some studies say that religious students do better in school, and there is some evidence to support this idea (Sherkat, 1997). Although religion provides children with healthy alternatives to other social interactions, studies of elite and residential school populations fail to include the bigger picture, as religion, particularly fundamentalist Christianity, may have a detrimental impact on school attendance. While certain faiths have a favorable influence on academic accomplishment, others have a negative impact on educational attainment (Darnell, 1997). Once in school, religious influences can influence the course of study, influencing major selection, topic selection, and degree completion. Religious considerations, for example, have an impact on the backdrop of contemporary Nigerian education. More members of predominantly fundamentalist Christian sects, who almost uniformly eschewed Nigeria education in previous generations, are now living in the same dormitories as liberal protestants, Catholics, Jews, and an increasingly diverse array of non-Christians, thanks to rising rates of school attendance in the general population (Glass, 2005). Religious kids do better on important indices of academic performance, according to several studies (Mooney). Typically, studies that indicate a favorable influence of religious elements on school achievement define "religiousness" using a religious participation indicator. Personal religiousity can assist reduce the rate of substance addiction and restrict behaviors that jeopardize college careers (Regnerus, 2000). Why should we recognize groups that have a favorable impact on students? It's worth noting that various forms of extracurricular activities can have comparable positive outcomes (Pascarella, 2004). Gender and religion, according to extensive studies, play a role in student academic success. For example, studies have discovered considerable variations in science achievement between male and female pupils. In a meta-analysis of 77 research done among middle and high school students between 1980 and 1991, (Jacob, 2005). On average, research suggest that girls perform better in school than guys. In comparison to boys, girls receive better marks and graduate from high school at a faster rate (Jacob 2002). Standardized achievement tests also reveal that females are better at spelling and do better on reading examinations. General knowledge and writing (National Center for Education Statistics, 2003). An worldwide aptitude test given to fourth graders in 35 nations, for example, revealed that females outperformed boys in every country when it came to reading literacy. There has been a concentrated effort over the last decade to figure out why there is a deficit of women in science, math, engineering, and technical disciplines (AAUW, 1997). Women made up 22% of America's scientists and engineers in 1995, compared to 50% of social scientists. Women who do pursue careers in science, engineering, and mathematics most often choose biological science, where they make up 40% of the workforce, with a smaller percentage in mathematics and computer science (33 percent ) Engineering (22%) and physical science (22%) (90 percent ) (According to the National Science Board, 1998) Part of the explanation may be traced back to gender disparities in middle school pupils' cognitive capacities. Females outperform males on various verbal skill assessments in late elementary school, including verbal reasoning, verbal fluency, comprehension, and recognizing logical linkages (Nowell, 1995). In spatial skills tests such as mental rotation, spatial perception, and spatial visualization, males outperform females (Voyer, 1995). Males outperform females on arithmetic achievement exams. Gender disparities, on the other hand, do not apply to all aspects of mathematical ability. In fundamental math knowledge, both men and women do equally well, but girls have superior computational abilities. Many female teenagers have lower mathematical thinking skills, which has various educational ramifications. Girls begin to dislike math and science around the age of 12 and prefer language arts, art, and social studies (lakes, 2003). They also anticipate to struggle in these disciplines and blame their failures on a lack of talent (Eccles, 1999). Girls self-select out of higher levels by the time they reach high school. Calculus and chemistry are examples of academic-track math and science courses. One of the long-term effects of these decisions is that females lack the required math and science classes in high school to pursue a college degree (e.g. engineering, computer science). However, there is evidence that sociocultural influences may impact a girl's attitude toward math and science. For example, parents tend to see arithmetic as more essential for males than languages, arts, and social sciences (Andre,  1999). Parents are more likely to support and expect their son to succeed in difficult high school chemistry, maths, and physics classes (Wigfield, 2002).

1.2       STATEMENT OF THE PROBLEM

Because we have ignored gender and religious distinctions, there is a crisis in boys and girls education. The purpose of the study is to:

 i. Discuss gender differences in order to assist children learn more efficiently because boys and girls have distinct learning styles and abilities.

ii. Predict the impact of religion on academic achievement in students.

1.3       OBJECTIVES OF THE STUDY

The researcher's goals for this study were to investigate gender and religion as indicators of students' academic achievement. The inequalities in gender and religion that lead to efficient learning characters that both men and women have that help them achieve better in school. The religious differences allow for efficient social studies instruction and learning. Gender and religious differences help kids learn more effectively.

1.4       RESEARCH QUESTIONS

The researcher created the following questions in order to investigate gender and religion as determinants of students' academic achievement in social studies by providing answers to the following:

i. What are the differences in gender and religion that lead to successful learning?

ii. What qualities do men and women have that help them achieve better in school?

iii. What religious differences contribute to good social studies teaching and learning?

iv. How may inequalities in gender and religion help students learn more effectively?

1.5       SIGNIFICANCE OF THE STUDY

The study is critical for all teachers and educationalists who seek to better understand gender and religion as determinants of social studies student academic achievement. Furthermore, the study's relevance allows parents, teachers, and school administrators to understand the importance of gender and religion as determinants of children' academic achievement. Aside from that, students in the field of education will find it instructive and intriguing to learn the techniques to use to educate them definitively, and this project work will be of enormous use to potential researchers interested in doing a similar study.

1.6       SCOPE OF THE STUDY

The scope of this study does not include all junior secondary schools in Kaduna State, but rather three junior secondary schools in Chikun Local Government, Kaduna State.

i. Ematha royal schools,  Kaduna

ii. Joyce International Schools

iii.  Salem Academy, Kaduna

1.7       DEFINITIONS OF TERMS

Gender: This refers to the social distinctions between men and women that are learnt, changed through time, and vary greatly within and between cultures.

Religion is one of the religious systems that is founded on the belief in the existence of a specific deity or gods. The Jewish faith, Christianity, Islam, and other global religions are all examples of this.

Predictor: A predictor is a device that can predict what will happen in the future.

Student: A person who is legitimately enrolled as a student

Academic: having to do with learning and scholarship.

Achievement is the act of completing a job or executing an action.

Social studies: The study of man and his physical and social surroundings is known as.

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