CHAPTER ONE

INTRODUCTION

1.1  BACKGROUND OF THE STUDY

            Education is a life-long process. And for the purpose of this study, education can be broadly classified into informal and formal education. Therefore, the informal education is the kind of education that goes on in the society everywhere, every time, with every member of the society as a student and learner. There is no specifically defined curriculum, no syllabus, no subject teachers, no classrooms, no examinations, no certification or graduation. Still, society achieved their aims, this was what Fafunwa (2001) called “functionalism”. The formal system of education came with the coming of the white men to Nigeria and other parts of Africa. Formal education is based on a particular curriculum and clearly defined content or subject syllabuses, a teaching-learning process with a classroom or school as a base. An education that is based on the principle of examinations and-certification lasted till the late 60s. It is generally recognized that one of the major if not the most important functions of the school system is to produce the pool of skilled manpower which a nation needs to grow. To this effect countries all over the world depend on their educational systems for the development of their future workforce (Ekeh, 2003). Thus education is an important instrument through which human resources development is achieved.

            Social Studies is one of the compulsory subjects studied in junior secondary schools in Nigeria. Udoh (2003) and Mansaray (2006) point out that “the subject is a discipline that can be used in solving problems of relationship and interaction in man’s dynamic environment”. For Bergesom (2003), Social Studies must be centred on innovative methods that aim at seeking the truth which include problem detecting, problem solving, and learning by experimenting and discovery.

            The importance of Social Studies in the Nigerian Educational System cannot be overemphasized. The objectives of Social Studies education which are in line with the philosophy and aims of Nigerian Education are hinged on the development of high competencies required for solving man’s diverse environmental problems for better and effective social living. Specifically, the focus of Social Studies is to extricate the Nigerian child from the apron strings of colonial education which merely propagated foreign values and therefore acquaint him with his own cultural values and traditions. The teaching of Social Studies is directed towards building a virile Nigeria Nation, irrespective of ethnic diversity. It is also directed towards promoting citizenship and values education in addition to skills development (Adeyemi & Ajibade, 2011). As noted by Akpochafo, (2001), in spite of the immense benefits to be derived from the introduction of Social Studies in our school curriculum there seems to be a poor handling of the subject in the secondary schools. 

            Of great concernis that most Social Studies teachers still rely mostly on the lecture method for imparting information. While the manner of presentation is supposed to be activity-based, most Nigerian secondary school teachers rely on the lecture method. Studies like those of Umeoduagu (1994), Okobia (2000), Akpochafo (2001) and Arisi  (2002) have  pointed out that despite the more than thirty year existence of learning style  theories (detailing how people learn), most teachers still dispense information using conventional lecture method without regard to students’ learning abilities. This teaching method is theoretical and teacher-directed, instead of being constructive or activity-based. In the lecture method, the teacher, according to Akinlaye, Mansaray and Ajiboye (1996), Akinlaye, Bolarin, Olaniyonuand Ayodele (1997), Ogundare (2000) and Oganwu, (2004) simply becomes the expositor and drill master while the learner remains the listener and a storehouse of facts that can be retrieved when a student hears his name called by the teacher.

            The attitude of the males towards female education varies from class to class. Majority of the people send their daughters to the school.The attitude of the middle class males is slightly reluctant towards female education. They allow their daughters, subject to potential, to go up to the higher secondary level. The attitude of the males in the high class towards the female education is most positive. Majority of the girls from this class are educated up to metric level. The males allow them and even arrange for their higher studies. The responseof the women towards female education is slightly different from the males. The trends are similar, but the percentage in the favour of education is slightly lacking behind. 

            In view of the fact that gender of participants may have impact on the students academic achievement, this study will use gender as moderator variable. Gender differences in achievement have been examined for some time resulting in a substantial body of literature (Jack & Johannes, 2001). The importance of examining instructional strategy in relation to gender is based primarily on the socio-cultural differences between girls and boys (Abra, 2001).  Traditionally, girls in our society have been encouraged to conform, whereas boys are expected to be active and dominant risk-takers. Corroborating this view, Hassan and Ogunyemi, (2008) acknowledge that most boys  are  provided  with  toys  that  enhance  their  visual-  spatial  ability such as trucks, Legos (toys consisting of plastic  building  blocks  and  other  components)  and model. Spencer (2004) also affirms that that the games of girls are often highly structured requiring turn taking and rules. Thus, social expectations and conformity pressures may create cultural blocks to girls. Fabunmi (2004) in a study discovered that gender composition has a significant relationship with students’ academic achievement and that gender composition has a significant influence on secondary school students’ academic performance. Beside this,  inconsistentfindings have  been discovered on  gender differences and  academic achievement  (Bello, 1990;  Boling & Boling 1993; Lau & Li 1996; Gimba, 2006;  Nsofor,  2006;  Yaki,  2006 & Olowe, 2010). There is therefore the need to find out if gender has effect on students academic achievements in Social Studies.

            Academic achievement is commonly measured by examination or continues assessment but there is no general agreement on how it is best tested or which aspects are more important. Students are not only instrumental to the growth of educational institutions but also of the nations as a whole. Educators, trainers, and researchers have long been interested in exploring variables contributing effectively for quality of achievement of students. Students’ academic achievement will require us to look at the concept of poor performance. According to Aremu (2000), poor achievement is a performance that is adjudged by the examinees/testees and some significant as falling below an expected standard. The interpretation of this expected or desired standard is better appreciated from the perpetual cognitive ability of the evaluator of the performance. This study is therefore, interested in exploring how students gender influence their achievement in social studies.

1.2  STATEMENT OF THE PROBLEM

            The problem of students’ under-achievement in Social Studies has been a much discussed educational issue since the  early  80’s  when  it  became  a  compulsory  subject  in  Nigeria. Such discussions have consistently centred round instructional strategies used in teaching the subject. When similar situations of under-achievement were experienced in social studies in Nigeria, new instructional methods were employed such as mastery learning, peer tutoring, computer-assisted instruction, simulation games and brainstorming.

            It is obvious that the Nigerian culture regards male as superior to their female counter parts, thus gender-role differentiationis very much pronounced in our society. This places a very serious constraint on the academic achievement of male and female students in chemistry because role differentiation or distinction limitsthe full participation, development and utilization of individual potentials either directly or indirectly.

In  Jos North, the  parents’  attitude  towards  their  sons  and  daughters  differ.  They prefer to have a son rather than a daughter. The parents wish for a son because the daughters have to leave the parents place and stay with their husbands, whereas sons remain with them. The other reason of wishing for a son is that of economic interest. The boy when he grows up has to take the role of going out and earning money. Thus, the parents prefer the boys to the girls. The boys are given education as it is considered a sign of pride and prestige to educate the boys.

            In spite of  the  fact  that  women  constitute  almost  half  of  the  Nigerian  population  and  contribute immensely to economic development, they are still been discriminated against by the society especially in the African countries. It has also been observed that the stereotype against ladies is affecting their academic achievementadversely. This study therefore aims at investigating the effects of gender on the academic achievement of Social Studies JSS II students public Schools in Jos North Local Government of Plateau State.

1.3  PURPOSE OF THE STUDY

The main purpose of this study is to investigate the impact of gender difference on the academic achievement of Social Studies studentsin Jos North Local Government of Plateau State.

The specific objectives of this study are;

1.      To find out the causes of gender differences among public school students

2.      To find out the impact of gender on the academic achievement of Social Studies JSS II students

3.      To find out whether  there exist any  difference  between  the  achievement  mean  scores  of  male  and  female  students

4.      To find out how parental attitude contributes to the differences in students academic performance

5.      To suggest possible solutions to the problem

1.4   RESEARCH QUESTIONS

In addressing these problems, the following research questions were raised;

1.      What are the causes of gender difference among public secondary school students?

2.      What are the effects of gender on the academic achievement of JSS II social studies students of public schools in Jos North?

3.      How does teachers factors contribute to gender academic achievement in public schools in Jos North?

4.      To what extent do parent attitude contributes to gender disparity in children education?

5.      What can be done to correct the problem of gender differences on students academic achievement?

1.5.  RESEARCH HYPOTHESES

The following hypothesis will be tested in the study.

1.      There is no significant difference between the achievement mean scores of male and female students in public secondary schools in Jos North.

2.      There is no significant difference between gender and students’ academic achievementin public secondary schools in Jos North.

1.6   SIGNIFICANCE OF THE STUDY

            Findings from this study will be of great importance to the counselors, psychologists, social workers, parents, teachers, youth and the society at large. Since gender stereotypes or discrimination has negative effects on the academic achievement of secondary students, their talents, abilities and interest may not be fully developed to allow them to achieve self-actualization in life.

            Research of gender and socio-economic status differences in  academic  achievement will offer educators of young adolescents thought-provoking information on implications and guidance  specific directions to  take;  need  for parents  to  be exposed  to parenting  skills and their duties towards their children academics; parents will be able to encourage and support their children learning  through  purchase  of  learning  materials  and  that  learning  is  real  for both sexes.

            The result of this work, hopefully if implemented will help psychologists in the application of the appropriate learning theories to meet the individual differences that already existed in the classroom and also proffer solutions to teachers on how to reduce the amount of house work assigned to the students so that they can face their studies better.

            Social workers will also benefit from the findings of this study as it will tell them how to meet the social needs of students who are suffering emotional deprivation and how to fill in the gap for the psychological, and emotional welfare of the child created by the stereotype of the society.

            The findings of this study will also be of importance to the teachers who act as surrogates and bear the burden. This study will help the teacher on how to check, supervise the academic records of the students by going through their class and lesson roles or books and also nurture and assists mentally to enhance the student’s academic achievement.

This study will also be useful to parents because they are immediate up-bringers of the children. The study will make them to be aware of the poor perception and attitudes towards female education and thus leading to change in attitudes of parents towards educating their female children.

            The findings will hopefully be of great benefit to other researchers as it will served as working document or reference document for further studies on the effects of single parenting on children educational aspiration, and achievement.

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