Project – A Comparative Study Between Male And Female Students’ Performance In Biology In Selected Secondary Schools
CHAPTER ONE
INTRODUCTION
- Background to the Study
The academic performance of male and female students in science subjects, particularly biology, has been a subject of extensive research over the years. Gender differences in academic achievement have been influenced by various factors such as socialization, teaching methods, and students’ attitudes toward learning. In the context of secondary schools in Nigeria, there has been a growing body of literature examining how male and female students perform in subjects like biology. A number of studies suggest that while boys and girls may show differences in their performance, these differences are often influenced by socio-cultural factors rather than inherent intellectual capabilities (Adebayo, 2018; Oladipo, 2016). In this regard, understanding the performance patterns of male and female students in biology is critical for addressing gender disparities in education and promoting equal opportunities for all students.
Gender-based performance gaps in biology have been the focus of several studies in Nigeria, with mixed findings. Some studies suggest that male students outperform female students in science subjects, including biology, due to greater interest, motivation, and involvement in science-related activities (Okpala & Oyedokun, 2020). Male students have been perceived to show more confidence in their abilities and a higher engagement with practical and experimental aspects of biology, which are integral components of the subject. On the other hand, female students have often been found to perform better in subjects requiring verbal reasoning, such as language and arts, but they tend to score lower in science subjects, including biology, when compared to their male counterparts (Ogunlade, 2017). These differences may be due to deep-seated gender biases within the educational system, where boys are often encouraged to excel in science while girls are steered toward humanities.
Conversely, there are studies that indicate female students may perform equally or better than male students in biology when given the same opportunities and resources. Research by Olayiwola (2019) suggests that gender differences in academic performance can be minimized if both male and female students receive quality instruction, proper guidance, and encouragement. Female students, in particular, are reported to be more diligent, detail-oriented, and focused on academic excellence, traits that contribute to better performance in structured subjects like biology. Moreover, studies show that when female students are actively engaged in learning activities and are provided with positive reinforcement, their performance in biology improves significantly, indicating that gender differences may be less significant than previously assumed.
In terms of teaching methodologies, the approach taken by educators plays a crucial role in influencing the performance of male and female students in biology. According to Akinpelu (2021), traditional teaching methods that emphasize rote learning and lecture-based delivery tend to favor male students, who may be more comfortable with these learning styles. In contrast, female students are often found to perform better in environments where collaborative learning, discussion-based activities, and practical demonstrations are emphasized. Biology, being a subject that combines theoretical knowledge with practical skills, requires an active and hands-on approach to teaching that can engage both male and female students equally. The use of modern educational tools and inclusive pedagogical techniques can therefore reduce the gender gap in performance and ensure that both genders are equally equipped to succeed in biology.
Several studies also emphasize the role of socio-cultural factors in shaping students’ academic achievements. Gender stereotypes and societal expectations often affect how male and female students approach learning. For instance, in some Nigerian communities, science subjects like biology are still regarded as “male-dominated” fields, which can discourage girls from performing well or even pursuing careers in science (Ekundayo, 2019). These stereotypes are reinforced by teachers, parents, and peers who may unconsciously perpetuate the notion that boys are more suited for scientific studies. Therefore, for a fair comparison of male and female students’ performance in biology, it is essential to address these socio-cultural influences and ensure that both genders have equal access to educational resources and opportunities.
Finally, the impact of school environment and resources on gender differences in performance cannot be overlooked. Research by Abiola (2022) indicates that schools with better laboratory facilities, qualified biology teachers, and a more supportive learning environment tend to see higher academic performance across both genders. However, it is important to note that the distribution of resources in Nigerian secondary schools often reflects existing gender biases. Male students in some schools may have more access to hands-on learning experiences, field trips, and laboratory sessions, which can enhance their understanding and performance in biology. In contrast, female students in schools with fewer resources may be at a disadvantage, which could explain some of the observed disparities in academic outcomes. Ensuring equitable access to quality education and resources for both male and female students is crucial for bridging the gender gap in academic performance, particularly in science subjects like biology.
1.2. Statement of the Problem
The academic performance of male and female students in science subjects, particularly biology, has been a subject of concern in Nigerian secondary schools. Despite efforts to promote gender equality in education, studies have shown that gender disparities persist in academic achievement, especially in science subjects. In the context of Akoka, Lagos, there is limited empirical research comparing the performance of male and female students in biology. This gap in knowledge makes it difficult to fully understand the factors contributing to the observed gender differences in academic outcomes in the subject. Biology, being a core science subject, provides an opportunity to explore how male and female students engage with the subject, how their performance compares, and what factors may contribute to any disparities observed in their academic achievements.
In several secondary schools in Akoka, Lagos, anecdotal evidence suggests that male students often outperform their female counterparts in biology. This raises a pertinent question: is there a significant gender gap in performance in biology, and if so, what are the underlying causes? The lack of a comprehensive analysis of the comparative performance of male and female students in biology within this context necessitates an investigation to identify and understand the academic trends. It is essential to explore how gender-specific factors such as study habits, classroom engagement, and access to resources impact the academic performance of both male and female students in biology. This knowledge will contribute to improving gender-sensitive teaching approaches and addressing disparities in students’ achievements in science education.
Another critical issue that this study seeks to address is the potential influence of socio-cultural factors on the performance of male and female students in biology. In many Nigerian communities, science subjects, particularly biology, are often perceived as more suited for male students, which could affect the academic motivation and self-esteem of female students. Social expectations, such as the belief that girls are less capable in scientific fields, can lead to lower confidence among female students and may contribute to their underperformance. Understanding the extent to which these socio-cultural influences affect students’ attitudes toward biology and their subsequent performance is crucial in providing a more equitable learning environment. This research will examine how cultural attitudes, teacher perceptions, and parental expectations play a role in shaping the academic performance of male and female students in biology.
Additionally, the teaching methods employed in secondary schools are critical factors that can either exacerbate or reduce gender disparities in academic performance. Research has shown that gender-responsive teaching methods can have a positive impact on both male and female students’ engagement and achievement in science subjects. However, traditional teaching methods that prioritize lecture-based instruction and passive learning may favor male students, who are often socialized to be more active and assertive in the classroom. In contrast, female students, who may prefer more collaborative or interactive learning approaches, might struggle in an environment that does not cater to their learning preferences. This study will investigate whether the teaching strategies used in the selected secondary schools in Akoka contribute to gender-based differences in biology performance, and will highlight the importance of adopting more inclusive and student-centered teaching practices.
Furthermore, the availability of educational resources, such as laboratory equipment, textbooks, and qualified biology teachers, has been identified as a significant determinant of students’ performance in biology. However, there may be disparities in the access to these resources between male and female students, particularly in less resourceful schools. If male students in certain schools have greater access to practical sessions, field trips, or additional academic support, they may be better positioned to excel in biology compared to their female counterparts. This study will examine how the distribution of resources across male and female students in selected schools in Akoka influences their performance in biology. It will also assess whether gender differences in access to educational resources exist and their implications for academic achievement.
Lastly, the comparative study of male and female students’ performance in biology in Akoka, Lagos, is vital for informing educational policy and practice. A clear understanding of the gender dynamics in science education will enable educators, school administrators, and policymakers to implement strategies that foster gender equality and promote equal opportunities for all students. This research aims to provide insights that can guide the development of targeted interventions to bridge the gender gap in biology performance, enhance students’ interest in the subject, and ultimately contribute to a more balanced representation of both genders in science-related fields. By investigating the factors that influence gender differences in performance, this study will provide a foundation for creating a more inclusive and supportive learning environment in secondary schools across the region.
1.3. Aim and Objectives of the Study
The aim of the study is to examine a comparative Study Between Male And Female Students’ Performance In Biology In Selected Secondary Schools in Akoka Lagos. The specific objectives of the study are:
- To compare the academic performance of male and female students in Biology in selected secondary schools in Akoka, Lagos.
- To identify any significant differences in Biology test scores between male and female students.
- To examine the factors influencing male and female students’ performance in Biology in the selected schools.
- To assess the role of gender-related teaching methods in shaping the academic performance of male and female students in Biology.
1.4. Research Questions
The research questions are buttressed below:
- What is the difference in academic performance between male and female students in Biology in selected secondary schools in Akoka, Lagos?
- Are there any significant differences in Biology test scores between male and female students in the selected secondary schools?
- What are the factors influencing the performance of male and female students in Biology in the selected secondary schools?
- How do gender-related teaching methods impact the academic performance of male and female students in Biology?
1.5. Research Hypothesis
The hypothetical statement of the study is buttressed below:
Ho: There is no significant differences in Biology test scores between male and female students.
H1: There is significant differences in Biology test scores between male and female students.
1.6. Significance of the Study
The significance of this study lies in its potential to contribute to the understanding of gender-related differences in academic performance, specifically in Biology, among secondary school students. In recent years, there has been growing interest in how gender influences learning outcomes across various subjects. While much attention has been given to subjects like mathematics and science, the role of gender in specific fields like Biology remains under-explored in some regions. By comparing the performance of male and female students in Biology in selected secondary schools in Akoka, Lagos, this study aims to fill a gap in existing research and provide useful insights into the factors that contribute to differences, if any, between genders in academic achievement.
This study will also help to identify any educational biases or barriers that may affect the performance of male and female students in Biology. Previous research has suggested that societal expectations, teaching methodologies, and learning environments may impact students differently based on gender. By focusing on Biology, a subject often perceived as gender-neutral in nature but which may carry its own set of challenges and perceptions, the research could reveal whether males and females are provided with equal opportunities for success or whether there are underlying disparities that need to be addressed. This could help educators and policymakers create more equitable teaching strategies.
Furthermore, understanding the gender dynamics in the classroom could inform curriculum development and the approach to teaching Biology in schools. If male and female students show different strengths or weaknesses in Biology, tailored instructional methods and resources could be designed to address these differences. This could enhance the learning experience for both genders, allowing students to excel in Biology regardless of their gender. The study could also encourage schools to adopt inclusive teaching practices that ensure both male and female students have the necessary support to succeed.
Additionally, this research may offer valuable information to stakeholders such as parents, school administrators, and educational policymakers. By examining the factors that influence academic performance, such as teaching styles, classroom resources, and socio-cultural influences, the study can provide recommendations on how to improve academic outcomes for all students. Understanding the gender-specific challenges faced by students in Biology could prompt educational reforms or initiatives aimed at narrowing the gender gap, not only in Biology but across other subjects as well.
Another significant aspect of this study is its potential to contribute to the broader conversation about gender equity in education. By exploring how male and female students perform in a subject that is often perceived as gender-neutral, the research could challenge existing stereotypes about male and female capabilities in science and STEM fields. If significant differences in performance are found, the study could serve as a call to action for gender-sensitive teaching strategies and curricula that challenge biases and encourage equal participation from all students, particularly in fields like Biology, which are foundational to many future careers in science and medicine.
Finally, the outcomes of this study could offer insights into the broader societal and cultural factors that shape students’ perceptions of themselves and their academic potential. In particular, it may shed light on how gender norms, parental expectations, and peer influences impact students’ attitudes towards subjects like Biology. By uncovering these influences, the study could help foster a more supportive educational environment where all students, regardless of gender, feel empowered to succeed in subjects that are critical to their academic and career aspirations. The findings could also be used to advocate for policies that promote gender equality in education, ultimately contributing to the goal of ensuring that all students have equal access to opportunities in both education and professional life.
1.7. Scope of the Study
The study examines a Comparative Study Between Male and Female Students’ Performance In Biology In Selected Secondary Schools in Akoka Lagos.
1.8. Operational Definition of Terms
Comparative Study: A comparative study is a research approach that systematically examines and contrasts two or more groups, phenomena, or variables to identify similarities, differences, and underlying patterns. In the context of this study, it refers to comparing the academic performance of male and female students in Biology within selected secondary schools. The goal of this comparison is to identify any significant variations in how the two genders perform, which could be attributed to factors such as teaching methods, classroom environments, or gender-based expectations.
Male: Male refers to individuals who are biologically male or who identify as male. In this study, male students are one of the groups being analyzed in terms of their academic performance in Biology. The study will assess the performance of male students to identify whether their results differ from those of female students and to understand the factors that may influence these differences, such as teaching methods, classroom interactions, or gender roles in science education.
Female: Female refers to individuals who are biologically female or who identify as female. In this study, female students are the second group being compared against male students in terms of their performance in Biology. The research will explore whether there are any gender-specific trends or challenges that affect how female students perform in Biology and whether their performance differs from that of male students. Factors like societal expectations, cultural norms, and access to educational resources may also be explored in relation to female students’ performance.
Students’ Performance: Students’ performance refers to how well students perform academically in a given subject, typically measured through tests, exams, assignments, class participation, and practical activities. In the context of this study, students’ performance in Biology is being evaluated by comparing the academic outcomes of male and female students. Performance indicators might include test scores, grades, participation in classroom activities, and overall mastery of Biology concepts. The goal is to understand if and why male and female students might perform differently in the subject of Biology.
Biology: Biology is a branch of natural science that deals with the study of living organisms, their structure, function, growth, evolution, and distribution. In the context of this study, Biology refers to the subject taught in secondary schools that covers topics such as cell biology, ecology, genetics, and human biology. The study will focus on the performance of male and female students in this subject, with the goal of identifying any gender-based differences in how students understand and succeed in Biology.
Secondary Schools: Secondary schools refer to educational institutions that provide education for students typically between the ages of 11 and 18, following primary or elementary school. Secondary schools offer a variety of subjects, including Biology, and play a crucial role in preparing students for further education or the workforce. In this study, selected secondary schools in Akoka, Lagos, are the focus. These schools are the setting in which the comparison of male and female students’ performance in Biology is being conducted. The selection of these schools may be based on specific criteria, such as academic reputation or accessibility.
Project – A Comparative Study Between Male And Female Students’ Performance In Biology In Selected Secondary Schools