Journal of Education and Practice www.iiste.

org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.21, 2014

Effect of Gender on Students Academic Achievement in

Secondary School Social Studies
Peter Ogbianigene Dania (Ph.D.)
Department Of Social Science Education, Delta State University, Abraka, Nigeria
E-mail of the author: daniapore@yahoo.com

Abstract
This paper investigated the effect of gender on students academic achievement in secondary school Social
Studies. The study adopted a quasi-experimental design (2x2 non-randomized pre-test, post-test control group)
comprising six groups made up of four experimental groups and two control groups. Six schools and one
hundred and eighty (180) Upper basic 2 students in Delta and Edo States made up the sample for the study. Six
intact classes were randomly selected and assigned to experimental and control groups. The instrument used in
this study is the achievement instrument tagged Social Studies Achievement Test (SSAT). The validity and
reliability of these instruments were established. The reliability of the instruments was established using Pearson
product moment correlation coefficient (r). And the reliability coefficients obtained was 0.79. Means, Standard
Deviation, Analysis of covariance (ANCOVA) Result revealed that: gender (male/female) had no significant
effect on students achievement in Social Studies and finally, result showed that there was significant interaction
effect of treatment and gender on students academic performance in Social Studies. Based on the findings, some
recommendations were made.
Keywords: Gender, academic achievement

Introduction
Traditional and stereotypical/approaches to problem solving are grossly inadequate in the face of complex
realities of our time. We need to be able to design ways forward and come up with different alternative solutions
to seemingly naughty challenges of life. Unfortunately, the traditions of education and the thinking culture of our
society make no provision for design -we see it as applying only to buildings and furniture (Hassan & Ogunyemi,
2008).
Social Studies is one of the compulsory subjects studied in junior secondary schools in Nigeria. Udoh (1993) and
Mansaray (1996) point out that the subject is a discipline that can be used in solving problems of relationship
and interaction in mans 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
overemphasised. 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 mans 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 and 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 concern is 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, Olaniyonu and 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 problem of students under-achievement in Social Studies has been a much discussed educational issue since
the early 80s when it became a compulsory subject in Nigeria (Dubey & Onyabe, 1980; Orimoloye, 1984;
Lemlech, 1984, 1990; Iyewarun, 1988; Mansaray, 1991; Akinlaye, 1997; Makinde, 1999; Busari, 2000; Oganwu,
2004 and Adeyemi & Ajibade, 2011). Such discussions have consistently centred round instructional strategies
used in teaching the subject. When similar situations of under-achievement were experienced in Mathematics
and the Sciences in Nigeria, new instructional methods were employed such as mastery learning, peer tutoring,

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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.21, 2014

computer-assisted instruction, simulation games and brainstorming. A study of teaching behaviour and students
achievement in science by Akuezuilo (1989) shows that student activities are better than teacher activities in
promoting authentic learning, at least in junior secondary school integrated science classrooms.
In view of the fact that gender of participants may have impact on the students academic performance, 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 and 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,
1991). 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 performance and that gender composition has a significant
influence on secondary school students academic performance. Beside this, inconsistent findings have been
discovered on gender differences and academic achievement (Bello, 1990; Boling & Boling 1993; Lau & Li
1996; Gimba, 2006; Nsofor, 2006; Yaki, 2006 and Olowe, 2010). There is therefore the need to find out if
gender have effect on students academic achievements in Social Studies.

Purpose of the Study

1. To investigated the effect of gender on the academic achievement of students in Social Studies.
2. To found out the interaction effect of treatment and gender on the academic achievement of students in Social
Studies.

Research Questions
The following research questions guided the conduct of the study:
1. What is the influence of gender (male and female) on academic achievement of students in Social Studies?
2. What is the interaction effect of treatment and gender on students academic achievement of students in
Social Studies?
Research Hypotheses
The following hypotheses were formulated and tested:
Ho1: There is no significant main effect of gender on students academic achievement of students in Social
Studies.
Ho2: There is no significant interaction effect of treatment and gender on students academic achievement of
students in Social Studies.

Methodology
The study employed the quasi-experimental setting of non-equivalent (pre-test and post-test) and control group
design. The reason for the adoption of this design was hinged on the fact that intact classes were randomly
assigned to experimental and control groups respectively, since it was not possible to have complete
randomization of subjects. The sample for this study consisted of one hundred and eighty (180) Upper two (JSS
II) students from six (6) public secondary schools of the three senatorial districts of Delta and Edo States. The
three senatorial districts- are the Delta Central, Delta North, Delta South (Delta State); Edo Central; Edo North,
and Edo South (Edo State). In order to provide a sampling frame, the researcher conducted the multistage
random sampling technique at four levels using the balloting technique.
The six schools used were far apart and no school was exposed to multiple treatments. This is to prevent
contamination and spill over effect. Thus, none of the schools were taught any of the top ics/units for the
study before hand. The 30 students that were used to determine the reliability of the study were excluded from
the total sample of students to be used for the study. In each of the cooperating schools, one arm of Upper Basic
two was selected through a die for use. The instrument used in this study was the achievement instrument tagged
Social Studies Achievement Test (SSAT). This consisted of 50 multiple-choice items drawn from Junior
School Certificate Examination past questions as set by the Ministry of Education, Asaba, and was based on
Upper Basic two Social Studies syllabus on six content areas namely: common heritage, citizenship, National
symbol, leadership and followership, how leaders are chosen and growth and development. The instrument was
validated before use using the test-retest method and the reliability coefficients of 0.79. SSAT was administered
on the respondents as pre-test and post-test. The study lasted for a period of six weeks with the involvement of
six research assistants that were properly trained in the use of the instructional modes and instrument. Data were
analysed using mean, standard deviation and Analysis of Covariance (ANCOVA) statistical tools. The level of
significance adopted is 0.05alpha.

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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.21, 2014

Results and Discussion

Research Question 1
What is the influence of gender (male and female) on academic achievement of students in secondary school
Social Studies?
Table 1: Mean and Standard Deviation Scores of Students Achievement Scores x Gender.
Pre-Test Post-Test Mean
Gender N X SD N X SD Gain
Male 86 52.35 12.25 86 64.63 13.57 12.28
Female 94 48.38 12.37 94 62.04 13.90 13.66
TOTAL 180 50.37 26.62 180 63.32 13.75 12.97
Data on Table 1 show that at pre-test, the achievement mean scores for males and females were 52.35 and 48.38
respectively. Similarly the standard deviations were 12.25 for the males and 12.37 for the females. After post-
test, it was observed that for the males, mean achievement score was 64.63 with a standard deviation of 13.57
while for the females, the mean achievement scores and standard deviations were 62.04 and 13.90 respectively.
This implies that males achieved higher than females considering their higher mean achievement scores at post-
test. As a result of this observed difference in mean achievement scores, hypothesis 1 was tested at 0.05 level to
determine if the observed difference was significant.

Research Question 2
What is the interaction effect of treatment and gender on students academic achievement of students in
secondary school Social Studies?

Table 2: Mean and Standard Deviation Scores of Students Achievement Scores x Treatment and Gender.
Gender Post-Test
Teaching Strategy N X SD
Male 31 72.90 12.35
Simulation Games (E1) Female 32 68.75 11.38
Male 25 63.99 10.19
Brainstorming (E2) Female 32 65.19 15.17
Male 30 57.00 12.72
Lecture Method (Control Group) Female 30 51.33 7.79

The above table shows that males achieved more than the females in simulation (E1) and the control
groups, while the female did better in brainstorming (E2). This is shown by the means scores of 72.90 (for E1),
57.00 (for C), while 63.99 (for E2) for males as against 68.75 (for E1), 65.19 (for E2) and 51.33 (for C) for the
females. However to determine if these observed differences were significant, hypothesis 4 was tested at 0.05
level of probability.

Testing of Hypotheses
Hypothesis 1 HO1:
There is no significant main effect of gender on students academic achievement of students in secondary school
Social Studies.
Table 3: Analysis of Covariance of Students Achievement Scores x for Gender
Source Type III Sum of Squares df Mean Square F Sig.
Corrected Model 21648.093a 2 10824.047 155.938 .000
Intercept 3445.594 1 3445.594 49.639 .000
PRE_TEST 21347.905 1 21347.905 307.551 .000
GENDER 38.910 1 38.910 .561 .455
Error 12286.018 177 69.413
Total 754668.000 180
Corrected Total 33934.111 179
a: R squared = .638 (Adjusted R squared =.634
The data presented on Table 3 shows that gender is not significant on students achievement in Social Studies.
This is revealed by the calculated F (1,177) = 0.561, p = .455) which is less more than 0.05. But the main effect
of gender on pretest was significant (F (1,177) = 307.551, p =0.000 and the effect was noticeable among female
gender. This indicates that gender have no significant influence on the achievement of students. The null
hypothesis of no significant difference was therefore accepted; that there is no significant difference in the
influence of gender on achievement of students in Social Studies.

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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.21, 2014

Hypothesis 2 Ho2:
There is no significant interaction effect of treatment and gender on students academic achievement in secondary
school Social Studies.
Table 4: Analysis of Covariance of Interaction Effects of Treatment and Gender on Students
Achievement in Social Studies
Source Type III Sum of Squares df Mean Square F Sig.
Corrected Model 9268.820a 5 1853.764 13.077 .000
Intercept 712726.323 1 712726.323 5.028E3 .000
STRATEGIES * GENDER 9268.820 5 1853.764 13.077 .000
Error 24665.291 174 141.755
Total 754668.000 180
Corrected Total 33934.111 179
a: R squared = .273 (Adjusted R squared =.252
Table 4 however shows significant interaction effect of treatment and gender on students academic
achievement in Social Studies. Facts emerging from the table shows that there exist a significant interaction
between treatment and gender on student academic achievement F (5,174) =13.077, p< 0.001). Thus, the null
hypothesis two was rejected and we upheld that there was significant interaction effect of treatment and gender
on students academic achievement in secondary school Social Studies.
The mean scores are displayed graphically (Fig.1) and it is evident that there is an interaction. The interaction
was felt at E2 treatment level. This implies that students gender is sensitive to the treatment this is why
graphically, interaction did manifest. Fig1 shows interaction effect of treatment and gender on students
achievement in Social Studies.

Fig. 1: Interaction Effects of Treatment and Gender on Students Achievement in Social Studies

Discussion of Results
Based on the findings of the above results, female students in the experimental groups gained in achievement
more than their male counterparts did. However, hypothesis testing revealed that this difference in the mean
achievement scores of male and female students exposed to treatment is not significant. This finding is in
conflict with those of Jegede and lyang (1990), Okeke (1990), Osakwe (1991), Mordi (1992), Umeoduagu
(1995), Njoku, 1997, Ogunkola (1997), Talabi, Emiola and Ogunsakin (2003), Mustafa, Khan, Fabunmi (2004),
Adeyemi and Ajibade (2011) as well as Apata (2011). However, it corroborates the findings of Akinsola (2007),
Nenty (2010), Awofala, Adeneye and Nneji (2011) and Amosun (2011), that there is no significant gender
difference in the academic achievement of students when exposed to treatment.
The study also agrees with the assertions that gender difference may exist but a good method should be capable
of neutralizing the difference (Akinsola (2007). Hence, in the pre-test there existed some gender difference
between the sexes in both the experimental and control groups. The difference that existed within the
experimental groups reduced drastically after treatment. Nevertheless, rather than reduce the difference, the
control group that did not experience treatment, has increased gender difference. This finding implies that
whether a student is male or female, gender does not make a difference in their academic achievement. The

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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.21, 2014

study reveals as well that academic achievement gained by both male and female students in the experimental
group surpassed that of their respective counterparts in the control group. This study therefore asserts that
students academic achievement is not a function of gender.
The inconsistencies in the findings of studies reviewed, is an indication that the gender factor in achievement
remains an issue requiring diversified attention. As Okonkwo (2012) noted, a clear understanding of gender
differences in achievement may require investigating these differences across sub skills within a subject area
rather than considering the overall achievement mean score in a subject and this will lead to a more useful
educational recommendation. Furthermore, examining the different aspects of socio-cultural factors as they
relate to gender issues may yield some positive results. This study however, supports that there is no superiority
between male and female in terms of academic achievement in Social Studies.
Hypothesis two predicted that there would be no significant interaction effects of gender and treatment on
students academic achievement in secondary school Social Studies. The findings revealed that there was a
significant interaction effect of gender and treatment on students academic achievement in secondary school
Social Studies. This finding is in agreement with Jegede and lyang (1990), Mordi (1992), Chin- Tin (1993) and
Fabunmi (2004) in terms of the interaction of gender and treatment on students academic achievement. This was
because significant interaction effects existed between gender and treatment in terms of students academic
achievement in secondary school Social Studies.

Conclusion
The results in this study provide empirical evidence that students academic achievement in secondary school
Social Studies depend on the method of instruction adopted and are not influenced by gender. However, groups
(treatment) did interact significantly with gender to influence students academic achievement in secondary
school Social Studies. The study has shown that gender (male/female) had no significant effect on students
achievement in Social Studies. It can therefore be concluded that gender of students whether male or female,
does not seem to have any influence on the effectiveness of any of the treatment employed in the study. This is
an indication that if both treatment/strategies are used effectively for male and female they are likely to produce
the same result.

Recommendations
Based on the findings of the study, the following recommendations are made:
1. All learners should be given equal opportunity and the same level of encouragement irrespective of their
gender.
2. Learners should be thoroughly and deliberately motivated to engender higher level of achievement in
Secondary School Social Studies and indeed in all subjects at that level of education irrespective of gender.
3. There should be no differentiation in the way male and female are taught. Equal treatment of male and
female should be factored in Social Studies instructional curriculum and school policy formulation.

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