Title:
THE IMPACT OF SCHOOL-GENDER ON STUDENTS’ LEARNING OUTCOME: A SECONDARY SCHOOLING SETTING

Authors:
Lydia I. Eleje, Chidiebere C. Abanobi, Adeline N. Anyanwu, Florence N. Ufearo, Gbenga Akinfe and Ugochi C. Mbachu

Abstract:
The researchers examined the impact of school-gender on students’ learning outcome using ex post facto research design. 100 Senior Secondary 3 (SS3) students that offer economics from 3 randomly selected public secondary schools (each school represents a school-gender) in the urban setting of Nnewi education zone constituted the study sample. The instrument for data collection was Test of Achievement in Quantitative Economics (TAQE). Mean and an independent t-test (at 5% level of significance) were used to answer the formulated research questions. The findings from the study indicated a non-significant difference (p-values = 0.556; 0.489; 0.216) in the students’ mean achievement scores in quantitative-economics based on secondary school-gender. We conclude that school-gender has no influence on students’ academic achievement. It is therefore recommended that researchers should conduct similar studies in other zones of Nigeria or yonder to aid generalization of results.

Keywords:
school-gender; learning outcome; secondary school; quantitative-economics

DOI:
http://dx.doi.org/10.37500/IJESSR.2021.4113