Given gender as properties that distinguish organisms based on their reproductive roles as female or male, these properties have been argued to have discrepancies in the learning abilities of males and females. Therefore, this study analysed gender and academic achievement trend of graduates in History Studies from the University of Ilorin, Nigeria, from 2019 to 2021. This study adopted ex post facto research design within a census population. 1,491 male and female graduates of History Education from the Faculty of Education and History and International Studies from the Faculty of Arts from 2019 to 2021 were used as the sample. Therefore, the Order of Proceedings of the University of Ilorin for 2019, 2020, and 2021 was used for data collection. The data collected was analysed using descriptive statistics, such as bar charts and percentages, to answer research questions, and inferential statistics, such as the independent t-test for the hypothesis at a 0.05 level of significance. Findings from this study revealed that the trend of academic achievement among male graduates with 2nd-Class-Upper and Lower was upward, while the proportion of males with 3rd Class and Pass was downward. The trend of academic achievement among female graduates with 2nd-Class-Upper, 2nd-Class-Lower, and Pass was upward, while the trend for 3rd-Class was downward. Additionally, there was no statistically significant difference in the academic achievement of male and female graduates from the University of Ilorin. Therefore, it is recommended that male and female students should take their studies and courses seriously, among other recommendations.
Purpose: it appears that students in private schools learn and understand grammar that those in the public schools in Nigeria. This study thus, compared the techniques used in teaching grammar in public and private schools in Kwara State. Design/methodology/approach: the descriptive research design was adopted for the study. Teachers of English Language in thirty (30) selected public and thirty (30) private primary schools in Kwara State participated in the study. The total number of 150 English Language teachers (90 and 60 teachers from public and private schools respectively) were sampled across JSS1, 2 and 3 classes in the selected schools using a simple random sampling technique. A researcher’s designed questionnaire (which was validated with the reliability coefficient of 0.83) was used for data collection while the data collected were analyzed using independent t-test at 0.05 alpha level. Findings: Findings revealed that English teachers from the private schools always generate questions, read aloud, monitor and promote cooperative talk among students unlike English teachers from the public schools who sometimes make use of these techniques for teaching grammar except the technique of read aloud. Originality: A statistically significant difference existed in the techniques used by English teachers in public and private schools in teaching grammar in Kwara State, Nigeria. Theoretical/ Practical implications: Both public and private senior English teachers should always interact with learners by monitoring and promoting cooperative talk among students, encourage the use of grammatical structures. The teachers must also allow students to make use of index cards and markers to fish out parts of speech.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.