ABSTRACT
This study was undertaken to ascertain if there is any significant difference in the level of achievement of gender differentials in secondary schools in Egor Local Government Area of Edo State. in other word, to see whether the type of schools and sex, affects performance of students in West Africa School Certificate (WASC) English Language. Three secondary schools were selected out of these schools, one hundred and fifty students were chosen for the research. The scores of the students were converted to WASC standard scores and the percentages were found. Then the mean and standard deviations of the groups of boys and the girls were computed and compared.
TABLE OF CONTENT
CHAPTER ONE
Introduction
Statement of problem
Definition of research problem
Relevance of study
Delimitation
Limitation
Definition of terms
CHAPTER TWO
Literature review
CHAPTER THREE
Methodology
Data collection
Research instrument
Selection of subjects
Sampling techniques
Method of data analysis
Collection of data
CHAPTER FOUR
Data analysis
CHAPTER FIVE
Summary, Conclusion and Recommendations
Summary
Conclusion
Recommendations
BIBLIOGRAPHY
CHAPTER ONE
INTRODUCTION
Education in this country and outside have over these years geared up. Importance should be attached to the level of performance of boys, girls school and co-educational secondary schools in English language. It is not often realized that the type of secondary school purely on the basis of sex can have a tremendous effect on student’s level of performance in English Language. This is more so, in a society like ours, where English is the language of instruction in schools. The language of trade and an accepted medium of communication in all facets of life.
It is therefore, important to find out whether any relationship exists between secondary schools type, on the basis of sex and students achievement in English Language in West Africa School Certificate Examinations. This study considered schools in Egor Local Government Area.
It is common knowledge that some girl’s secondary schools are predominantly staffed by female teachers, while some boy’s secondary schools on the other hand are mostly staffed by male teachers. However, research has shown that female teachers pay greater attention to female students, while male teachers pay greater attention to male students in the process of classroom interaction. The findings in the area of mixed secondary schools are not at all clear. The fact that secondary school is purely girls or boys or mixed secondary school could affect student’s performance in English Language.
Relationship between variables
In a research of this type sex is a variable. Schools were broken down into three main categories. We have girls secondary school, boys secondary schools and co-educational secondary school.
For the purpose of this study, the following hypothesis will be tested.
The findings of this study would help schools administrators and educationist plan effectively on how to distribute schools that performed poorly in English language. Since this finding is consistent, other factors should be researched on in order to improve student’s level of performance of mixing staff and also mixing students of both sexes in boys as well as girls secondary schools.
This study covers a population of thirteen secondary schools in Egor Local Government Area of Edo State. The schools which have been sitting for the WASC examination for up to four years were chosen. The random sample of three schools was taken using the table of random numbers; there is one male school, one female school and one co-educational or mixed secondary school.
The study was delimitated to three selected schools in Uselu, Adolor and Iyoba in Egor Local Government Area of Edo State. the scope to be covered include performance in West African Examination Council English on the basis of sex.
I encountered a lot of constraints during my course of research into this project work. Some of the things I was limited to during this study included lack of finance, limited time and problem in getting materials on time. The students I gave my questionnaire gave me tough time before they finally agreed to help me out.
The following terms which might connote different meaning with the design of this study are defined below;
Single-Sex Secondary Schools: These are schools that are either purely girls or purely boy’s schools.
Mixed Secondary Schools: These are schools that are for both boys and girls.
Questionnaires: List of questions to be answered by a group of people to set facts or information about their views.
Limitations: Conditions of being limited circumstances that hinders.
Delimitation: Determine the limits or boundary of research findings.
Random Sample: Selection of students without bias or premeditation.
Null: When the performance of various groups is of no effect.
