Gender

Parental Variables and Expectations towards Public and Private Secondary Schools in Akwa Ibom State, Nigeria (Published)

The study examined the attitude of parent and their expectations towards public and private secondary schools and factors affecting the choice of secondary schools for their wards. Three null hypotheses were raised to guide the study. The research design was a survey. The sample size was 1,000 parents, drawn through stratified random sampling technique. The bases for stratification were Senatorial Districts. Data collection was done through structured questionnaire. Data obtained were analyzed using Analysis of Variance (ANOVA). The findings showed significant differences among parents who had children in public and private secondary schools in Akwa Ibom State. Based on these findings, it was recommended that the state government should support incentives that will transform the school plant into most conducive environment for academic activities. Similarly, proprietors of private schools should recruit professionally trained teachers for effective teaching and learning activities

Keywords: Education, Gender, Parental Variables Exceptions, Private, public

Socio-Demographic Variables and Attention Deficit Hyperactivity Disorder (Adhd) Among Primary School Pupils in Bonny Island LGA of Rivers State (Published)

This study investigated Socio-Demographic Variables and Attention Deficit Hyperactivity Disorder among primary school Pupils in Bonny Local Government Area of Rivers State. The investigation was guided by three specific objectives, research questions and hypotheses. The study used a descriptive research design and 250 school pupils were used as the sample size. An instrument known as Socio-Demographic Variables and Attention Deficit Hyperactivity Disorder Questionnaire (SADHDQ) was used for data collection. The instrument for data collection had reliability index of 0.68. ANOVA and independent t-test were used for analysis of data. The result revealed that there is a significant influence of gender, birth order and socioeconomic status on Attention Deficit Hyperactivity Disorder among primary school Pupils in Bonny Local Government Area of Rivers State. Based on the findings the study recommends that primary school teachers in Bonny LGA should be trained on how to find out variables that could influence Attention Deficit Hyperactivity Disorder in children and refer the pupils/patients as timely as possible.

Keywords: Attention Deficit Hyperactivity Disorder, Birth Order And Socioeconomic Status., Gender

Gender Differences in the Use of ICT among Teachers in Model Primary Schools in Rivers State, Nigeria (Published)

The study sought to determine gender differences in the use of ICT among Teachers in Model Primary Schools in Rivers State, Nigeria. It was a descriptive study with a sample of 200 teachers drawn from 25 functional model primary schools in two local government areas (LGA) of Rivers State namely Port Harcourt City Council and Obio-Akpor. Two research questions and two hypotheses guided the study. The findings showed that there was no significant difference between the mean scores of the male and female model primary school teachers in the use of ICT and no significant difference between the mean scores of female model primary school teachers in Port Harcourt City Council and Obio-Akpor Local Government Areas in the use of ICT. Based on the findings, recommendations were made which included that the Federal, State and Local Governments in Nigeria should equip more schools with ICT facilities and training should be given to both male and female teachers to enable them effectively utilize ICT in their various schools.

Keywords: Education, Gender, Gender disparity, Information and Communication Technologies (ICT)

The Issue of Gender in Elementary Schools’ Hebrew textbooks for the Arab Sector in Israel (Published)

The educational system in the 21st century is still a sociological representative preserving the social and gender structure in society.  The school is a ‘greenhouse’ for strengthening and refinement gender stereotyped identity already in young age, by teaching and imitating the behavior described in the textbooks This article examines the status of women and female students in the Hebrew textbooks in the elementary school studied in the Arab sector in relation to two aspects: the method of teaching of the Hebrew language in the past and in present time, in relation to women’s status. The examination was made by texts and illustrations of textbooks.This study examined the third grade book of ‘Mifgash’ (meetings), it also tested 11 texts in four textbooks from the series of “Ivrit Laderech” (Learning Hebrew) from the third to the sixth grade, in which women have a central leading role.

Keywords: Arab sector, Elementary School, Gender, Hebrew, Textbook, stereotypes

Gender and Academic Achievement of Secondary School Students in Social Studies in Abakaliki Urban Of Ebonyi State (Published)

The study focused on gender and academic achievement of secondary school students in Social Studies. Two research questions such as; what is the effect of gender on students’ mean achievement, and effect of teachers’ gender on the mean achievement of male and female students and null hypotheses were tested at 0.05 level of significance. The population of this study comprised of three thousand four hundred seventy-nine (3,479) Junior Secondary School II (JSS II) students selected from all the secondary schools in Abakaliki urban of Ebonyi State. The instrument used for data collection was Social Studies Achievement Test (SOSAT), data were analyzed using mean and standard deviation for all research questions, and analysis of co-variance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that the mean achievement score of female secondary school students was higher than the mean achievement scores of male students. The findings of the study also revealed that: male and female secondary school students taught Social Studies by male teachers obtained higher mean scores than male and female students taught Social studies by female teachers and female students taught Social studies by male teacher performed better than masculine students taught Social Studies by male teacher and vice versa. The study also reviewed that there are significant different in the mean achievement of secondary school students in Social Studies based on gender. Based on these findings, the researcher recommended that Social Studies teachers should re-assess their classroom instructional practice because there is a need for them to shift from instructional practice that will give the students equal opportunities to excel in instructional activities.

Keywords: Gender, Secondary School, Students’ Achievement and Social Studies

Gender Differences in Guessing Tendencies in Mathematics (Published)

This paper focus mainly on gender differences in guessing tendencies in mathematics. Despite the inherent advantage of essay or free-response questions in terms of ease of construction, elimination of guessing and development of written skills, multiple choice item format is widely used because it leads to the development of objective assessment questions. Expost-facto survey design was used. A sample of 110 students (56 males and 54 females) was drawn through purposive sampling from selected schools in Delta North Senatorial District of Delta State. Final year (SS III) students of 2012/2013 academic session were used for the study. The 50-item objective test items in May/June, 2010 Mathematics administered by the West African Examination Council (WAEC) was the instrument used for the study. The paper concluded that there is no significant difference in the mean guessing score of male and female students in Mathematics.

Keywords: Essay Question, Gender, Guessing Tendencies, Mathematics, Objective Question

EFFECTS OF COGNITIVE AND RATIONAL EMOTIVE BEHAVIOUR THERAPIES ON DRUG ABUSE OF SENIOR SECONDARY SCHOOL STUDENTS IN IBADAN (Published)

This study investigated the effects of cognitive behaviour therapy and rational emotive behaviour therapy on drug abuse of senior secondary school students in Ibadan, Nigeria. The study adopted a pretest-posttest, control group Quasi-experimental design. Multi-stage sampling technique was used to select 120 participants from three randomly selected secondary schools in Ibadan. The participants were randomly assigned to treatment and control groups. The two treatment groups were exposed to eight-week training in cognitive behaviour and rational emotive behaviour therapies, while participants in the control group received no training. One validated instrument: School Drug Abuse Rating Scale (DARS) as used and four hypotheses were tested at 0.05 level of significance. Data were analysed using Analysis of Covariance and MCA. The results of the study revealed that there was significant main effect of treatment on the ability of student’s to overcome their drug abuse challenges (F (3,116) = 6.613, p < .05).Also, the findings indicated that Cognitive Behaviour and Rational Emotive Behaviour Therapies were effective in effecting a behavioural change in students with challenges of drug abuse. Likewise, the result further revealed that there was no significant difference in the main effect of age between (younger and older); gender (male and female) on the drug abuse act of student participants. Also, the three way interaction effect of treatment with age and gender was not significant. Therefore, school authorities should adopt the two interventions as to effectively manage the challenging issue of drug abuse among secondary school students’ in school

Keywords: Age, Cognitive behaviour therapy, Drug Abuse, Gender, School, Student, and Ibadan., rational emotive behaviour therapy

Gender, Feedback with Remediation and Students’ Attitude towards Mathematics (Review Completed - Accepted)

The study investigated the effects of feedback and remediation as instructional strategies and gender on junior secondary school students’ attitude towards mathematics. The sample for the study consisted of 237 junior secondary two (JSS II) students in intact classes of three co–educational schools purposively selected from Akure South Local Government Area of Ondo State. The study employed quasi–experimental design with treatment at three levels namely: Formative Test with Feedback and Remediation, Formative Test with Feedback only and Formative Test without feedback and remediation which served as control. The treatment levels were crossed with students’ gender (male and female). Four research instruments including three Mathematics Formative Tests I. II, III and Mathematics Attitude Scale (MAS) were constructed, validated, and used for the collection of all relevant data. The data collected were analyzed using Analysis of Covariance (ANCOVA) and Scheffe’s Post–Hoc Analysis. Result from the study shows a significant effect of treatment on students’ attitude towards mathematics. However, there was no significant effect of gender on students’ attitude towards mathematics

Keywords: Attitude Towards Mathematics, Feedback, Formative Test, Gender, Remediation