Gender Differentiation as a Determinant of Students’ Academic Achievement in General English Courses in Nigerian Colleges of Education (Published)
This work investigated the attitude of male and female students towards General English and their achievement in the course in Nigerian colleges of education. Three research hypotheses were set and t-test was used to test the significant difference in the attitudes of students to General English based on gender. The instrument was also used to find out if there is a significant difference between male and female students’ achievement in General English. Pearson product moment Correlative co-efficient was used to find out if there is any significant relationship between students’ attitudes to General English and their achievement in the course based on gender. Simple sampling technique was used to select two hundred male and two hundred female students used for the research. The findings revealed that there was a significant difference in the attitude of male and female students to General English. It was also discovered that there was a significant difference in their achievement in General English. The findings equally showed that there was a relationship between students’ attitude to, and achievement in General English. It was therefore recommended that male students should be encouraged to develop positive attitude to General English, more General English lecturers should be employed, and management in colleges of education should make provision for more lecture theatres, public address system and other facilities that can enhance the teaching and learning of General English.
Foyewa, R.A. (2019) Gender Differentiation as a Determinant of Students’ Academic Achievement in General English Courses in Nigerian Colleges of Education, International Journal of English Language and Linguistics Research, Vol.7, No 6, pp. 69-76,
Keywords: Achievement, Gender, General English, attitude
Masculinity And Cultural Conflict in Chinu Achebe’s Things Fall Apart – A Study (Published)
The African people have varying behaviors, mannerisms, beliefs, thought patterns and way of interaction and all of these differences formed their culture and impacted their way of life. However, with the coming of the Europeans of Africa came cultural infiltration, pollution as well as alteration. This paper analyses Chinua Achebe’s Things Fall Apart from the angle of masculinity and cultural clash as brought about by Westernization. The method of investigation is analytical and descriptive, using the formalist approach: that is looking at the actions, events, sentences and interactions of the characters in order to identity and discuss how males are portrayed, paying attention to issues of cultural realism, behaviors, actions and statements of the characters. The findings of the paper confirmed that African viewpoint of masculinity and cultural tends to be opposed to that of the Europeans, as the action and behaviors appropriate to a man in each society tend to differ. This led to different clashes from religious, cultural, ideological, to social beliefs. the conclusion that cultural clashes exist in the work and contributed to the final play out of the story, where the traditional belief system had to make way for Western ones; making things fall apart. The paper reveals that the male characters have both cultural and individual masculine idiosyncrasies and that the complexities of male roles confirm the pluralistic and slippery nature of masculinity.
Keywords: Africa, Discourse, Gender, Hegemony, Sexuality
Gender Experiences, Teacher Qualification and Students Outcome in English Language among Senior Secondary School Students in Ibadan (Published)
This study examines the relationship between gender experiences and teachers qualification on academic outcome in English language among senior secondary school students in Ibadan. The study adopted descriptive research design while the population is the whole secondary school students in Ibadan. It also adopts Simple random sampling techniques to select one hundred and fifty (150) secondary school students and one hundred and fifty (150) teachers of senior secondary school students totaling three hundred (300) respondents. Questionnaires were the main instruments used for data collection in this study. The questionnaire tagged Gender and Academic Experience Questionnaire (GAEQ) and Teachers Qualification Questionnaire (TQQ). The instrument was validated by the researcher and pilot tested within two weeks which was later yielded r=0.72 and r=0.76 using alpha Cronbach reliability estimation. Based on this research finding, the following recommendations were made that; the individual differences of the learners should be taken care of based on their gender differences as regard their academic pursuit and the teacher of English language should try as much as possible to update themselves by attending seminars and conferences in order to acquire modern skills for their profession/discipline among others.
Keywords: English language and student’s-outcome, Experience, Gender, Students, Teacher, teacher’s qualification
Gender Inequality in the Academia: Precipitate of Antimonies in the Igbo Language and Culture (Published)
In the recent past, language studies stress language and gender issues in relation to sexism – a dynamic field in Sociolinguistics. Sexism as discrimination and prejudice based on sex as a natural phenomenon is a man-made huddle created by men to exhibit power. Even when the language of a speech community is not fully sexist like Igbo language, sexism is stressed in such an environment out of a decision based on status quo bias. Thus, the decision-making model of Baron (2008) on maintaining status quo bias is found a useful anchor for this study. This paper reports a survey on sexism as a phenomenon not fully ingrained in Igbo language, yet, highly exhibited in the culture. To this end, a descriptive survey was employed on the administration of selected universities in five South-eastern Nigeria states. An in-depth interview was administered soliciting views on this practice of inequality in the academia as a model and center for equality. The findings reveal that females are less involved in the higher levels of the university administration as a result of status-quo bias. A significant use of this study is that it lays bare the unnecessary bias against women, and proves that language is not necessarily the cause of sexism, but men. By suggestion it encourages women not to be tendentious against themselves
Keywords: Gender, Igbo Language, Inequality, academia, status quo bias