ENENE OGBU ENENE

8/16/2019 ENENE OGBU ENENE

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A RESEARCH PROJECT

BY

REG. NO: CRSCOE/SL/2012/

DEPARTMENT OF

SUBMITTED TO

SCHOOL OF EDUCATION

CROSS RIVER STATE COLLEGE OF EDUCATION

AKAMKPA

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR

THE AWARD OF NIGERIA CERTIFICATE IN EDUCATION

(N.C.E)

SEPTEMER! 201"


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CERTIFICATION

This is to certify that this research projects was carried out by Mr. Enene

Ogbu Enene uner my close supervision and guidance.

Name of upervisor! "r. #ulius $. $shie

ignature! %%%%%%%%%%%..

"ate!%%%%%%%%%%%%%..


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DEDICATION

This wor' is dedicated to the (lmighty )od for his absolute guidance and

protection throughout my period of study.

*ollowed by my dear parents Mr. and Mrs Enene Ogbu who led the

foundation for this programme but the called of nature could not allowed him to see

the manifestation of his dream.


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ACKNOWLEDGMENT

, must sincerely e-press gratitude to the (lmighty )od for his protections

strength and good health granted me throughout the course of this research project.

My appreciation e/ually goes to my supervisor 0hief "r. #ulius $. $shie for

his encouragement assistance and guidance towards the success of this research

wor'.

My special appreciation goes to my ead of "epartment "r. Mrs3 Marcelina

Edu.

(lso , wish to than' the "ean of my chool "r. $sani for his readiness

towards students problems at all times that has brought me to the end of this

academic wor'.

,t is by the special grace of )od on my mother Mrs. N'o had whom my

father has left the whole burden on her and she has been able to carry it to the end.

May )od bless her.

, wish to than' Mr. 4aulinus ,dang for the effort he made to encourage me on

this study ir )od bless you.

My gratitude goes to my father in the 5ord 4astor and 4astor Mrs O'po 6anu

for their care prayers and contribution that made this academic wor' a success.

Other members of the family are not left out my. )od richly bless you all. (men.

*inally this project wor' could have be incomplete if the names of my friends

and my course mate is not mentioned. Etta 5ucy 7. 0omfort 8eronica appiness

E'ari'a 8ictor ambso Mi'ey to mentioned but few. , love you all.


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TALE OF CONTENT

Title page : : : : : : : : : i

0ertification : : : : : : : : ii

"edication : : : : : : : : : iii

(c'nowledgement : : : : : : : iv

Table of 0ontent : : : : : : : : vi

(bstract : : : : : : : : : i-

0(4TE; ONE

,ntroduction

7ac'ground of the tudy : : : : : : : 1

tatement of the 4roblem: : : : : : : 1

4urpose of the tudy : : : : : : : &

ignificance of the tudy : : : : : : : &

;esearch


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academic achievement : : : : : : : 19

ummary of literature review : : : : : : 1>

0(4TE; T;EE

;esearch Methodology

;esearch design : : : : : : : : 1A

(rea of the study : : : : : : : : 1A

4opulation of the study : : : : : : : 1?

ample and sampling techni/ues : : : : : 1?

,nstrument for data collection : : : : : : 2B

8alidation of instrument : : : : : : 2B

Method of data collection : : : : : : 21

Method of data analysis : : : : : : : 21

0(4TE; *O$;

;esults

4resentation and interpretation of ;esults : : : : 22

"iscussion of findings : : : : : : : 29

0(4TE; *,8E

ummary and 0onclusion

ummary of ;esults : : : : : : : 2C

)eneral 0onclusion : : : : : : : 2A

,mplications of the study : : : : : : : 2A

;ecommendation : : : : : : : : 2?

5imitations of the study : : : : : : : 2?


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uggestions for further study : : : : : : &B

;eferences

(ppendi-


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ASTRACT

The purpose of this study was to determine the influence of bro'en homes on

academic performance of pupils in 7aise 5ocal )overnment (rea of 0ross ;iver

tate. ( review of related literature was carried out this study research /uestion

were formulated for the study and twenty 2B3 items /uestionnaire wereadministered to the sample class to elicit data to analyse data for research /uestion

, ,, and ,,, the following results were obtained. ,t was discovered that bro'en

homes have serious adverse influence on pupils academic performance. (lthough a

negligible number of respondents did not accept that bro'en homes affect pupils

academic through the finding it prove that bro'en homes has an effect on pupils

academic performance due to lac' of parental guidance hence divorced parents and

non:availability of school basic needs or materials. 7ased on this study the

researcher made some recommendations to help governments and other sta'e:

holder in education especially in primary schools to stem the tide against the

influence of bro'en homes and its associable problems.


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CHAPTER ONE

INTRODUCTION

ACKGROUND OF THE STUD#

Marriage as instituted by )od suppose to be a life time affair i.e for better or

for worse3 irrespective of the type of marriage i.e traditional rigious of court marriage

Matt. 1?.9 Number &B.23.

owever either deliberately or conditionally cases at bro'en homes bound in

history are staidly on the increase in the countenperally world both in literate and non:

literate families it is most prevalent in communities that divorce or separation are

permissive.

=hen marital home is separated both couples and offspring of such families are

psychologically affected on the part of divorce couples loss their intimacy when the

children often do not enjoy infant maternal care therefore their psychological and

social development are often hampered. They are often deployed to stay with their

age grand parents or relations who are often illiterates thus do not realiDe the need for

early education.


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ometimes they stand the danger of victimiDation by their step mothers in the

home such women over engage them in domestic activities thus robbing them of their

precious time of studying naturally their academic wor's often suffer in such

circumstance the children grow under depressed condition and this their

psychological status inter:plays to affect their educational pursuit.

STATEMENT OF PROLEM

7y )od@s standard marriage is supposed to be without divorce or separations

however marital ties get separated when this happen both the separated couples and

the children ali'e suffer the issue of bro'en homes and the effect on the families and

society of large is a thing of great concern our welfare offices are crowded daily with

complains form separated couples.

7oth religious couples family heads society leaders are actually crying through

all available media for all hands to be on dec' to arrest this society ill. ,t this problem

is not viewed with the seriousness it deserves and promptly too the future hope and

leaders of this great nation will be jeopardiDed since the victims of this societal ill are

the children and future hope and leaders of tomorrow.


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Thus whatever affects their educational advancement leaves our dear nation and

the world at large in nothing less of a disturbed future then the problem is do unstable

home affect the academic performance of pupils especially in 7aise 5ocal

)overnment (rea (nd who is more affected male or female child

"o children from bro'en home have e/ual academic aspirations as children

from stable homes

These are the problems that this research study will attempt to investigate and

try to address.

PURPOSE OF THE STUD#

This research wor' is made necessary by the debate or controversy stated

earlier. The study sought to find out whether or not female students really perform


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better than their male counterparts in 0E as seen in a comparative analysis of the

academic performance of students Essien 1?A23.

SIGNIFICANCE OF THE STUD#

#ust li'e every other educational research this study will be of benefit to the

field of education. The results of the study will help various school counselors and

teachers to step:up campaigns against gender biasness that will wor' against

performance in literature of both boys and girls.

,t will also encourage healthy competition between male and female students in

0E literature. ,t will further be of immense benefit to both teachers and parents by

ma'ing them encourage their wards in choosing careers. The study will also be seen

useful by future researchers on similar or related topics. The recommendations of this

study will form the basis for further research in other 5ocal )overnment (reas as well

as other subjects li'e Mathematics 0hemistry and )eography ocial tudies etc.

RESEARCH QUESTIONS

This study is targeted at answering the following /uestions!

1. "o boys perform better than girls in 0E literature

2. To what e-tent do boys perform better than girls in 0E literature


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&. To what e-tent do se- influence the performance of boys and girls in 0E

literature

SCOPE OF THE STUD#

The research is solely concerned with the performance of boys and girls in a

particular subject which is literature in the 0E only in four +3 years 2B11:2B1+3.

,t will cover only four +3 selected schools that have written 0E for up to four +3

years in Ogoja 5ocal )overnment (rea.

,n an attempt to find out the performance of boys and girls in literature in the

0E the study is limited to Ogoja 5ocal )overnment (rea in 0ross ;iver tate.

This is so because as an indigene the researcher is placed in an advantage position to

carry out a detailed study. owever the result of this study might be affected by some

other constraints. One of those problems was lac' of ade/uateFsufficient time since

the period coincided with lectures and e-aminations. Other e-traneous factors

hindering the comparison which were not the result of those highlighted in the

literature review were ignoredG such factors includesG the health of the subjects@

truancy teachers and school influence.


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*inally it is pertinent to note that this investigation did not go beyond the

comparison of the results of both boys and girls in the target area.


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CHAPTER TWO

LITERATURE REVIEW

This chapter presents a review of facts ideas and studies related to comparison

of boys and girls in literature. ( brief consideration of the emergence and status of

literature teaching in Nigeria is underta'en under various sub:headings!

• "evelopment stages

• e- differences and students performance in literature

• 4erformance of students in literature in relation to their home bac'ground

• Teachers@ attitude and differences in performance

• 4arents@ level of educational attainment

• ummary of literature review

DEVELOPMENT STAGE

"espite various unsolved theoretical and methodological problems some of the

established differences between the gender and various points of development were

summariDed by EDewu 1?AC pp 111:1A?3 thusG H(t birth the boys are stronger

healthier taller and more active and more aggressive than the girls but the girls are

less susceptible to genetic defeat and more resistant to other biological haDardsI.

The boys indicate an early orientation to visual stimuli:geometric patterns

novel and comple- stimuli. The girls on the other hand show stronger orientation to


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face people auditory stimulation linguistic stimuli and vocaliDationG they spea' earlier

and faster than the boys. *airban' 1?&C3 purport that the boys@ organism has an

activity orientation to environment. e remar'ed that the early differences shown by

both genders in attraction to stimuli are carried over to infant play with the boys

showing more interest in object play and manipulation and girls in dolls. e further

painted out that boys@ orientation activity and their greater e-ploration and

aggressiveness are gradually transformed through pre:school years@ into what adults

call or term intrinsic achievement motivation. The girls@ early interest in people

persist in the form of higher interest.

5aban 1?CA3 e/ually observed that from school onward the boys shows

increasing superiority in verbal comprehension and reasoning s'ills arithmetic and

mathematical leanring spatial perception and orientation speed and accuracy of

reactions to visual and auditory stimuli mechanical aptitude and problem solving

ability. =hen compared the noticeably difference of the latter physical maturity of

the boy together with his relatively impersonal rather than interpersonal orientation

seem to put him at a disadvantage point in both coping with school subjects and

teachers. ,n early school years girls are more popular with peers and are approved of


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by teachersG boys become significantly more acceptable by peers. ,n the early school

years as strongly observed by Miller 1?CA3 the two genders seem to be e-ploring

different cognitive styles. =hile the girls show more attention to detail use for

narrower categories when classifying materials and give routine and non:creative

responses in their imaginative activity boys uses broader categories for classification

and pay more attention to both novel elements in their imaginative activities. (t the

end of the junior years these cognitive differences are paralleled by the familiar

traditional differences in interests.

e e-plained that boys pay greater attention to sports adventureG mystery and

sciences while girls show more interest in romance tragedy home and animals lives in

reading. "uring the high school year the only considerably increased differences is

the boys showing much greater s'ills in mathematics science and mechanical

superiority on verbal reasoning. The girls show superiority in superior articulation

grammatical construction and spellings though from the fifth grade girls shows

superiority in all clerical s'ills as well as those involving manual de-terity.

Tyler 1?9?3 on the bias of a comprehensive study of his own summariDed the

differences between boys@ and girls@ approaches under five 93 general principles.


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These fit in with most of the research study on personality differences and are as

follows!

a3 7oys@ thin'ing is oriented more in terms of self whereas girls@ thin'ing is

oriented more in terms of the environment.

b37oys@ thin'ing anticipates rewards and punishment more as a result of the

ade/uacy or inade/uacy of self whereas girls@ thin'ing anticipates rewards and

punishment determined more as a result of the friendship or hostility of the

environment.

c3 7oys@ thin'ing finds values more in boys@ violent and hostile actions against a

comparative society where as girls@ thin'ing finds values more in freedom from

restraints in a friendly and pleasant environment.

SE$ DIFFERENCES AND STUDENTS PERFORMANCE IN LITERATURE

e-es as a factor in English 5anguage performance. *ry 1?AB3 observed that

there are more boys than girls in literature performance across the curriculum. This

trend he observed is not an accidental finding but that there is no ready e-planation

as observed by *ry 1?AB. e pointed out that most first grade teachers were women

and they presented better role models for girls or somehow are more emphatic towards

girls.


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e contended that girls tend to develop fine motor s'ills including slightly

earlier than boys when reading and writing which re/uires motor activities. 4rescott

1?CA3 using five hundred and fifty 99B3 students in the first grade of the 5os

(ngeles 0ity chool taught literature in se- segregation groups. 0are was ta'en to

ensure a wide range of socio:economic levels. Two English grammar periods were

offered one in the morning and another one in the afternoon.

On the other hand 5aban 1?CA3 maintained that girls have added advantage

over boys because boo's characters and cultural beliefs as wells as the very materials

used in teaching literature favoured girls. Though not much research in Nigeria have

delved either partially or specifically into this problem it is therefore pertinent and

will be rewarding in this study to discovered the mode of achievement in the literature

performance of boys and girls respectively in the developing world especially Nigeria

where females are culturally consciously and constantly responsible for performing

house chores as well as serving the males. The involvement is not only very e-erting

and strenuous but it is also capable of depriving them of the desire for reading and

writing.


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5abon@s ta'e on the issue is confirmed by the outcome of the study carried out

by *ry which after a statistical analysis of performance in literatureG boys taught in the

absence of the girls did not show more significant gain in achievement or growth than

boys taught in mi-ed grouping. (gain the girls as a group achieved more

significantly than boys. Meanwhile it was found that there is a significant difference

between boys@ and girls responses to auditory presentation of materials.

(ccording to Maslow 1?>?3 girls appear to e-cel in verbal ability where this

is defined as fluency the use of words rather than the comprehension of verbal

meaning. )irls tends to tal' more read faster and less susceptible to reading and

speech difficulties. ( number of studies have found se- differences usually favouring

girls in literature performance especially during the early years of instructions.

,n a study of nearly fifteen thousand 19BBB3 students )ay 1?>>3 reported a

somewhat superior performance by first grade girls in metropolitan literature tests as

against the first grade boys. owever this and other studies suggest the commonly

reported early gender differences favouring girls in reading maybe due to

environment and instructional influence and not natural. tudying culture and

performance carefully EDewu 1?AC3 noted that there is cultural e-pectation and se-


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role stereotyping. e also states that as a part of the community and the larger society

invariably affects the schools and their performance. ocial values he maintains

already imbibed by members of the society are li'ely to infiltrate the school system

and the students@ performance positively or negatively.

e- role stereotyping plays an important role in the socialiDation of children as

they grow into adulthood. Essien 1?A23 reported that children as young as two 23

years of age shows substantial 'nowledge of se-:role stereotyping. This se-:role

attitude to an e-tent moderate the relationship of girls achievement motivation and

performance. Therefore se-:role emerges as a substantial and consistent determinant

of girls performance in literature. This same view was e-pressed by *ry 1?AA3 who

opine that concepts of low e-pectation and eagerness at lessons of (frican girls and

roles e-pected are transmitted to daughters by their mothers. e stated that this

prescribes their preparation. There are several world:wide gender difference in

students of fields of study. This may therefore be believed to be the reason behind

girls showing more interest in literature and some people regarding the subject as

feminine.


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PERFORMANCE OF STUDENTS IN LITERATURE IN RELATION TO

THEIR HOME ACKGROUND

)arner 1?A13 held the view that home bac'ground poses a problem in literature

education because the attitude and values that children from various bac'grounds

brings to school may or may not fit into the culture of the school. (ccording to him

people have limited economic circumstance to hire houses and whose e-istence

revolves primarily around the attainment of the basic needs of food and shelter have

an outloo' on life that is coloured by the day:to:day struggle for survival. This outloo'

influence the way their children tal' and behave in the presence of prominent figures

as well as the way they feel about themselves and their future.

The slow child@s way of life also affects the development of language s'ills a

critical need for success in the classroom. (fter an e-tensive research he stated that

there are three 'inds of under:developed languages found among disabilities which

includes!

i3 ome have under:developed language s'ills as a result of a paucity of fully

conceptualiDed e-periences.

ii3 ome have true verbal destritution in other words less language use in

literature performance.


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iii3 Others have full but non:standard language development that is language

that is highly developed but deviates from literature.

e reiterated that the school as it is well 'nown is largely an e-tension of the

middle:class home not only in its culture but also in its social organiDation. The

school attempt to help bring the child into himFher adult world lime:light and that

world is therefore most li'ely to succeed with middle:class students who have already

ac/uired the social s'ills and bac'ground e-perience necessary to meet the

e-pectations of teachers.

TEACHERS% ATTITUDE AND DIFFERENCES IN PERFORMANCE

4rescott 1?CA3 held that teachers@ role in students@ ac/uisition and performance

in literature has been of good concern to educationist and researchers. Teachers play a

very vertile role and sometimes indispensable role in the child@s learning at school.

This view was also shared by 4umpfeh 1?CA3 who says that a teacher@s

attitudes towards his students and the subjects heFshe teacher usually affects the

students@ learning e-perience which may in a long way influence their literature

achievement. This view is e/ually shared by *ry 1?AB3 who noticed that the learners@

previous language learning e-perience may influence his literature achievement. ,f


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the teacher treats hisFher students fairly recogniDes the individual strengths and

wea'nesses and provides for them the students will develop a positive self:concept of

themselves. They will be interested in the teacher and conse/uently would show

interest in what is presented to them.

PARENTS% LEVEL OF EDUCATIONAL ATTAINMENT AND DIFFERENCES

IN ACADEMIC ACHIEVEMENT

,n line with the research conducted by Miller 1?CA3 he stated that the level of

parents education affects the academic performance of the child. 4arents@ who are

intelligent and educated will provide their child a favourable environment and will

li'ely encourage the child to develop interest at school. e further observed that the

level of parents@ education is related to the literature test performance of children. e

confirmed that parents who have relatively higher level of education may be

transmitting to their children more of the culture of the school than parents who had no

education.

)ay 1?>>3 from his investigation with )hanaian econdary chool students

found out that fathers who attended only primary school have little use of English

5anguage and so have negative association. The end result of this is that children


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from such homes tends to imbibe a similar attitude towards literature which

undoubtedly has a telling effect on their performance in the subject. e further

emphasiDed that educated parents usually show interest in their children@s progress

meet and collaborates with teachers. *rom this investigation he realiDed that parents@

educational bac'ground influence the academic achievement of their children in

school. The children@s educational achievement therefore depends to a large e-tent on

the 'ind of educational attainment of their parents.

SUMMAR# OF LITERATURE REVIEW

The review of literature has sewed as the empirical foundation for the study.

The review focuses on the comparison of 7oys and )irls performance in 5iterature.

owever the researcher aims at the holistic investigation of these factors

comparison of boys and girls performance in literature3. imilarly the influence of

se- of adolescent in the school system have served as the aforementioned variables

others numerous related factors on se- of adolescents these variables includesG

developmental stage home:bac'ground teacher attitude e.t.c.

The researcher did not mention the factor that e-ert significant influence on se-

performance in literature of adolescent in the non:formal setting of society. owever


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the literature review has brought to a different societal variable which e-ist greatly on

the academic performance of adolescence.


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CHAPTER THREE

RESEARCH METHODOLOG#

RESEARCH DESIGN

The study is a descriptive type based on the survey method. )ay 1?>>3 defines

survey as an attempt to collect data from a number of the population with respect to

one or more research results. The research was carried out in Ogoja 5ocal

)overnment (rea of 0ross ;iver ;iver tate.

AREA OF STUD#

This study was carried out in Ogoja 5ocal )overnment (rea of 0ross ;iver

tate. ( total of 2BB ,,, students participated in the study. *orty +B3 of those

students were randomly selected from each of the four +3 different schools located

within and outside Ogoja $rban. These schools are!

1. (ll aints 0omprehensive econdary chool (ba'pa : Ogoja

2. )overnment cience chool ,shibori J Ogoja

&. Technical chool (ba'pa J Ogoja

+. Mbubewest 0ommunity econdary chool Mbube J Ogoja

Each of these schools is co:educational and there are mostly located within

Ogoja $rban though with one from a rural area of the 5ocal )overnment (rea.

POPULATION


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The population of the study consist of all the econdary chools in Ogoja 5ocal

)overnment (rea. The researcher randomly selected four +3 chools in Ogoja 5ocal

)overnment (rea.

SAMPLE AND SAMPLING TECHNIQUE

The researcher collected ,,, certificate E-amination ;esult in literature for

four +3 years 2B11:2B1+3 from the four +3 schools visited. The researcher collected

the data randomly in the schools. The literature performance of both boys and girls

was collected randomly then compared to ascertain which group@s performance was

better in literature. The method used here for the data collection was preferred

because it was found to be more efficient reliable validated and less time consuming.

More over it permitted the collection of data from a large sample. Thus it allowed for

the collection of data within the time and resources available for the investigation.

INSTRUMENT FOR DATA COLLECTION

The 0E results were collected by the researcher in person. =hen consulting

the original result the researcher e-plained the purposes and objectives of the study


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and cited the benefits of the findings of the study to the students and the school

authorities. The presence of the researcher enable her to cross:chec' the data correctly

and to e-plain certain mi-:conceptions doubts or errors in the interpretation of the

motive of data comparing the performance of males and females in literature.

VALIDATION OF THE INSTRUMENT

The document 0E ,,, results did not re/uire any validation since there were

supposed to be testimonies of how each student performed. owever the assumption

that guided the decision of the researcher in choosing the result of the e-amination

included the fact that!

13The teachers in all the schools at least were either trained Nigeria 0ertificate in

Education N0E3 or $niversity graduate in the subject.

23(ll the secondary schools chosen for the research followed the same ,,,

approved syllabus.

METHOD OF DATA COLLECTION

The ,,, result of four +3 schools for four +3 consecutive years 2B11:2B1+3

were e-amined. These results were meant to provide empirical evidence for the

respective schools understudy.


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METHOD OF DATA ANAL#SIS

The researcher analyDed the data using simple percentage using the formula

number that performed better in literature viD:a:viD total number of candidates that

registered and sat for the e-amination.


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CHAPTER FOUR

RESULTS

PRESENTATION AND INTERPRETATION OF RESULTS

This chapter presents the results of the data analysis. *or the sole purpose of

this study the results are presented school by school. Therefore a discussion of the

various results is as follows!

Table ,

Table ,! 7oy@s and )irl@s performance in ,,, literature in all aints 0omprehensive

econdary chool (ba'pa:Ogoja.

Subject Year 2011 Pass Fail % 2012 Pass Fail % 2013 Pass Fail % 2014

Pass

Fail

%

Literature Boys 15 15 0 50 15 13 2 33.7

15 14 1 35.6

15 15 0 50

Girl 15 15 0 50 15 15 0 50 15 15 0 50 15 15 0 50

otal 30 30 0 100

30 2! 2 !3.7

30 30 1 !5.6

30 30 0 100

The table , shows the performance of boys and girls in literature in (ll aints

0omprehensive econdary chool (ba'pa:Ogoja. The school results form 2B11:

2B1+ indicates that thirty &B3 students wrote the ,,, certificate E-amination fifteen

193 boys and fifteen 193 girls. The results also shows that in 2B12 thirteen 1&3 boys

and fourteen 1+3 girls passed and 2B1& fourteen 1+3 boys and fifteen 193 girls


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passed the e-amination while two 23 boys and one 13 girl and one 13 boy and no

girl failed respectively. *orm 2B11:2B1+ the same number of students sat for the

e-amination and all passed the e-amination in 2B11 and 2B1+.

Table ,,

,,, ;esults of )overnment cience chool ,shibori:Ogoja


Pass

Fail

%

Literature Boys 15 14 1 35.6 15 14 1 35.6

15 15 0 50 15 15 0 50

Girl 15 14 1 35.6 15 15 0 50 15 15 0 50 15 15 0 50

otal 30 2! 2 .

71.21

30 2" 1 !5.

6

30 30 0 30 0 100 0 100

The result in the table above ,,3 shows the performance of boys and girls in

literature in )overnment cience chool ,shibori Ogoja. ,n the result thirty &B3

students of which fifteen 193 boys and fifteen 193 girls sat for the ,,, 0ertificate

E-amination. ,n 2B11:2B1+ out of the thirty &B3 students that too' part in the

e-amination twenty:eight 2A3 passed and two 23 students failed one 13 boy and

one 13 girl3 in 2B11 twenty:nine 2?3 passed and one 13 failed one 13 boy in 2B123

but in 2B1&:2B1+ the same number of students sat for the same ,,, e-amination

and they all passed.


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Table ,,,

,,, ;esults of Technical chool (ba'pa:Ogoja


Pass

Fail

%

Literature Boys 15 14 1 35.6 15 14 1 35.6

15 15 0 50 15 15 0 50

Girl 15 14 1 35.6 15 15 0 50 15 15 0 50 15 15 0 50

otal 30 2! 2 .71.21

30 2" 1 !5.6

30 30 0 30 0 100 0 100

The above table ,,, shows the performance of boys and girls in literature in

Technical chool (ba'pa:Ogoja form 2B11:2B1+. ere thirty &B3 students sat for the

,,, 0ertificate E-amination in the aforementioned school and only two 23

students failed one 13 boy and one 13 girl3 both failed in the first year and the

following years they all passed as their performance were all encouraging.

Table ,8

,,, ;esults of Mbube =est 0ommunity econdary chool Mbube:Ogoja


Pass

Fail

%

Literature Boys 15 14 0 50 15 15 0 50 15 14 1 35.6

15 13 0 33.7

Girl 15 15 0 50 15 15 0 50 15 15 0 50 15 15 2 50

otal 30 2! 0 50 30 30 0 100

30 2" 1 30 30 2! 0 !3.7


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*rom the last table above ,8 it shows the performance of boys and girls in

Mubube =est 0ommunity econdary chool Mbube:Ogoja. This school shows the

poor performance of boys in Ogoja. ,n 2B11 all fifteen 193 boys and girls passed the

e-amination and the 2B12 batch as well in 2B1& all the girls passed the e-amination

while one 13 boy failed. ,n the last year of my findings in 2B1+ all the fifteen 193

girls passed and two 23 boys failed which when compared with the performance of

boys in the other schools the researcher was made to believed that the performance of

girls was better than boys in literature and that it is not a mare speculation.

DISCUSSION OF FINDINGS

There is a significant relationship between performance of literature and gender

se-3. The results where collected from four +3 different schools in Ogoja and it

shows how well the students performed in literature. The results in all the schools

shows that the girls were superior over the boys in literature.

this findings contradicts the research carried out b $'wa Evelyn (tuane 2B1+3

who opines that the performance of the girls in general was poor as against their male

counterpart there by inducing that the boys were more superior than the girls.


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2C

The findings made in this research study is in tandem with )ray@s 1?>>3 study

of nearly 19BBB3 first grade students of )hana of which the girl performance in the

test was superior over that of the boysG 4rescott 1?CA3 also pointed out in his study

carried out that boys show no significant growth in learning literature than those

taught in mi-ed grouping as against their female counter:parts who showed significant

difference due to their auditory presentation of materials.


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2A


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2?

CHAPTER FIVE

SUMMAR# AND CONCLUSION

SUMMAR# OF RESULT

The present study was a survey on the influence of se- differentials on the

performance of students in literature in Ogoja 5ocal )overnment (rea. ,n the

introductory part of this research it was indicated that English and 5iterature are

important vehicles of instruction in Nigerian schools and that continued focus on

improved performance of students in literature has degerated in the subject.

;espondents in the study were enior econdary chool students ,,,3 drawn

from sedcondary schools in Ogoja 5ocal )overnment (rea. The survey method and

personal observation methods were used to collect data for this study.

The simple percentage data disclosed what the results showed. The results

obtained revealed that girls showed superiority over the boys. The results obtained

and their analysis revealed that!

1. 4erformance in literature relate significantly to se-.

2. )irls are inclined to be more superior to boy in literature


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&B

GENERAL CONCLUSION

The need and relevance of assessing the performance of students in secondary

school cannot be over:emphasiDed. The results collected from four +3 secondary

schools showed that girls are superior to boys in literature in English.

The results collected from the four +3 schools showed that girls performed

better than boys in some years while in other years they all performed well. *or

instance in the school li'e (ll aints 0omprehensive econdary chool (ba'pa:

Ogoja the performance of girls and boys for 2B12:2B1& showed that the girls were

leading while in other years they were all e/ual. (lso in a school li'e Technical

chool (ba'pa:Ogoja the data collected showed that the performance of both boys

and girls was good in the four +3 years.

IMPLICATIONS OF THE STUD#

Other factors may relate that girls showed superiority in literature over the boys.

The implication of the study therefore is that the girls perform better in literature than

boys which is contrary to what many people believe.


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&1

RECOMMENDATIONS

1.(wareness should be created on the importance of literature to certain

courses li'e! Theatre (rts English tudies 5anguage etc in tertiary

institutions.

2. 5ibraries should be stoc'ed with story boo's plays novels etc to help the

students develop more interest in the subjects.

3.More practical steps should be introduced by ma'ing students demonstrate

some of the stories read from their literature te-t. ,t is one thing to conduct a

research study and another to ma'e use of the available information drawn

from same. Therefore there should be a body of e-perts appointed by the

*ederal )overnment to monitor the implementation of research

recommendations throughout the country.

LIMITATIONS OF THE STUD#

,n an attempt to investigate the difference in learning abilities and disabilities

the researcher was in a better position to carry out a detailed study of the problem.

owever the results of this study might be affected by other results of those factors

highlighted.


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&2

On the basis of available evidence relating to the study there is a significant

relationship between performance in literature and se- gender3.

SUGGESTION FOR FURTHER STUD#

There is need for this very research to be replicated in all other 5ocal

)overnment (reas of 0ross ;iver tate and indeed other states of the federation. This

will ensure greater generaliDation of any findings so that a much stronger basis would

be established for policy ma'ers to enhance major improvements in the school system.

Other areas that need a similar study include!

a3 Effects of parental awareness on the performance of students in literature.

b3Environmental effects on the performance of students in literature.

c3 (nother research should be carried out involving more schools from different

local government areas in the state to ascertain an authentic result in the subject.


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&&

REFERENCES

Essien ). (. 1?A23 ( comparative (nalysis of the (cademic 4erformance of 0ross

;iver tate econdary )rammar chool tudents. $niversity of 0alabar. 7.

Ed "egree ;esearch 4roject.

EDeu E. E. 1?AC3 ocial and 4sychological factors of uman 5earning in chools.

Onitsha Nigeria 4ublisher

*airban' ;. E 1?&C3 The subnormal child seventeen years after Mental ygiene.

#ournal 1C pp. 1CC:2BA.

*ry E. 7. 1?AB3 Elementary ;eading ,nstruction. New Kor'. Mcgraw:ill

)ardner ,. 1?A13 5anguage and social conte-t. 5ondon:4enguin

)ay 5. ;. 1?>>3 Educational ;esearch 0ompetence for (nalysis and (pplication.

0olumbas! Merill.

5aban . 1?CA3 e- "ifferentiation on (cademic 4erformance. #ournal of education

4sychology. 4p. 29:&B.

Maslow ( . 1?>?3 Motivation and 4ersonality. New Kor'! arper 7ow

Millar #. 1?CA3 4rinciples of 0lassroom 5earning and 4articipation. 5ondon! )eorge

(llen.

4rescott T. 1?CA3 (ttitude towards Mechanical 5earning. 5ondon! 4enguin

4umpfeh # 1?A+3 uman Thin'ing and "evelopment. New Kor'! 5ongmans

Tyler 5. 1?9>3 The 4sychology of uman "ifferences. New Kor'! (ppleton


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&+

APPENDICES

MINISTR# OF EDUCATION CALAAR!

CROSS RIVER STATE 2011&201' SENIOR SECONDAR# SCHOOL

CERTIFICATE E$AMINATION MASTER SHEET RESULT IN OGOJA

LOCAL GOVERNMENT AREA0OO5! (55 (,NT 0OM4;EEN,8E E0ON"(;K 0OO5 (7(64(:

O)O#(FN 2B11

e-

core

s

FN 2B12

e-

core

s

FNo 2B1&

e-

core

s

FN 2B1+

e-

core

s

1 * ?9 1 * CB 1 M >9 1 * CB

2 M AA 2 M >A 2 * >& 2 M CB

& M AB & M >+ & * >> & M >A

+ * AC + * C1 + * >A + * >?

9 * AA 9 M >> 9 * CB 9 * C1

> M A& > M >& > * CB > M >&C * ?2 C M >& C M >A C * CB

A * ?+ A * >A A M CB A * C1

? * A? ? * C1 ? * C& ? * >C

1B M A9 1B C9 1B M >> 1B * >>

11 * ?+ 11 * CB 11 * C2 11 M >&

12 * ?+ 12 M >> 12 M CB 12 * CB

1& M ?B 1& AB 1& M >B 1& * CB

1+ M A> 1+ M >A 1+ M >1 1+ M CB

19 * ?1 19 M CB 19 * >? 19 * C2

1> M A2 1> * C& 1> M >+ 1> M >?

1C * A& 1C M CB 1C M CB 1C * >A1A * A+ 1A M >+ 1A * C2 1A * C&

1? M A1 1? * >C 1? * CB 1? M CB

2B M A2 2B * C1 2B M C> 2B M >?

21 M A+ 21 * >A 21 M >2 21 M >+

22 * A? 22 M >+ 22 * CA 22 * C2

2& * A? 2& * C& 2& * CB 2& * >9

2+ * A> 2+ M >A 2+ * >A 2+ * >+

29 * ?B 29 * >? 29 M >& 29 * >?


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&9



LOCAL GOVERNMENT AREA

0OO5! )O8E;NMENT 0,EN0E 0OO5 ,,7O;,:O)O#(FN 2B11

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9 * C1 9 M : 9 * C1 9 * CB

> * >C > M CB > * CA > M C9

C * C9 C * AB C * C9 C * >A

A * CA A M >? A * C& A * CB

? M CB ? M >9 ? M >> ? M >B

1B M >& 1B M CB 1B M >+ 1B M >111 M >2 11 * CA 11 M >A 11 * >&

12 M >B 12 * C> 12 * CB 12 * >1

1& M C& 1& M >B 1& * C1 1& M >B

1+ M CB 1+ M C1 1+ * C& 1+ M >>

19 M CB 19 * CB 19 M >& 19 * >>

1> M >? 1> M >9 1> M >> 1> M >9

1C M >B 1C M >A 1C M >+ 1C * >?

1A M 9B 1A * C& 1A M >A 1A * C&

1? * >A 1? M >> 1? * CB 1? * CB

2B M >9 2B M >2 2B M CB 2B M >?

21 * CA 21 M >B 21 * CB 21 * CB22 * C> 22 * CB 22 * >? 22 * >9

2& * C9 2& * C9 2& * >> 2& M >

2+ M >B 2+ M 9A 2+ M >9 2+ M >1

29 M 99 29 M >B 29 M >+ 29 * >&


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&>




0OO5! TE0N,0(5 0OO5 : O)O#(FN 2B11

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2 * >A 2 * C1 2 M 9A 2 * >B

& * C1 & * CB & M >B & * >B

+ * >C + * CB + * >1 + * >A

9 M >9 9 M >A 9 * CB 9 * CB

> * C& > * CB > * C2 > * CB

C M C1 C M CB C * >A C * C2

A M >+ A * CB A * >C A * C1

? * C+ ? M >9 ? * >? ? * >?

1B M >B 1B * >A 1B M >1 1B M >A11 M >> 11 * >C 11 M >B 11 M >C

12 * CB 12 * CB 12 M 9C 12 M 9?

1& M CB 1& * C9 1& * >9 1& * 9C

1+ M >2 1+ * CA 1+ * CB 1+ * >A

19 * >> 19 * >? 19 * A1 19 * C1

1> * CB 1> * >C 1> * CB 1> * >B

1C * C+ 1C * >> 1C * CB 1C M >B

1A M C2 1A M >+ 1A * >1 1A M >1

1? * C9 1? M >B 1? * C2 1? M >B

2B M CB 2B * >2 2B * AB 2B * >9

21 M C2 21 * CB 21 M 9 21 * 9>22 M : 22 M >1 22 M 9& 22 M 9A

2& * C9 2& M >? 2& M 92 2& M CB

2+ * C+ 2+ * >? 2+ M >? 2+ M CB

29 * C2 29 M >B 29 * >? 29 M CB


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&C




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9 * 99 9 M >? 9 M CB 9 * >A

> M 9& > * C1 > * C2 > M >B

C * 9C C * CB C * C2 C M >9

A * 91 A * >A A * CB A M >C

? * 99 ? * >C ? M >9 ? M >>1B * 9& 1B M >B 1B * >A 1B * C1

11 * 9+ 11 M >1 11 M C9 11 * CB

12 M 9B 12 M 9A 12 M 9+ 12 * >?

1& M 92 1& M 99 1& M 9B 1& M >B

1+ M +A 1+ M 9? 1+ M 9? 1+ * >B

19 M +C 19 >A 19 * >A 19 * >1

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2& * +A 2& M 9A 2& * >A 2& >2

2+ M +9 2+ * >A 2+ M 9A 2+ M >&

29 M 99 29 * CB 29 * CB 29 M >C

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