Rima International Journal of Education (RIJE)

ISSN Print: 2756 – 6749

Rima International Journal of Education

Rima International Journal of Education was founded in January 2021 by the Faculty of Education of Sokoto State University

Gender Differences, Modes of Admission and Academic Performance among Undergraduate Educational Management Students in Sokoto State University

Gender Differences, Modes of Admission and Academic Performance among Undergraduate Educational Management Students in Sokoto State University

Lateef Adeyemi Yusuf
Department of Educational Foundations, Faculty of Education, Sokoto State University

Abstract

The paper examined gender differences, modes of admission and academic performance among undergraduate educational management students in Sokoto State University. Academic performance is the yardstick for ascertaining the capabilities of a student from which his inherent or unrevealed abilities could be inferred. Two common ways of gaining admission into Nigeria universities were identified as; Unified Tertiary Matriculation Examination (UTME) and Direct Entry (DE). The study employed a descriptive survey research design using students results (i.e. Cumulative Grade Point Average-CGPA) as instrument for data collection. Students’ gender and mode of admission were extracted from the CGPA result slips. The population comprised of all 220 undergraduate educational management students that have graduated from Sokoto State University across the four cohorts; 2013/2014, 2014/2015, 2015/2016 and 2016/2017. Data were analysed using Chi-square and t-test analysis. The study established no significant difference on the academic performance and of male and female students, it equally established no statistically significant difference on the academic performance of students admitted through UTME and DE. Part of the recommendations stated that the society must try as much as possible not to be gender biased. Therefore both male and female students must be provided with equity and equal opportunities in the learning environment.

Keywords

Modes of Admission, Gender Differences, Academic Performance, Educational Management, Undergraduate Students.

Keywords

Adekunle, J. (2012, September 9). Nigerian students spend 160 Billion Naira in Ghana Universities. The Nation p.15

Adewale, P. O. and Adhuze, D. B. (2014) Entry qualifications and academic performance of architecture students in Nigerian polytechnics: Are these admission requirements still relevant. Frontiers of Architectural Research, 3 (1): 69-75

Akpochafo, W. P. (2010). Social studies and Feminist Issues for teachers‟ education. Benin City: Justice Jesco Press and Publishing Ltd.

Anderson, D. R. (2012). „The importance of mentoring programmes to womens‟ career advancement in biotechnology: Journal of Career Development, 3(2) 11 Pp 60-73

Dayioglu, M. and Turut, S. (2007). Gender differences in academic performance in large public university in Turkey. Higher Education, 53 (2): 255-277. Available at https://doi.org/10.1007/50734-005- 464-6 Retrieved March 15th, 2010. Department of Education of University of Nairobi. Available at http://erepository.vonbi.ac.ke. Retrieved June 20th, 2016.

Evroro, F. S. (2009). Mode of entry and degree performance of Delta State University undergraduates. Journal of Research National Development 7 (1) 60-73 Retrieved April 24, 2012, from:http://www.transcampus.org/JORINDV7June2009/journalsV7No1June2009. html

Ifedili C. J. A. and Ifedili J. C. (2010). An assessment of post university matriculation examination: A case study of University of Benin. Journal of Social Science 22 (2): 45-67

JAMB (1998). JAMB Brochure, Abuja: Joint Admissions and Matriculations
Examinations P.2

Kwaileh, F. and Zaza, H. (2010). Gender difference in academic performance among undergraduates at the University of Jordan: Are they real or stereotyping? College Student Journal, 45 (2): 61-67.

Mlambo, V. (2011). An analysis of some factors affecting student academic performance in an introductory biochemistry course at the University of the West Indies. Caribbean Teaching Scholar, 1 (2): 79-92

Momoh, G. D., Gbodi, E., and Morenikeji , W. (2016). Effects of entry qualification on students academic performance: case study of 500 level students of University of Technology, Minna. Futtmina Monograph Series, 1: 1-28