CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Computer science is the study of the theory, design, use and analysis of computing devices. It requires knowing the computer itself, how it is operated, what it can do, how it does it and why it does it, and these ideas form the basis of the Computer Studies curriculum in secondary schools (Adigun et al., 2015). Computer Studies is a relatively recent addition to the senior secondary school curriculum in Nigeria, and it introduces students to Information and Communication Technology (ICT). The subject deserves proper recognition because of its importance in this age of rapid technological change (Federal Republic of Nigeria, 2013; Gbeleyi & Oguntade, 2023).

The causes of low achievement among secondary school students in Nigeria have long been debated in education. To overcome the problem, it is important to know its roots. Many causes have been examined as origins of success or failure in school, and these have been studied from several perspectives, including the roles of students, teachers, parents or family, the school environment, society and government (Adigun et al., 2015). Most authors agree that failure should be explained from a multi-causal perspective, in which the phenomenon is analysed at several levels and many variables are involved. In Computer Studies specifically, poor achievement among senior secondary school students in West Africa has been a continuing concern to teachers, curriculum planners and government, and it has been linked to inadequate laboratories and limited practical work (Gbeleyi & Oguntade, 2023).

Gender is one of the factors reported in the literature to affect students' academic performance, especially in science subjects. Gender refers to the range of physical, biological, mental and behavioural characteristics that distinguish masculine from feminine (male and female) populations. The importance of examining performance in relation to gender rests mainly on the socio-cultural differences between boys and girls (Adigun et al., 2015). Some vocations and professions, such as engineering, arts and crafts and agriculture, have been regarded as men's exclusive territory, while others, such as catering, typing and nursing, have been regarded as women's. Parents often assign tasks such as washing cars, cutting grass, fixing bulbs and climbing ladders to boys, and chores such as washing dishes, cooking and cleaning to girls. In short, tasks regarded as complex and difficult are assigned to boys, while girls are expected to handle easier and less demanding ones. As a result of this way of thinking, society has tended to see girls as the weaker sex, and an average Nigerian girl goes to school with these fixed stereotypes in mind (Adigun et al., 2015).

Many reasons have been given for the low participation of girls in science. Some have argued that females are deficient in science because they lack the analytical and visual-spatial skills needed for abstract reasoning. However, this argument is not supported by the wider evidence. A review of 46 meta-analyses found that males and females are similar on most psychological variables, and that most gender differences in abilities are close to zero or small (Hyde, 2005). Hyde (2005) also notes that where differences do appear, their size varies with age and with the context in which they are measured. Girls and boys therefore tend to perform equally well when the instructional context is fair and conducive.

The empirical findings on gender and achievement are mixed. Some studies report that girls perform better, others that boys do, and others find no difference. In a study of Computer Studies students in New Bussa, Niger State, male students scored slightly higher than females overall, but the difference was not statistically significant (Adigun et al., 2015). In the same study, the males' advantage was significant in private schools, while in public schools the females scored slightly higher without a significant difference (Adigun et al., 2015). In Data Processing, another computer-related subject, gender had no significant effect on students' achievement when they were taught with a computer games instructional strategy (Okekeokosisi et al., 2023). A study of 1,501 Computer Studies students in Nigeria and Ghana found only slight gender differences in how students perceived the difficulty of topics, along with marked rural and urban differences (Gbeleyi & Oguntade, 2023).

School policies and facilities may also influence who takes part in computing. If computing resources are concentrated in a single laboratory or in the mathematics, science and technology areas of the curriculum, this can make the laboratory appear to be male territory, and many girls may have no access to the resources. Where girls are given more opportunities to learn ICT, gender stereotyping and perceived difficulty in ICT have been shown to fall (Gbeleyi & Oguntade, 2023). Differences between private and public schools may add to these effects. Students in private schools scored significantly higher than those in public schools in one Nigerian Computer Studies study (Adigun et al., 2015), and students in public and private schools gave significantly different reasons for finding the subject difficult, including access to computer laboratories and to computers and the internet outside school (Gbeleyi & Oguntade, 2023).

The importance of computers and ICT to nation building cannot be overstated. This importance has led the Federal Government of Nigeria to include ICT and Computer Studies in the school curriculum (Federal Republic of Nigeria, 2013). In spite of the importance of Computer Studies, differences in male and female performance have been noted, with males sometimes performing slightly better than their female counterparts (Adigun et al., 2015).

In view of the belief that a student's gender may influence academic achievement in science, this study investigates the relationship between gender and achievement in Computer Studies, and between school type and achievement.

1.2 Statement of the Problem

The gender gap in students' academic performance is among the problems attracting public concern in Nigeria today. This observable difference has been blamed on several factors, including social, economic and cultural stereotyping. Observation has shown differences between males and females in the pattern of education, and these differences cause disparities in gender participation and academic performance in Nigerian secondary schools. From the researcher's point of view, not much research has focused on gender differences in academic performance in SSCE Computer Studies, especially in Onicha Local Government Area of Ebonyi State, Nigeria. In addition, among the few studies on gender disparity in academic performance in secondary schools in Ebonyi State, none has given a conclusive answer as to whether differences exist between the academic achievement of male and female secondary school students in science subjects.

Several studies have examined gender-related differences in students' achievement in science. Some report that males achieve better than females in Computer Studies tests and examinations (Adigun et al., 2015), while in some cases females achieve better than males or no significant difference is found (Adigun et al., 2015; Okekeokosisi et al., 2023). Because of these inconsistent findings, this study was conducted to compare the achievement of senior secondary male and female students in Computer Studies in Onicha Local Government Area of Ebonyi State.

1.3 Purpose of the Study

Because of the importance of computers and Information and Communication Technology (ICT) to nation building, the question of gender differences in students' academic achievement in Computer Studies should be investigated. The purpose of this study is therefore to compare the mean achievement of male and female senior secondary school students in Computer Studies. Specifically, the study seeks to:

i. Compare the academic achievement of male and female secondary school students in Computer Studies.

ii. Compare the academic achievement of secondary school students in private and public schools in Computer Studies.

1.4 Significance of the Study

The results of this study will be helpful to Computer Studies teachers in secondary schools and to the Ministry of Education in Nigeria.

Computer Studies teachers will benefit because the results will guide them in reinforcing or re-evaluating their methods of instruction and the instructional materials they use, in order to bring about gender balance in students' achievement in Computer Studies. The results will also guide teachers on whether to use separate instructional techniques for males and females.

The study also examines the relationship between the achievement of students in private and public schools. The results will help the Nigerian Ministry of Education in formulating the best policies for the teaching and learning of Computer Studies in both private and public secondary schools. They will also help the Ministry to review the Computer Studies curriculum of secondary schools so as to improve its effectiveness.

1.5 Scope of the Study

This study compares the achievement of male and female students in Computer Studies in secondary schools in Onicha Local Government Area of Ebonyi State. It is also directed at determining the relationship between the achievement of students in private and public schools. The study focuses on determining the difference in achievement between senior secondary school male and female students in Computer Studies, and between private and public secondary school students in Computer Studies.

1.6 Research Questions

The following research questions guided the study:

1. Is there any difference between the mean achievement of male and female students in Computer Studies?
2. Is there any difference between the mean achievement of students in private and public secondary schools in Computer Studies?

1.7 Research Hypotheses

The following hypotheses were tested at the 0.05 level of significance:

HO1: There is no significant difference between the mean achievement of male and female students in Computer Studies.

HO2: There is no significant difference between the mean achievement of students in private and public secondary schools in Computer Studies.

References

Adigun, J., Onihunwa, J., Irunokhai, E., Sada, Y., & Adesina, O. (2015). Effect of gender on students' academic performance in computer studies in secondary schools in New Bussa, Borgu Local Government of Niger State. Journal of Education and Practice, 6(33), 1–7.

Federal Republic of Nigeria. (2013). National policy on education (6th ed.). NERDC Press.

Gbeleyi, O. A., & Oguntade, P. O. (2023). Teaching of STEM subjects in Africa: Perspectives of gender, difficult topics, school ownership and recommendation of CTCA. Albukhary Social Business Journal, 4(1), 24–33.

Hyde, J. S. (2005). The gender similarities hypothesis. American Psychologist, 60(6), 581–592. https://doi.org/10.1037/0003-066X.60.6.581

Okekeokosisi, J. B. O. C., Anaekwe, M. C., Akachukwu, E. E., & Atiu, K. Y. (2023). Secondary school students' achievement and gender in data processing in Ogidi Education Zone. Social Sciences and Education Research Review, 10(1), 218–224.