DYNAMICS OF TEACHERS-STUDENTS SEX: TWO DIMENSIONAL IMPACTS ON STUDENTS INTEREST AND ACHIEVEMENT IN BASIC SCIENCE IN SECONDARY SCHOOLS

Main Article Content

MGBOMO TUBONEMI
JOSEPH ENDURANCE AYIBATONYE

Abstract

The academic achievement of students is tied to so many factors. Some of such factors are related to the students, some are tied to the school environment, parents, students themselves and other teachers factors such as their sex. In this paper, the study focused on the roles, impact and dynamics of teachers- students’ sex on the academic achievement of students and as well as how they impact the interest of students in the subject. The study adopted Ex post facto survey design to elicit the results. The population of the study consists of all the students and teachers in the UBE section of secondary schools. A sample size of 200 participants was selected through a simple random technique. The study was guided with three research questions and also three null hypotheses were formulated and tested at .05 levels of significance. Data was gathered through a validated self-developed instrument, and also from the students’ results (achievement scores) were used. The analysis of hypotheses was done through a t-test statistic and the questions raised were answered by mean and Standard Deviation.  Results revealed that the sexes of both teachers and students were not predictors of students’ achievement; however, they influenced the interest of students in basic science. Consequently, it was recommended that the same-sex model and stereotype models may not be necessary in the classrooms. Teachers should not show their perceived stereotype in the classroom.  

Keywords:
Teacher, sex, student, interest, achievement, Basic Science

Article Details

How to Cite
TUBONEMI, M., & AYIBATONYE, J. E. (2021). DYNAMICS OF TEACHERS-STUDENTS SEX: TWO DIMENSIONAL IMPACTS ON STUDENTS INTEREST AND ACHIEVEMENT IN BASIC SCIENCE IN SECONDARY SCHOOLS. Journal of Global Research in Education and Social Science, 15(3), 18-26. Retrieved from https://www.ikprress.org/index.php/JOGRESS/article/view/6514
Section
Original Research Article

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