IJARP SJIF(2018): 4.908

International Journal of Advanced Research and Publications!

Influence Of Sex On Academic Outcomes: Case Of Students Of The Department Of Science And Technique Of Socio-Educational Activities (STASE/INJEPS/UAC)

Volume 3 - Issue 3, March 2019 Edition
[Download Full Paper]

Author(s)
Edoh Koffi Pierrot, Biga Boukari Alassane
Keywords
Academic results, Cultures, Gender, Student(s), University.
Abstract
The present research relative to the influence of sex on the academic results of the students of Department of Sciences and Techniques of Socio-Educational Activities (STASE/ INJEPS/ UAC) took into account 468 students. Three hundred and fifty-eight (358) of them are male and one hundred and ten (110) are female. They are all regularly registered for the 2015-2016 and 2016-2017 academic years. Data was analysed using Wilcoxon test in the R (3.5.1) statistical analysis software. Results showed that Female students obtained a significantly higher (p <0.05) average marks (13.64 ± 0.72) than male students (13.19 ± 0.98). Based on those results, we can therefore state that female students of the STASE department normally do better than their counterpart male. These results are congruent with previous findings which showed that in higher education entities, women have better results than men.
References
[1] Décret N° 74-232 du 14 octobre 1974 portant création de l’Institut National de l’Enseignement d’Education Physique et Sportive (INEEPS).

[2] Décret n° 96-550 du 06 décembre 1996 portant création de l’Institut National de la Jeunesse, de l’Education Physique et du Sport (INJEPS).

[3] Mutombo J-P. M, Wa Bienge G. N., Etude sur la Disparité des Performances Scolaires entre les Sexes. Journal of International and Integration/ Revue de l’Intégration et de la Migration Internationale, 5, (4), pp. 449-479, 2004.

[4] Adigun J., Onihunwa J., Irunokhai E., Sada Y., Adesina O., “Effect of Gender on Students’ Academic Performance in Computer Studies in Secondary School in New Bussa, Borgu Local Governement of Niger State.” Journal of Education and Practice, 6, (33), pp. 1-7, 2015.

[5] Epstein, J. L., “School, Family, and Community Partnerships: Preparing Educators and Improving Schools.” Wesview Press, Boulder, 2001.

[6] Sheldon S., “Linking School-Family-Community Partnership in Urban Elementary Schools to Student Achievement of State test.” Urban Review, 35, pp. 149-165, 2003.

[7] Nnadi K. U., Dimnwobi S. K., Nwokoye E. S., Osigwe A. C., Ekesiobi C. S., “Socio-Economic Determinants of Academic Performances in Aguata Local Goverment Area, Anambra State.” Journal of Economic and Sustajnable Development, vol 7. n° 10, pp. 188-199, 2016.

[8] Edoh K. P., Gaglozoun A., Kpeyi E., “Sport Practice, Teachers’ Expectations and Academic Achievements of Secondary School Students in Southern Benin.” Centrepoint Journal (Humanities Edition), 20, (1), pp. 83-96, 2017.

[9] Edoh K. P., Dosseville F., Djaho R., “Pratique Sportive, Attente de l’Enseignant et Résultats Scolaires : Le Cas du Lycée des Jeunes Filles de Lokossa au Bénin.” Revue de Langues, Lettres, Arts, Sciences Humaines et Sociales, 2, pp. 111-129, 2015.

[10] Pfeifer C., Cornelissen T., “The Impact to Participation in Sports on Educational Attainment-New Evidence from Germany.” Economics of Education Review, 29, pp. 94-10, 2010.

[11] Rees D., Sabia J. J., “Sports Participation and Academic Performance: Evidence from the National Longitudinal Study of Adolescent Health.” Economics of Education Review, 29, pp. 751-759, 2010.

[12] Balkis M., Duru E., “Gender Difference in the Relationship Between Academic Procrastination, Satisfaction with Academic Life and Academic Performance”. Electronic Journal of Research in Educational Psychology, 15 (1), pp. 105-125, 2017.

[13] Afolabi A. O., “Comparaison of Private and Public Schools Product’s Performance in Mathematics and English Language from Educational Technology Perspective.” Ilorin Journal of Education, 6, (2) 2004.

[14] Knudson M., “The Advantages of Private Schools. How Private Schools is Better Than Public Schools.” http://www.associetedcontent.com, 2005, in Adigun J., Onihunwa J., Irunokhai E., Sada Y., Adesina O., “Effect of Gender on Students’ Academic Performance in Computer Studies in Secondary School in New Bussa, Borgu Local Governement of Niger State.” Journal of Education and Practice, 6, (33), pp. 1-7, 2015.

[15] Adebayo, F. A. . “Parents Preference for Private Secondary Schools in Nageria.” International Journal of Education Science, 1 (1), pp. 1-6, 2009.

[16] Philias O. Y., Wandjobi W. C., “Performance Determinants of Kenya Certificate of Secondary Education (KCSE) in Mathematics of Secondary Schools in Nyamaiya Division, Kenya.” Asian Social Science, 7 (2), pp. 107-112, 2011.

[17] Okon C. E., Archibong U. I., “Schools Type and Students’ Academic Performance in Social Studies in Junior Secondary Certificate Sxamination (JSCE)”. Academic Journal of Interdisciplinary studies MCSER Publishing, Rome-Italy, 4, (2), 12-19, 2015.

[18] Che Azmi A., Mustapha M. Z., “The Role of Competitiveness, Gender and Ethnicity in Influencing Academic Performance.” Malaysian Online Journal of Educational Management (Mojem), 2 (1), pp. 37-47, 2014.

[19] INSAE, “Effectifs de la population des Villages et quartiers de ville du Benin (RGPH-4, 2013).” p. 85, Février 2016. [Online]. Available : https://www.insae-bj.org/images/docs/insae-statistiques/demographiques/ population/Effectifs%20de%20la%20population%20des%20villages%20et%20quartiers%20de%20ville%20du%20benin/Cahier%20Village%20RGPH4%202013.pdf. [Accessed : Jan. 15, 2019].

[20] Dona J. M., Elisabeth M. S., “Encouraging Bright Girl to Keep Shining.”, 2006, in Etaga O. H., Abidemi K. A., Umeh C., Eriobu N., “Gender and Academic Performance.” International Journal of Mathematics and Statistics Studies, 5 (4), pp. 6-17, 2017.

[21] Codou O., Kerzil J., “L’école à la lumière de la psychologie sociale. Deuxième partie : stéréotypes et relations au savoir.” Carrefour de l’éducation, 1, (23) pp.153-169, 2007.

[22] Croizet J-C., Désert M., Dutrévis M., Leyens J-P., “L’impact des réputations d’infériorité sur les performances intellectuelles.” Revue Internationale de Psychologie Sociale, 16, (1) pp. 97-124, 2003.

[23] Lynn R., “Gender Issues in Gifted Education” University of Connecticut Press, Connecticut, 2006.

[24] Etaga O. H., Abidemi K. A., Umeh C., Eriobu N., “Gender and Academic Performance.” International Journal of Mathematics and Statistics Studies, 5 (4), pp. 6-17, 2017.