Abstract:
This study was conducted to investigate the performance variation between 11th grade male
and female students in 1
5t
semester English and last year EGSECE achieven .ent test results
and to find out the influencing factors that contribute for achievement variation in JUCPS.
The respondents for this study were JUCPS 11th grade students (57 female and 46 malej.The
student's academic performance was gauged by the result of 1SI semester English and last
year EGSECE achievement result. Three instruments, students' questionnaire, English
teachers' and school director's interview and 1
51
semester English and last year EGSECE
achievement result were analyzed. The descriptive statistics such as frequencies, mean values
and standard deviations were used for analysis. Also, t-test was used to show the performance
differences between male and female students. This study revealed that .I UCPS female
students perform better in first semester English and last year EGSECE achievement results
from their male counter parts. It showed that there is a mean difference in both achievement
test results, but the variation is statistically significant only in first semester English result.
And no statistical difference in last year EGSECE achievement result. Regarding the
affecting factors that contribute to achievement variation both male and female perceived
differently. The biological factors (brain struc~ure and h011110nesecretion) and gender factors
were considered as affecting factor by male and female students for achievement variation.
The other factors which were perceived by both groups were family xizc and economic
factors. On the other hand female students perceived gender factors and family size as
influential factors for achievement variation, whereas male students perceived the economic
factor and family size considered as influential factors for achievement variation in test
results. Finally, the English language and EGSECE achievement result or female students
were better than male students in JUCPS. So teachers, parents and school community must
try to make a balanced teaching environment for both sexes and provide nee. ssary materials
for students, in order to minimize the achievement gap variation.
