Factors affecting male and female students' English language achievement result: the case of grade 11 students in jucps

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.