Gender Disparities and Socio-Economic Factors on Learning Achievements in Agricultural Science in Rural and Urban Secondary Schools of Ogbomoso North Local Government Area of Oyo State, Nigeria

Autor/inn/en	Amao, S. R.; Gbadamosi, J.
Titel	Gender Disparities and Socio-Economic Factors on Learning Achievements in Agricultural Science in Rural and Urban Secondary Schools of Ogbomoso North Local Government Area of Oyo State, Nigeria
Quelle	In: Journal of Education and Practice, 6 (2015) 25, S.1-5 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Gender Differences; Sex Fairness; Socioeconomic Influences; Academic Achievement; Agricultural Education; Rural Schools; Urban Schools; Equal Education; Parent Background; Socioeconomic Status; School Location; Secondary Education; Multiple Choice Tests; Achievement Tests; Statistical Analysis; Questionnaires; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Geschlechterkonflikt; Sexualaufklärung; Sozioökonomischer Faktor; Schulleistung; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Elternhaus; Socio-economic status; Sozioökonomischer Status; Schulgelände; Sekundarbereich; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse; Fragebogen
Abstract	To contribute to the realization of the Millennium Development Goal (MDG) by the United Nations on the promotion of gender equity, the researchers sought to empirically verify the existence or otherwise of gender inequality in the agricultural and science achievement of urban and rural, male and female students in Ogbomoso North Local Government area of Oyo State, Nigeria; and whether parental socio-economic status and school location, taken independently, are significant factors in the achievement of the students. By simple random sampling, 240 students (50% males, 50% females) were selected from three schools each in urban and rural settings of the secondary schools and a 30-item four option multiple choices agricultural science achievement test (ASAT) was constructed and administered. Two validated instruments were used to collect the data while descriptive and t-test statistics were employed for data analysis. The findings indicated that gender, schools location and socio-economic status have effects on students' performance in agricultural science as a subject. A major implication of this study is that collective efforts of the governments and other educational stakeholders should be put in place. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01