An assessment of gender differences in STEM-related academic performance in Rano LGA, Kano State
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- NGN 5000
Background of the Study
Gender differences in academic performance, particularly in STEM fields, have long been a subject of academic inquiry and policy debate. In Rano LGA, Kano State, emerging trends suggest that male and female students may experience differing levels of achievement in STEM subjects due to a combination of socio-cultural, economic, and educational factors. Research conducted between 2023 and 2025 indicates that while gender gaps in some areas have narrowed, significant disparities still exist, especially in regions where traditional gender roles persist (Aminu, 2023; Sule, 2024). In many schools, male students have historically dominated STEM-related subjects, often due to greater access to resources, encouragement, and societal expectations that favor boys in technical fields. Conversely, female students frequently face challenges such as limited role models, implicit biases, and fewer opportunities to participate in advanced STEM programs. Despite government and community efforts to promote gender equity in education, the performance gap in STEM remains a critical issue in Rano LGA. This study seeks to assess the extent of these gender differences by analyzing academic records, classroom observations, and interviews with teachers and students. It will also explore the underlying causes of the disparities, including differences in learning environments, teaching practices, and external influences such as parental support and cultural expectations. By investigating these factors, the research aims to identify strategies that can help bridge the gender gap and ensure equal opportunities for all students in STEM disciplines. The findings of this study are expected to contribute to the broader discourse on gender equity in education and provide insights for educators and policy-makers seeking to implement effective interventions in Kano State (Hassan, 2024).
Statement of the Problem (300 words)
Despite efforts to promote gender equality in education, gender differences in STEM academic performance persist in Rano LGA. Female students often underperform compared to their male counterparts, a situation attributed to a combination of socio-cultural constraints, limited access to resources, and differential encouragement from teachers and parents. Many schools report that traditional gender roles and implicit biases affect classroom dynamics and limit female students’ opportunities to excel in STEM subjects. The disparity in performance is compounded by the lack of targeted support programs and mentorship opportunities for girls in STEM, resulting in lower self-confidence and reduced participation in advanced coursework. These challenges hinder the overall development of a balanced and diverse STEM workforce. The problem is further exacerbated by inconsistencies in curriculum implementation and assessment methods that fail to address the specific needs of female students. This study aims to systematically investigate the extent of gender differences in STEM performance in Rano LGA and identify the key factors contributing to these disparities. By analyzing academic data and gathering qualitative insights from educators and students, the research will provide a comprehensive understanding of the underlying issues and propose evidence-based recommendations to promote gender equity in STEM education (Ibrahim, 2023).
Objectives of the Study
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To evaluate the extent of gender differences in STEM academic performance.
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To identify factors contributing to the performance gap between male and female students.
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To recommend strategies for promoting gender equity in STEM education.
Research Questions
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What are the observable gender differences in STEM academic performance in Rano LGA?
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What socio-cultural and educational factors contribute to these differences?
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How can interventions be designed to reduce the gender gap in STEM performance?
Research Hypotheses
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H1: Gender differences significantly affect academic performance in STEM subjects.
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H2: Socio-cultural biases negatively impact female students’ performance in STEM.
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H3: Targeted support and mentorship programs improve STEM performance among female students.
Significance of the Study
This study is significant as it investigates gender disparities in STEM education and provides insights into the factors influencing academic performance. The findings will inform interventions that promote gender equity, ultimately enhancing educational outcomes and workforce diversity in Rano LGA.
Scope and Limitations of the Study
This study is limited to assessing gender differences in STEM academic performance in Rano LGA, Kano State. It focuses on classroom performance and does not consider extracurricular or post-secondary factors.
Definitions of Terms
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Gender Differences: Variations in academic performance and engagement between male and female students.
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STEM-Related Academic Performance: The level of achievement demonstrated by students in science, technology, engineering, and mathematics subjects.
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Equity: Fairness and inclusion in educational opportunities and outcomes.
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