Impact of Lecturers’ Gender on Learning: Assessing University of Ghana Students’ Views

Abstract

Studies conducted since the late 1970s have sought to describe students' conceptions of learning especially how gender of lecturers affected the learning of students. However, not many studies have been done in Ghana concerning how gender of lecturers affected learning among students.  The purpose of this study was to explore the influence of gender of lecturers on students learning. The study was conducted at the University of Ghana, Legon among undergraduates in levels 200, 300 and 400. Respondents were selected using the multi stage sampling procedure including quota and purposive sampling. Data were collected by the means of a self administered questionnaire and analyzed using the SPSS with interpretation in the form of tables, bar charts and followed by discussions. The findings revealed that male lecturers were rated higher as having positive impacts on learning whilst female lecturers were rated higher on class participation. Generally, however, most students agreed with existing literature that gender of lecturer really did not matter and that lecturers’ lecturing skills and personality were more important.