Gender differences in Achievement Goals and Performances in English Language and Mathematics of Senior Secondary Schools students in Borno State, Nigeria

Abstract

The paper investigated gender difference in achievement goals and performance in English Language and Mathematics of senior secondary schools students in Borno State, Nigeria.  The study specifically sought to determine gender differences in students’ academic performances in English Language, Mathematics and overall academic performance as well as the effects of gender on these differences in performance if any.  The study was based on the ‘A Hierarchical Model of Approach and Avoidance Achievement Goals Motivation’ propounded by Elliot and Church (1997).   The study used Correlational design with a sample of 827 (414 boys and 413) students selected via stratified random sampling form 18 schools across the state.  “A Hierarchical Model of Approach and Avoidance Achievement Goals Motivation” Scale was used to measure achievement goals, tests in English and  Mathematics were used to measure achievement measures in the two subjects domains while  the aggregate of average scores in the two  tests  was used to measure overall academic performance.  The instruments were administered to the participants in a classroom seating position and collected on the sport and the data was analyzed using MANAVA. The results revealed that males performed significantly better than females in English Language and overall academic performance but there is no gender difference in Mathematics performance; and there is significant effect of gender on students’ learning goal orientation in faviour of males, whereas there are no gender effects on performance –approach and performance-avoidance goals orientation of students. The implications of the study for education and research were highlighted.

Keywords: Gender, differences, achievement goals, performance, English language, Mathematics, senior secondary schools students.  Nigeria