relationship between gender stereotype and learner achievement
Answers
Mark me brainest Frist
We study the effect of elementary school teachers' beliefs about gender roles on student achievement. We exploit a natural experiment where teachers are prevented from self-selecting into schools, and conditional on school, students are allocated to teachers randomly. We show that girls who are taught for longer than a year by teachers with traditional gender views have lower performance in objective math and verbal tests, and this effect is amplified with longer exposure to the same teacher. We find no effect on boys. We show that the effect is partly mediated by teachers transmitting traditional beliefs to girls.
The aim of the study was to investigate the influence of gender stereotype as a predictor of secondary school students’ selfconcept and academic achievement. The study was guided by four purposes, four research questions, and four hypotheses.
The study adopted ex post facto design. The research sample was drawn from eight government/public senior secondary
schools in Udi education zone. Nine schools were randomly selected from the 227 schools. A total of 342 senior secondary
II school (SSII) students made up the sample of the study. A 20-item students’ stereotype self-concept questionnaire (SSSCQ)
was adapted from Marsh’s Self Descriptive Questionnaire II (SDQII), and a 10-item students’ mathematics achievement
test (SMAT) was developed by the researchers after reviewing related literature. This was done with the help of experts
in the areas. The instruments were face and content validated and used for the collection of data. In analyzing the data,
mean and standard deviation were used in answering the research questions while a t test was used in testing the four
hypotheses. The findings of the study indicate that gender stereotype has significant influence on students’ self-concept and
academic achievement in favor of the male students. On the other hand, school location has significant influence on academic
achievement of students but has no significant influence on students’ self-concept