Comparative Analysis on Academic Performance of Female and Male Students of Roman Ozaeta Memorial School: A Qualitative Study

Abstract

INTRODUCTION

This study aimed to identify which gender performs better based on teacher-advisers' perception and whether they differ in terms of academic performance. This also aimed to gather strategies/suggestions on how teachers addressed gender equality issues in their respective classes. From these, the researchers were able to design plans on how they can promote gender equality in school and help teachers in addressing different gender-related issues.

METHODS

The study used purposive sampling to determine the respondents of the study. The researchers gathered information from teacher advisers for each grade level using a survey questionnaire which includes their perceptions on which gender performs better in school, how they differ in academic performance, and strategies for addressing those issues. The outcome of this study may continue to bridge gender differences among students and promote gender equality in academic achievement in school.

RESULTS

The findings showed that in the classroom setting, most of the respondents found that females perform better in class compared to males. This was also proven in various studies that on average, girls are more motivated than boys to perform well in school, at least during elementary school. Girls are generally more emotionally mature than boys and, therefore, more likely to act responsibly towards education and the classroom, taking more care and time with their studies. It is widely accepted that women excel at verbal tasks while men have an advantage at spatial and mechanical tasks.

DISCUSSIONS

Gender differences in learning styles is another possibility. Previous research has shown that girls tend to study to understand the materials, whereas boys emphasize performance, indicating a focus on the final grades. Mastery of the subject matter generally produces better marks than performance emphasis, so this could account in part for males' lower marks than females. There is no single style or strategy that may fit all kinds of learners. There are learners who find it hard to participate in various activities, challenging teachers to establish a balance between males and females. To bridge the gender issues inside the classrooms, teachers encourage both genders to participate in classroom discussions and improve their academic performance. They also provide activities that are suitable for different kind of learners.