Teacher Gender and the Academic Performance of Children in Primary Schools in Uyo Metropolis, Akwa Ibom State, Nigeria

Abstract

This study investigated the effect of teacher gender on the academic achievement performance of children in primary
schools in Uyo Metropolis. Three hypotheses were formulated to guide the study. Using the stratified random sampling
technique, three schools were selected for the study from which 60 pupils were co-opted using stratified purposive sampling
technique. Using the ex-post-facto design, this research collected academic performance data based on the first term
examination and continuous assessment of the selected students for data analysis which was carried out using 2-factor Analysis
of Variance (ANOVA) with replication for the three schools. The results showed that teacher-pupil gender interactions do
significantly affect pupil’s academic performance as evinced in the differences between the performance of boys taught by male
teachers and boys taught by female teachers and girls taught by female teachers and girls taught by male teachers. Based on
this conclusion, recommendations were made with emphasis on the equal training and employment of teachers based on
gender.