The Impact of Gender Disparities in Enrollment on the academic performance of female Students in Rivers State University
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| Format: | Recurso digital |
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2026
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| _version_ | 1866901992030339072 |
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| author | Dr. Wokoma, Esther |
| author_facet | Dr. Wokoma, Esther |
| contents | <p><span>This study examined </span><span>The Impact of Gender Disparities in Enrollment on<span> the academic performance of female Students in </span>Rivers State University<span>.<span> </span>To achieve the purpose of the study, the researcher developed three objectives of the study, three research questions and three hypotheses that guided the conduct of the study.<span> </span>The research design used for the study was a descriptive survey design. </span>The population comprised 204 female students in Faculty of Education, Rivers State University. The study made use of census method of sampling where all the population size was used for sampling. Data were collected using a self-designed questionnaire titled Gender Disparities in Enrollment and Academic Performance Questionnaire (GDEAPQ). The instrument was arranged using a 4-point Likert scale: Very High Extent (VHE), High Extent (HE), Low Extent (LE), and Very Low Extent (VLE). Two experts in Measurement and Evaluation at Faculty of Education, Rivers State University reviewed the instrument for face and content validity. Using Cronbach’s Alpha, a reliability coefficient of 0.86 was obtained, indicating acceptable internal consistency. Data were analyzed using<span> </span>mean<span> </span>and<span> </span>standard deviation<span> </span>to<span> </span>answer the<span> </span>research<span> </span>questions,<span> </span>applying<span> </span>a<span> </span>criterion mean<span> </span><span>of </span>2.50 for interpretation.</span><span> The null hypotheses were tested using t-test transformation at 0.05 level of significant</span><span>. Based on the data analysis, the finding of the study revealed that </span><span>STEM & Technical fields, socio-cultural factors and economic factors affect the </span><span>enrollment and academic performance<span> among female students </span>in<span> </span>Rivers State University<span>.<span> </span>Based on the findings, the study recommends that: </span>Universities should <span>implement targeted mentorship and role-model programmes</span> that connect female students with successful women in STEM and technical careers to boost interest, confidence, and persistence, school authorities should <span>strengthen counselling and psychosocial support services</span> to address issues such as gender bias, low self-esteem, peer pressure, and family expectations and government and university management should <span>expand scholarships, bursaries, and fee-waiver schemes</span> targeted at economically disadvantaged female students</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_18889072 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | The Impact of Gender Disparities in Enrollment on the academic performance of female Students in Rivers State University Dr. Wokoma, Esther gender disparities, enrollment, academic performance, female students <p><span>This study examined </span><span>The Impact of Gender Disparities in Enrollment on<span> the academic performance of female Students in </span>Rivers State University<span>.<span> </span>To achieve the purpose of the study, the researcher developed three objectives of the study, three research questions and three hypotheses that guided the conduct of the study.<span> </span>The research design used for the study was a descriptive survey design. </span>The population comprised 204 female students in Faculty of Education, Rivers State University. The study made use of census method of sampling where all the population size was used for sampling. Data were collected using a self-designed questionnaire titled Gender Disparities in Enrollment and Academic Performance Questionnaire (GDEAPQ). The instrument was arranged using a 4-point Likert scale: Very High Extent (VHE), High Extent (HE), Low Extent (LE), and Very Low Extent (VLE). Two experts in Measurement and Evaluation at Faculty of Education, Rivers State University reviewed the instrument for face and content validity. Using Cronbach’s Alpha, a reliability coefficient of 0.86 was obtained, indicating acceptable internal consistency. Data were analyzed using<span> </span>mean<span> </span>and<span> </span>standard deviation<span> </span>to<span> </span>answer the<span> </span>research<span> </span>questions,<span> </span>applying<span> </span>a<span> </span>criterion mean<span> </span><span>of </span>2.50 for interpretation.</span><span> The null hypotheses were tested using t-test transformation at 0.05 level of significant</span><span>. Based on the data analysis, the finding of the study revealed that </span><span>STEM & Technical fields, socio-cultural factors and economic factors affect the </span><span>enrollment and academic performance<span> among female students </span>in<span> </span>Rivers State University<span>.<span> </span>Based on the findings, the study recommends that: </span>Universities should <span>implement targeted mentorship and role-model programmes</span> that connect female students with successful women in STEM and technical careers to boost interest, confidence, and persistence, school authorities should <span>strengthen counselling and psychosocial support services</span> to address issues such as gender bias, low self-esteem, peer pressure, and family expectations and government and university management should <span>expand scholarships, bursaries, and fee-waiver schemes</span> targeted at economically disadvantaged female students</span></p> |
| title | The Impact of Gender Disparities in Enrollment on the academic performance of female Students in Rivers State University |
| topic | gender disparities, enrollment, academic performance, female students |
| url | https://doi.org/10.5281/zenodo.18889072 |