The work used the ex-post-facto design to deepen our understanding of the relationship between gender and students’ academic achievements in English Language. The sample comprised 220 Junior Secondary Three (JSS III) students (110 male and 110 female) drawn from three randomly selected Secondary Schools in Calabar South Local Government Area of Cross River State, Nigeria. Two instruments were used: Students gender and their end-of-semester examination results in English Language. These items were obtained from English Language Class teachers. The data were correlated and analyzed using independent t-test to derive the research measure. The result showed a no significant relationship between gender and students’ achievements in English Language. The paper therefore recommended that teachers go to the classes with unbiased notions of gender among learners in their various disciplines.
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