Gender Disparities in Educational Participation and Academic Achievement Among Students in Abeokuta Metropolis

Abstract

This study examined gender disparities in educational participation and academic achievement among secondary school students in Abeokuta Metropolis, Ogun State, Nigeria. Despite increased access to education, unequal experiences and outcomes persist between male and female students. Guided by Social Role Theory and Gender Schema Theory, the study adopts a mixed-methods approach to explore how socio-cultural expectations, economic factors, and institutional practices influence students’ educational engagement and performance. Data were collected from 200 students, as well as teachers, administrators, and parents, using structured copies of
questionnaire, standardized achievement tests, and semi structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were thematically analyzed. Findings revealed that both male and female students exhibit high levels of educational participation; however, differences exist in patterns of engagement. Female students demonstrate greater consistency in attendance, attentiveness, and assignment completion, whereas male students show relatively higher involvement in extracurricular activities. In terms of academic achievement, male students perform better in Mathematics and Basic Science, while female students
excel in English Language, although these differences are moderate. The study further identified socio- cultural norms, domestic responsibilities, economic pressures, and subtle institutional biases as key determinants of these disparities. It concludes that gender differences in education are structurally driven rather than based on innate ability. The study recommends the adoption of gender-responsive teaching strategies, increased parental awareness, and strengthened policy implementation to promote equitable educational outcomes.