IMPACT OF GENDER INTEGRATION ON ACADEMIC PERFORMANCE IN PRIMARY MODEL SCHOOLS

Abstract

This research examines the effect of gender integration on academic performance in primary model schools with emphasis on the effect of inclusive learning environments on academic attainment, confidence and classroom participation of the students. Gender differences in learning outcomes are also a problem, despite the efforts of various countries to improve access to education on the global level. The study will answer the question of whether gender mixed classrooms provide equal academic achievement as opposed to single gender settings. The research is based on social learning theory and feminist education views in order to explore the effectiveness of interaction between male and female students in fostering teamwork, minimizing stereotypes, and increasing respect to each other that are fundamental elements of better academic performance. Quantitative comparative design was used, which included the collection of data of 200 students and 45 teachers in four tehsils of Khushab District. Variables which were measured using academic records and structured questionnaires included participation in the classroom, confidence of students, collaboration, teacher expectations and performance on the whole. The results showed that academic performance also enhanced dramatically when gender integration occurred, and female students performed at a better level in terms of confidence, teamwork and performance. Regression analysis showed that the strongest predictor of academic success was the confidence (0.534, p <.01) and the classroom participation (0.451, p <.01) of students, which proves that gender-inclusive classes are more engaging and successful among boys and females. The research concludes that gender integration extends beyond physical co-education, the integration process demands sensitivity of teacher, gender sensitive pedagogy and inclusive curricula. It suggests developing education to question gender prejudice, revising the content of learning to remove stereotypes, and encouraging classroom communities that would facilitate equal participation. The research findings have a policy implication since gender integration as a transformative strategy to attain sustainable development goal of inclusive and equitable quality education to all students is proposed. Therefore, this study highlights the significance of institutionalized gender integration as a driver of academic and social justice in primary school. The research problem was to examine the effects of gender on academic achievement in primary model schools. As the world has become more globalized in terms of access to education, there are still still discrepancies in the educational results of both genders.  

Keywords: Integration, Gender, Academic Performance, Primary, Model, School