Impact of Lecturers’ Gender on Learning: Assessing University of Ghana Students’ Views
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Date
2015
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Education and Practice
Abstract
Studies conducted since the late 1970s have sought to describe students' conceptions of learning especially how
gender of lecturers affected the learning of students. However, not many studies have been done in Ghana
concerning how gender of lecturers affected learning among students. The purpose of this study was to explore
the influence of gender of lecturers on students learning. The study was conducted at the University of Ghana,
Legon among undergraduates in levels 200, 300 and 400. Respondents were selected using the multi stage
sampling procedure including quota and purposive sampling. Data were collected by the means of a self
administered questionnaire and analyzed using the SPSS with interpretation in the form of tables, bar charts and
followed by discussions. The findings revealed that male lecturers were rated higher as having positive impacts
on learning whilst female lecturers were rated higher on class participation. Generally, however, most students
agreed with existing literature that gender of lecturer really did not matter and that lecturers’ lecturing skills and
personality were more important.
Description
Research Article
Keywords
gender, University, Students