Modes of Admission and differential Academic Achievement between Male and Female Students in South-West University, Nigeria.

Abstract

This study investigated admission policies and academic achievement among male and female 
students of public universities in South-West Nigeria (2008-2012). The design encompasses 
descriptive, ex post facto and correlational types. The sample of the study consisted of 3000 males 
and 3000 females (400 level) students who graduated from both state and federal public 
universities,  
purposively selected for sampling.The only instrument consisted of record 
observation format to collect secondary data. Three research questions were raised and answered.  
The three hypotheses formulated were tested using t-test.  The dependent variable was indicated 
by the academic achievement, moderating variable by gender, while the independent variable was 
indicated by the modes of admission. Findings show that the percentage academic achievement of 
male students admitted through post-UTME, ELDS and direct entry that had first class and second 
class upper was higher than their female counterparts whereas the percentage academic 
achievement of students admitted through merit that had first class was higher in female students 
than in male students. However, inferential analysis of the data indicated the differences are not 
statistically significant. The findings conclude that there was no consistent research evidence of 
the effects of gender difference on students’ academic achievement. What the universities need are 
resources for teaching and learning and conducive environment that will guarantee effective 
learning rather than differential admission process. Hence, efforts should be made by university authorities to ensure 
no student is discriminated against based on gender for admission but all students be treated the 
same way so as to produce good quality graduates.