Gender Differences in Students’ Performance in History at Senior High Schools in Cape Coast
AbstractGender differences in scholastic achievement test as a function of method of measurement were examined by comparing the performance of male and female history students in three senior high schools in the Cape Coast Metropolis on essay and multiple-choice test items. The T-test for testing difference in means of two samples was used for the analysis. Female students performed significantly better than male students on essay test items. However, there was no statistical difference on multiple-choice items between females and males. It is clear that female students do not have any problem with examination forms, they perform better in all forms of examination. Therefore, it is suggested that ideally the most appropriate test-type for examinations is the multiple-choice test as it favours both genders. Nonetheless, the essay type of examination has its own merits.
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