Gender Influence on Participation and Performance of Students in Building Technology Education in Federal Colleges of Education (Technical) in North East Nigeria

This study focused gender influence on participation and performance of students in Building Technology Education in Federal Colleges of Education (Technical) in North-East Nigeria. The theoretical framework applicable to this study is the Expectancy-Value Theory (EVT), developed by Eccles et al. (1983) and elaborated upon by Eccles and Wigfield (2002). The theory postulates that an individual’s motivation, academic choices, level of participation, and performance outcomes are primarily determined by two psychological constructs: expectancy beliefs and task values. Expectancy beliefs refer to an individual’s confidence in their ability to successfully complete a given task, while task values reflect the importance, usefulness, or interest the individual attaches to performing that task. The theory holds that motivation is highest when both constructs are strong, and that participation and performance decline when either expectancy or value is low. A descriptive and correlational survey research design was adopted for the study. The population comprised 67 NCE II students offering BTE in two Federal Colleges of Education (Technical) located in Gombe and Potiskum. A census sampling technique was used to include the entire population. Data were collected using a validated questionnaire titled Gender Influence on Participation and Performance Questionnaire (GIPPQ) and students’ academic performance records. The reliability coefficient of the instrument was established at 0.87 using Cronbach’s Alpha. Data were analysed using mean and standard deviation to answer research questions. The data for the study was analyzed using statistical package for social sciences (SPSS) version 25 while linear regression and independent samples t-test were used to test hypotheses at the 0.05 level of significance. The findings revealed that gender does not significantly influence students’ participation and academic performance in BTE programmes. However, gender-related challenges such as cultural stereotypes, peer pressure, and institutional bias were found to significantly affect both participation and performance, particularly among female students. The study further showed that gender significantly influences students’ interest in pursuing careers in building technology, with male students demonstrating higher interest levels. The study concluded that while gender alone is not a significant determinant of participation and performance, socio-cultural and institutional factors linked to gender create barriers that hinder full engagement, especially for female students. It was recommended that Federal Ministry of Education in collaboration with National Commission for Colleges of Education and institutional administrators implement gender-responsive strategies, improve learning environments, and promote equal opportunities to enhance participation and performance in BTE programmes.

Gender, Influence, Building, Technology, Students, Participation , Students, Performance

1. Adamu, A. (2018). Gender disparity in technical education programmes in Northern Nigeria. Journal of Vocational and Technical Education Research, 9(2), 41–50. [Google Scholar] [Crossref]

2. Afolabi, A. (2015). Gender disparity in building tech nology education in Nigeria: Issues and prospects. Journal of Construction Education and Research, 6(2), 120–134. [Google Scholar] [Crossref]

3. Blickenstaff, (2005). Vocational skill acquisition among women in North-West Nigeria. ATBU Journal of Science, Technology and Education, 8(1), 23–38. [Google Scholar] [Crossref]

4. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values and goals. Annual Review of Psychology, 53, 109–132. [Google Scholar] [Crossref]

5. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75–146). W. H. Freeman. [Google Scholar] [Crossref]

6. Hyde, J. S. (2014). Gender similarities and differences in mathematics performance: A meta-analysis. Psychological Bulletin, 140(5), 1–34. [Google Scholar] [Crossref]

7. Okoro, O. (2017). Gender and academic performance in technical education. Journal of Technical Education, 12(1), 56–66. [Google Scholar] [Crossref]

8. Okoye, K. R., & Musa, A. (2020). Institutional factors affecting technical education delivery in Nigeria. Journal of Technical Education Research, 14(2), 55–70. [Google Scholar] [Crossref]

9. Preradović, L., Maksimović, S., & Kosić-Jeremić, S. (2023). Gender differences in the achievements of architecture, civil engineering and geodesy students. Journal of Faculty of Civil Engineering, 43, 5–17. [Google Scholar] [Crossref]

10. World Bank. (2018). World development report 2018: Learning to realize education's promise. Washington, DC: World Bank. [Google Scholar] [Crossref]

11. Wrigley-Asante, C., Ackah, C. G., & Frimpong, L. K. (2023). Gender differences in academic performance of students studying science, technology, engineering and mathematics (STEM) subjects at the University of Ghana. SN Social Sciences, 3(1), Article 12. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study