GENDER DIFFERENCES AND CLASSROOM OUTCOMES OF UNDERGRADUATES IN THE INSTITUTES OF HIGHER LEARNING

Abstract This conceptual study undertakes an exploratory approach to investigate the role gender differences play in the classroom outcomes of undergraduates. It is based on the premise that despite the existence of replete studies on gender difference it has mostly been discussed about variables such as performance, career advancement or family business with little to none about classroom outcomes especially as it concerns undergraduates of institutions of higher learning. This study therefore relied on literature data in its inference-making and conclusion. Findings reveal that a major influence on the classroom outcomes of undergraduates in higher learning institutes is gender differences. The reality is that education in modern times has evolved, thus demanding a holistic understanding, and a direct approach to addressing gender roles in classroom outcomes, as it remains foundational to both individual growth and academic effectiveness of undergraduates.