GENDER INFLUENCE AND ACADEMIC PERFORMANCE IN NIGERIAN UNIVERSITIES SYSTEM: A STUDY OF BABCOCK UNIVERSITY AND UNIVERSITY OF LAGOS

Gender is a biological as well as socially and culturally constructed concept of masculinity and femininity on individuals' actions, opportunities, and societal expectations. The concept of gender has impacted every segment of societal interactions including students’ academic performance which encompasses acquisition of information across cognitive, emotional, and psychomotor domains encountered in formal educational environment. However, less attention has been given to the effect of gender differences on academic performance in the literature. Therefore, this study addressed the problem of gender differences in academic performance in Nigerian universities. The survey research design was employed, involving 397 undergraduate students from Babcock University and the University of Lagos, selected through purposive sampling. Data were collected via a structured self-administered questionnaire, and descriptive statistics were used for data analysis. The study was anchored on the social constructivist theory. The study revealed that gender discrimination affects both male and female students, leading to lower self-esteem, uneven performance across disciplines, and influencing study time and career choices. Teaching content and curriculum designed also contribute positively to gender equality in both private and public universities. The study concluded that gender discrimination significantly impacts academic experiences in Nigerian universities. While institutional policies support gender equality, government policies are ineffective; teaching content and socio-economic factors also influences students’ academic performance. The study recommended adequate data monitoring, policy reform, awareness campaigns, curriculum review, support services, and socio-economic support as solutions to the observed challenges.