Gender and Academic Performance in Architecture
A Case Study of Caleb University, Nigeria
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Abstract
Academic performance is a key determinant of successful completion of an educational endeavor at all levels as poor performance frequently leads to students dropping out of school, a waste of resources, and dissatisfaction on the part of both students and parents. This study aimed to examine the influence of gender on academic performance of architecture students at the undergraduate level with specific objectives to identify the influence of gender on performance. The study employs a structured questionnaire in data gathering and statistical tools (SPSS) in analyzing the data gathered. 167 randomly selected undergraduate Architecture students in 200 level to 400 level at Caleb University, Lagos, Nigeria where the study sample as same research has been conducted in other universities. The assessment focused on Cumulative Grade Point Average (CGPA), disposition to academic activities, perception of the course, motivation, and school atmosphere. The result reveals that female students have a higher current CGPA (4.21) compared to males (3.71), indicating stronger overall academic performance. However, male students outperform females in studio-related courses, as shown by their higher average studio grade (2.24 vs. 1.93) and last studio grade (2.51 vs. 1.95). This suggests that while females excel in theoretical coursework, they may struggle with practical studio projects, whereas males perform better in hands-on design tasks but have a lower CGPA. This study, therefore, recommends integrating balanced teaching methods that connect theory with practical application that can help both groups achieve more well-rounded academic success.
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Copyright (c) 2025 Opeyemi Asaju, Cephas Adelore, Michael G. Adeogun, Olugbenga Adetona, Otimeyin Igbene, Oladipo Dare-Abel, Oluwole A. Alagbe (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
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