n Journal of Emerging Trends in Educational Research and Policy Studies - Proficiency variants of gender in relating model learning to functional applications : its socio-human capital development implications for Nigerian University organizations

Volume 2, Issue 3
  • ISSN : 2141-6990
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This is an empirical study on the proficiency variants of gender in relating model learning to functional applications. The socio-human capital development implications of the study for Nigerian University organizations were also appraised. Two fundamental hypotheses were tested in the study at P < .05 significance level. The first hypothesis examined gender proficiency differences in relating model learning to socio-human applications. And the second hypothesis examined the differences in functional relatedness of model learning to various socio-human applications as perceived by the genders. Primary data source accessed from the first year University students end of semester quiz were used in the study. The quiz assessed the scientific, social, and managerial socio-human applications. Each application area had 10 quiz-items to be completed within 10 minutes to score 10 point (30 quiz-items, 30 minutes, and 30 points) on the whole. The participants had about 5 months formal experience of their model learning, irrespective of their general cum residual life experiences. They were systematically sampled from over 3000 first-year students of Anambra State University, Uli, Anambra state, Nigeria. The sample was three hundred and forty eight (348) of 174 participants for each gender. The study had 2 x 3 factional design, multivariate, and descriptive statistics. It was found out that (1) both gender(s) were above average in their proficiency to relate model learning to its socio-human applications; and that (2) the functional relatedness of model learning to its socio-human applications was also above average. However, the interaction effects found out that (3) the female gender was more proficient than the male gender to relate model learning to its scientific and social socio-human applications. However, the male gender was more proficient than the female gender to relate model learning to its managerial socio-human applications. The reasons for these outcomes could be attributed to motivation, interests, hereditary, sociocultural socialization, and other individual differences that influence learning. It is therefore recommended that the female gender should be well encouraged to develop their functional inclinations. The Nigerian educational programmes cum curricula should also be made community-development friendly, even without losing their globalization embrace. Career and development programmes should be established in the Nigerian Universities to guide the youths on identifying and embellishing their potential.

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