Gender Differences in Academic Performance of Basic 3 Adhd Pupils Taught Social Studies Using Cross-Age Peer Tutoring in Port Harcourt Metropolis, Rivers State
DOI:
https://doi.org/10.59890/ijels.v3i2.365Keywords:
Gender Difference, Academic Performance, ADHD, Social Studies, Cross-Age Peer TutoringAbstract
This study investigates gender differences in the academic performance of Basic 3 Attention Deficit Hyperactivity Disorder (ADHD) pupils taught Social Studies using cross-age peer tutoring in Port Harcourt Metropolis, Rivers State. The study employed a quasi-experimental design, comparing the pre-test and post-test scores of male and female ADHD pupils exposed to cross-age peer tutoring. Results revealed that male pupils performed better than their female counterparts at both stages, with a statistically significant difference confirmed by ANCOVA analysis (F = 590.158, p < 0.05). These findings suggest that while cross-age peer tutoring enhances learning outcomes for ADHD pupils, gender disparities persist, potentially influenced by cognitive, social, and environmental factors. The study highlights the effectiveness of peer tutoring in supporting ADHD learners by providing structured interactions that enhance engagement and retention. However, the observed gender gap calls for targeted interventions to improve female pupils’ learning experiences. Recommendations include teachers implementing additional support mechanisms to enhance the learning experiences of female ADHD pupils. This may include tailored instructional materials, differentiated instruction, and mentoring programs.
References
American Psychiatric Association. (2020). Diagnostic and Statistical Manual of Mental Disorders (DSM-5). American Psychiatric Publishing.
Barkley, R. A. (2015). Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment. Guilford Press.
Baxter, J. (2021). The role of peer tutoring in enhancing social and emotional development. Journal of Inclusive Education, 14(2), 87-102.
Bennett, T. (2020). Deficits in working memory and self-regulation in ADHD. Journal of Developmental Disorders, 35(4), 215-230.
Benson, L. (2020). Gender variations in academic achievement: An overview. Educational Review, 72(3), 355-370.
Carter, R. (2019). Interactive learning strategies for ADHD students. Teaching and Learning Journal, 29(1), 44-58.
Cohen, K., Rosenbloom, T., & Farran, H. (2019). The effects of cross-age peer tutoring on academic achievement and social skills. Educational Psychology Review, 31(2), 235-251.
Cohen, P., et al. (2019). Cross-age peer tutoring and academic performance. Journal of Educational Psychology, 111(6), 1125-1140.
DuPaul, G. J., & Stoner, G. (2014). ADHD in the Schools: Assessment and Intervention Strategies. Guilford Press.
Foster, D. (2018). Academic achievement challenges among ADHD pupils. Journal of Special Education Research, 19(2), 145-160.
Gershon, J. (2019). A meta-analytic review of gender differences in ADHD. Journal of Attention Disorders, 23(7), 635-645.
Gershon, J. (2019). Gender differences in ADHD symptomatology. Journal of Child Psychology and Psychiatry, 60(3), 301-316.
Harper, L. (2019). Social skill development through peer mentoring. Social Behavior and Learning Quarterly, 22(2), 98-113.
Harrison, P. (2019). The effectiveness of cross-age peer tutoring in inclusive education. Journal of Educational Interventions, 34(1), 67-82.
Hinshaw, S. P. (2018). Developmental Trajectories of ADHD: Behavioral and Cognitive Perspectives. Cambridge University Press.
Hinshaw, S. P. (2018). Developmental Trajectories of ADHD: Implications for Research and Clinical Practice. Oxford University Press.
James, R. (2019). The impact of gender differences on academic performance. Educational Psychology Review, 25(4), 523-540.
James, T. (2020). Structured learning for ADHD pupils. Journal of Child Development Studies, 28(3), 189-205.
Lawrence, M. (2021). ADHD in childhood and adolescence: A developmental perspective. Pediatrics and Mental Health Journal, 48(1), 17-35.
Martel, M., et al. (2020). ADHD and academic performance: Longitudinal perspectives. Journal of Child Psychology and Psychiatry, 61(2), 135-149.
Martel, M. M., Roberts, B. A., Gremillion, M. L., von Eye, A., & Nigg, J. T. (2020). Externalizing and internalizing symptoms in ADHD: A developmental analysis. Journal of Clinical Child & Adolescent Psychology, 49(2), 150-165.
Matthews, P. (2019). ADHD and coexisting learning difficulties. Learning Disabilities Research & Practice, 34(2), 110-125.
Meshach, et al. (2019). Gender as a social construct in education. Journal of Gender and Society, 15(4), 223-238.
Meshach, B., Nzewi, U., & Adeyemi, O. (2019). Gender, Society, and Learning: A Critical Review of the Role of Gender in Educational Development. Academic Press.
Mitchell, K. (2020). Peer mentoring and knowledge scaffolding. International Journal of Educational Strategies, 37(3), 256-272.
Ogunleye, T. (2018). Cognitive abilities and gender disparities in academic performance. African Journal of Educational Studies, 19(1), 88-102.
Quinn, P. O., & Madhoo, M. (2014). A review of ADHD in women and girls: Clinical implications. Journal of Clinical Psychiatry, 75(9), 1001-1009.
Quinn, P. O., & Madhoo, M. (2014). Gender differences in ADHD: A review. Journal of Clinical Child & Adolescent Psychology, 43(3), 558-569.
Richards, D. (2020). Peer relationships in ADHD students: A qualitative study. Educational and Child Psychology Review, 26(4), 192-208.
Roberts, H. (2019). Self-regulation and motivation in female students. Educational Leadership and Development Review, 31(2), 112-130.
Taylor, C. (2018). Verbal abilities and academic success in female students. Language and Learning Journal, 14(1), 45-61.
Taylor, D. (2019). The neurodevelopmental basis of ADHD. Psychological Medicine Journal, 41(3), 259-272.
Williams, B. (2018). The benefits of interactive learning for ADHD students. Journal of Special Education Interventions, 12(2), 78-94.
