GENDER DISPARITY ON TEACHING MATERIALS, COMMUNICATION, INSTITUTIONAL SUPPORT, AND LEARNING ACHIEVEMENTS OF THE STUDENTS IN HIGHER EDUCATION IN PAKISTAN

Abstract

This paper aims to study gender disparity in teaching materials, communication, institutional support, and learning achievements of the students in higher education in Pakistan. A quantitative study has been conducted. The students of the BS (4 Years) program in social sciences constitute the population of the study. The sampling frame has been collected from the concerned departments. A proportionate random sampling technique has been used to draw a representative sample. A sample of 316 students has participated in the study. A cross-sectional study has been conducted. A structured questionnaire has been used to collect the data. The tool consisted of different sections, including socio-demographic, gender disparity in enrolment, gender disparity in classroom, gender disparity in learning environment, supportive classroom climate, gender disparity in residential backgrounds, accessible resources, and disparity in learning achievements. A pilot test has been done on 30 randomly selected students. An altitudinal scale of (dis)agreement has been used to measure the response of the students. Statistical analysis has been made using AMOS to measure the effects of the model. Similarly, the study findings concluded that culturally relevant teaching materials, gender disparity in communication, and policy and institutional support have positive effects on disparity in learning achievements. Likewise, the primary data analysis described that collaborative learning opportunities and flexible instructional methods have positive effects on the disparity in learning achievements. Furthermore, equitable assessment methods have positive effects on reducing disparity in learning achievements.