GENDER DISPARITY IN LEARNING ACHIEVEMENTS OF THE STUDENTS IN HIGHER EDUCATION IN PAKISTAN

Abstract

The study has been designed to evaluate the effects of gender disparity on the learning achievements of 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 consists of different sections, including socio-demographic, gender disparity in enrollment, 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 the normality test, Kendall's tau_b, and the Chi-Square test. The study findings asserted that gender disparity in enrolment, classroom, and learning environment has a positive correlation and an association with disparity in learning achievements. Similarly, the study findings revealed that culturally relevant teaching materials, gender disparity in communication, and policy and institutional support have a positive correlation and an association with disparity in learning achievements.