Gender Stereotypes and Self-Efficacy on Learning Outcomes and Perceived Academic Performance of Office Technology and Management Students in Public Polytechnics, South-west, Nigeria

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dc.contributor.authorLydia Yemisi OLUDELE
dc.date.accessioned2024-07-01T11:40:20Z
dc.date.available2024-07-01T11:40:20Z
dc.date.issued2023-12
dc.description.abstractThe study aimed at investigating influence of gender stereotypes and self-efficacy on learning outcomes and perceived academic performance of Office Technology and Management (OTM) students in public polytechnics, Southwest, Nigeria. The study employed descriptive research design. The study sample 341 from 2,327 OTM students, using proportionate stratified sampling technque. A 61-item questionnaire with 4 sections was used for data collection. The instrument’s reliability yielded Cronbach Alpha values of 0.921, 0.848, 0.784, and 0.780 for the four sections. Descriptive and inferential statistics were used to analyzed the data. The study found that the levels of learning outcomes (X=2.73) and perceived academic performance (X=2.74) of the OTM students to be high. The study revealed that personal and societal gender stereotypes relate to OTM students. Self-efficacy level of the students was also found to be high (X=2.75). The study also found that gender stereotypes have significant negative influence on learning outcomes (β = -0.257, t = -5.878, p< 0.05) and perceived academic performance (β = - 0.180, t = -3.635, p> 0.05), while self-efficacy was found to have significant positive influence on both learning outcomes (β = 0.773, t = 20.622, p< 0.05) and perceived academic performance (β = 0.948, t=27.868, p< 0.05). The study concluded that gender stereotypes negatively influence learning outcomes and perceived academic performance, and that self-efficacy has positive influence on both learning outcomes and perceived academic performance of Office Technology and Management students. It was recommended that both students and teachers should redirect efforts at boosting self-efficacy level and should avoid stereotypes having negative impact on learning outcomes and perceived academic performance. Keywords: Learning Outcomes, Perceived Academic Performance, Gender Stereotypes, Self- efficacy, Office Technology and Management Word Count: 262
dc.identifier.citationKate Turabian
dc.identifier.otherPhD
dc.identifier.urihttps://repository.lcu.edu.ng/handle/123456789/632
dc.language.isoen
dc.publisherLead City University
dc.relation.ispartofseriesPh.D
dc.subjectLearning Outcomes
dc.subjectPerceived Academic Performance
dc.subjectGender Stereotypes
dc.subjectSelf- efficacy
dc.subjectOffice Technology and Management
dc.titleGender Stereotypes and Self-Efficacy on Learning Outcomes and Perceived Academic Performance of Office Technology and Management Students in Public Polytechnics, South-west, Nigeria
dc.typeThesis

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