Gender Differences and Institutional Factors Influencing Chemistry Graduates’ Academic Performance in JUPEB-Affiliated Nigerian Universities
DOI:
https://doi.org/10.63561/fnas-jmse.v7i3.1165Keywords:
JUPEB, Academic Performance, Gender, University Type, Institutional factorsAbstract
This study examined the impact of gender and institutional factors on the academic performance of chemistry graduates in JUPEB-affiliated Nigerian universities. Specifically, it looked at the independent effects of gender, teacher–student ratio, and university type, as well as their combined influence on academic outcomes. Using an ex post facto design, data were collected from 665 graduates across 43 JUPEB-affiliated universities in Southwest Nigeria. Chi-square, one-way ANOVA, and ordinal logistic regression analyses were used to test four null hypotheses. Results showed that gender alone did not significantly affect academic performance, and neither the teacher–student ratio nor the type of university produced significant differences in graduates’ outcomes. Additionally, the combined effect of gender and institutional factors was non-significant, indicating that neither of these variables, individually or collectively, predicted academic success among chemistry graduates. These findings support recent research suggesting that gender differences in tertiary chemistry performance are context-dependent and that institutional structures, within the framework of JUPEB standardisation, do not systematically disadvantage particular student groups. The study recommends promoting inclusive teaching methods, fair resource distribution, and ongoing monitoring to maintain academic equality. The implications for educational policy, programme evaluation, and institutional planning in pre-university preparatory programmes are also discussed.
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