ASSESSMENT OF GENDER DIFFERENCE ON STUDENTS’ PERCEPTION OF UNDERGRADUATE RESEARCH PROJECT SUPERVISOR

Authors

  • Aminu Yusuf Department of Education Foundations, Faculty of Technology Education, Abubakar Tafawa Balewa University, Bauchi, Nigeria
  • Anthony O. Ebubechukwu Department of Physical Science Education, Imo State University, Owerri, Nigeria
  • Iornienge Moses Tarnum Department of Vocational and Technical Education, Faculty of Education, Benue University, Makurdi, Nigeria

DOI:

https://doi.org/10.46827/ejes.v0i0.612

Keywords:

gender difference, students’ perception, undergraduate research project supervisor

Abstract

Determining the extent of difference between male and female supervised students’ perception on relationship; commitments of Undergraduate Research Project Supervisor (URPS) were among the objectives of the study. Survey design was adopted for the study. The study consisted of three universities, Abubakar Tafawa Balewa University of Technology, (ATBU) Bauchi, from North East, Benue State University (BSU) Makurdi, from North Central and Imo state University (ISU) Owerri from the South East geo political zones of Nigeria. Population of the study consisted of 1969 (375, from ATBU, 759 from BSU and 759 from ISU) final year students from Faculty of Education in each university. Proportionate Stratify random sampling was used to select 322 students. Supervised students project questionnaire (SSPQ) was developed, validated and used for data collection. Cronbach’s Alpha of 0.88 was obtained as the stability coefficient of the items. Hypotheses were tested at α=0.05 level of significance. The data was analyzed using weighted mean while chi square test was used for the testing of the hypotheses. Some of the findings from the study shows that, there is significant (ѱ2= 44.541, df = 4, ρ<0.05) difference between male (Weighted mean score = 28.85) and female (Weighted mean score =30.4) supervised A students perception on the A relationship with URPS; male have positive perception than female supervised students on level of UPRS commitments to student. Researchers to focus their study on undergraduate research project especially on opinion, perception.

 

Article visualizations:

Hit counter

DOI

References

Ali, P.A., Watson, R., & Dhingraq, K. (2016). Postgraduate research students' and their supervisors' attitude towards supervision. International Journal of Doctorial Students, 11(1), 227-241. Retrieved from www.informingscience.org/publications/354

Alvarez, B., & Dimmock, N. (2007). Faculty expectations of student research. In). F. In (Eds.. Chicago: Association of College and Research Libraries. Admission of the American Library Association.

Azure, J. (2016). Students' perspective of effective supervision of graduate programme in Ghana. American Journal o0f Educational Research, 4(2), 163=169. Retrieved March 8, 2017, from http://pubs.science.com/education/4/2/4

Conference on Undergraduate Research [C.U.R. 1997]. Undergraduate research. Retrieved March 7, 2017, from www.onsf.utk.edu/undergraduates/research/cur

Garrett, M. J. (2013). Common problems in undergraduate writing. Retrieved March 7, 2017, from http://faculty.une.edu/cas/igarrett1/110co0mmonprob.html

Huang, S. (2016, March). Do's and Don'ts for research writing. Retrieved March 7, 2017, from https://pcur.princeton.edu/2016/03/dos-and-don'ts-for-research-writing

Juliet, U. (2015). Do's of project writing and presentations. Retrieved March 7, 2017, from www.reserveclue.com/blog

Lambert, M. (2013, February 05). Rough ground of practice: How to supervise undergraduate students engaged in action research. Retrieved March 7, 2017, from www.connection.sage.com/blug/sage-connection/2013/02/05/rough-grounde-of-practice-how-to-supervise-undergraduate-students-engaged-in-action-research

Leesman, L. (2012). Common grammar mistakes to avoid on research project. Retrieved March 7, 2017, from www.blog.granthaqm.edu/6commonbid/115765/6-common-Grammeratice-mistakes-to-Avoid-on-Research-Project

Madan, R.C., & Teitge, D.B. (2013). The benefits of undergraduate research: The student's perspective. The Mentor an academic advising journal. Retrieved March 8, 2017, from https://dus.edu/mentor/2013/05/undergraduate-research-students-perspective

Showman, A., Cat, A.L., Cook, J., Holloway, N., & Wittman, T. (2013). Five essential skills for every undergraduate researcher. Spring, 33(5), 16-20. Retrieved from www.cur.org/assessts/1/7/333spring13showman16-20.pdf

Undergraduate Research Manual. (n.d). Retrieved March 7, 2017, from http://www.wcu.edu/webfiles/pdefs/HC-undergraduate-Research-Manual-Revised.pdf

Yeoh, J.S.W., & Doan, T. (2012). International research students' perceptions of quality supervision. International Journal of Innovative Interdisciplinary Research, 1(3), 10-18.

Yusuf, A. (2017). Assessment of university students learning of basic concepts in Educational Research Methods. Educational Research Journal, 7(2), 16-22. Retrieved March 5, 2017, from http://resjournals.com/journals/educational-research-journal.html

Downloads

Published

2017-03-24

Issue

Vol 3, No 4 (2017)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).