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Item Effects of home factors and students classroom participation on the academic performance of senior secondary schools students in Lagos Nigeria(Maldives National University, 2022-07) Oni, Adsoji.A; Soji-oni, TitilayoHome factors entails the objects, materials, parents, siblings, peers and social life that exists in the home in which the students find himself/herself. All the variables in the home that affect a child’s existence, behaviour and performance constitute the home environmental factors, while student achievement refers to the extent to which a learner has attained their short or long-term educational goals. Individual differences in academic performance are strongly correlated with differences in personality and intelligence. The study examined the effects of home factors and students’ classroom participation on the academic performance of senior secondary schools in Lagos, Nigeria. Consequently, four research questions and three hypotheses were formulated to guide the study, the study was limited to Education District I, of Lagos, Nigeria. The study adopted the descriptive survey research design, using a self-constructed questionnaire to collect data from secondary school teachers and students. The validity of the instrument was done by experts in sociology of education and measurement and evaluation, while the researchers administered the instrument to 30 students not involved in the main sample for pilot testing. The reliability correlation coefficient index obtained was 0.78. The data collected were analysed using simple percentage, t-test, Chi-square and Pearson Product Moment Correlation Coefficient method of statistical analysis. These statistics were used to demonstrate whether the variables are correlated or related. The findings of the study revealed that students’ home factors affect their academic performance; teachers and the students have different perceptions of the relevance of home factors; and that a significant relationship exists between home factors and students’ classroom participation. The study therefore concluded and recommended that education should be mounted for parents in our formal and non-formal education programmes in order to educate parents on their roles as parents in the education of their wards.Item Student perceptions on gender differences of ELT teachers(Maldives National Journal of Research, 2019-12) Neena, Aminath; އައިމިނަތު ނީނާThe effect of teacher gender on students of different gender is often shrugged off, as a lot of teachers themselves are not aware of gender biases and stereotyping in particular when these issues may not have been addressed effectively in their training programs, as not much research has been done on this particular aspect in recent years. Hence, it is an area that needs to be addressed in a more vigorous style particularly in the language learning arena, in order to explore and overcome any shortcomings that may exist with regard to gender differences. The purpose of this research is to identify the effects of teacher gender on students in terms of their perceptions as learners and thus cater to the following research question. Which teacher gender is preferred over the other by students among their language teachers and why? In order to do this, qualitative research design has been incorporated and data collected over a period of 2 months were analyzed and triangulated to accumulate the results which indicated that with regard to content delivery, female teachers topped off while male teachers flourished being spontaneous and more approachable in class. Furthermore, it was also found that both male and female students preferred male language teachers over female teachers due to the fact that they were perceived to be more “friendly” towards their students.