Gender differences in the use of English at SEC level (May 1998)

Abstract

This dissertation analyses gender difference in the performance of candidates sitting for the Secondary Education Certificate (SEC) examination in English Language held during the May 1998 session. The investigation of gender difference in the use of English at this level is done through the analysis of written examination essays by both sexes. The analysis is based on a sample of 633 candidates who had achieved the best grades: grades 1-3 in Paper II A and grade 4 in Paper II B. The kind of writing that girls and boys tend to favour and the different ways of how they handle their written work are also analysed. For these reasons the approach of investigation involves the examination of results and the systematic analysis of the written language of girls and boys including a study of the committed errors and the nature of the linguistic structures as used by the two sexes. The data obtained is discussed with explanations that may be different from theoretical perceptions outlined in the literature review. The results show that gender related differences are found in essay content; girls and boys handle the essay titles differently, whereas the type of language errors done in written English are not gender related. Yet girls commit much more language errors than boys do and even make much more use of figurative language in their writing. After outlining these results, the authors then proceed to suggest some form of remedial action that might enhance the teaching and learning process.