The Impact of Gender on Postgraduate Students’ Research Course Satisfaction, Knowledge and Self-Efficacy

Joseph Baidoo

doi:10.59890/ijaer.v3i4.104

Authors

Joseph Baidoo University of Education, Winneba

DOI:

https://doi.org/10.59890/ijaer.v3i4.104

Keywords:

Course Satisfaction, Perceived Knowledge, Self-Efficacy, Educational Research, Gender-Based Differences

Abstract

Males and females have been reported to differ in various ways and competences. As such, this study was a survey conducted to explore how this gender-based differences manifests in Ghanaian postgraduate students’ competencies for on-field research. A sample of sixty-one postgraduates were selected using a census frame. A structured questionnaire was the instrument of data collection, after which the data was analyzed using mean, standard deviation, and independent sample t-tests. The findings indicated that, generally males exhibited higher levels of research competencies in terms of their perceived knowledge and self-efficacy. Conversely, females showed a higher level of research competence only in their satisfaction with the research methodology courses read. Yet, male and female postgraduates did not differ significantly from each other in terms of these aspects of research competency. Recommendations were offered for the Departments and University’s branch of GRASAG to continue to create an inclusive research exposure that supports the diverse needs and backgrounds of its postgraduates.

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