GENDER DISPARITY IN ENROLMENT, CLASSROOM, LEARNING ENVIRONMENT, AND LEARNING ACHIEVEMENTS OF THE STUDENTS IN HIGHER EDUCATION IN PAKISTAN

Abstract

The study has been designed to examine gender disparity in enrolment, classroom, learning environment, and learning achievements of the students at the higher education level in Pakistan.  Since the inception of Pakistan, education was male-dominated in the university, i.e., the University of Punjab, which had fewer students and was also male-dominated. A quantitative study has been conducted. The students of the BS (4 Years) program in social sciences constitute the population of the study. The sampling frame has been collected from the concerned departments. A proportionate random sampling technique has been used to draw a representative sample. A sample of 316 students has participated in the study. A cross-sectional study has been conducted. A structured questionnaire has been used to collect the data. The tool consisted of different sections, including socio-demographic, gender disparity in enrollment, gender disparity in classroom, gender disparity in learning environment, supportive classroom climate, gender disparity in residential backgrounds, accessible resources, and disparity in learning achievements. A pilot test has been done on 30 randomly selected students. An altitudinal scale of (dis)agreement has been used to measure the response of the students. Statistical analysis has been made using AMOS to measure the effects of the model. The study findings assert that gender disparity in enrolment, classroom, and learning environment has positive effects on disparity in learning achievements. Similarly, the primary data analysis indicates that a supportive classroom environment and gender disparity in residential background have also positive effects on disparity in learning achievements.