Investigating Gender Differences in English Language Academic Achievement of the Omani Grade 12 Students

Abstract

Success in English Language Academic Achievement (ELAA) is a critical educational goal. Understanding the factors that influence ELAA is essential for enhancing student outcomes. This study explores the role of gender in the English language academic achievement of Omani Grade 12 students. A quantitative research design was employed, with data collected from 300 Grade 12 students across 10 secondary schools in the Ad Dakhliyiah Governorate of Oman. The study used a questionnaire consisted of four sections and participants were selected through simple random sampling. Data analysis, conducted using SPSS software, included descriptive statistics and Pearson correlation coefficients. Findings reveal that gender significantly influences students’ academic performance, with female students demonstrating higher achievement levels compared to their male counterparts. Based on these results, recommendations are provided for educational stakeholders, including school administrators, teachers, and parents. Proposed measures include fostering gender-sensitive teaching strategies, enhancing school-family communication, and organizing English language courses for parents to support their children's academic success.