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Gender disparity in admissions into tertiary institutions: Empirical evidence from Nigerian data (2010–2015)

Gender equality in access to higher education is an important factor in building a sustainable world. Although a good number of countries across the globe have achieved parity in primary education between boys and girls, the target is yet to be widely attained at tertiary level of education. In this...

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Autores principales: Oludayo, Olumuyiwa A., Popoola, Segun I., Akanbi, Comfort O., Atayero, Aderemi A.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Elsevier 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6362862/
https://www.ncbi.nlm.nih.gov/pubmed/30766907
http://dx.doi.org/10.1016/j.dib.2019.01.031
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author Oludayo, Olumuyiwa A.
Popoola, Segun I.
Akanbi, Comfort O.
Atayero, Aderemi A.
author_facet Oludayo, Olumuyiwa A.
Popoola, Segun I.
Akanbi, Comfort O.
Atayero, Aderemi A.
author_sort Oludayo, Olumuyiwa A.
collection PubMed
description Gender equality in access to higher education is an important factor in building a sustainable world. Although a good number of countries across the globe have achieved parity in primary education between boys and girls, the target is yet to be widely attained at tertiary level of education. In this data article, empirical data on yearly admissions into accredited tertiary institutions in Nigeria are extensively explored to reveal the existence of gender gaps in the national admission process. Details on the number of candidates admitted into all accredited universities, polytechnics, and colleges of education between 2010 and 2015 were obtained directly from the Joint Admissions and Matriculation Board (JAMB). Gender distributions of admitted candidates are analyzed across the thirty-six (36) states of the federation, the Federal Capital Territory (FCT), and the international students’ category. Gender disparity in admissions into Nigerian tertiary institutions are explored using relevant descriptive statistics, box plots, bar charts, line graphs, and pie charts. In addition, Analysis of Variance (ANOVA) is carried out on the historical data to find out if there are significant differences in the arithmetic means of females and males admitted over the six-year period. Furthermore, multiple comparison post-hoc test results are presented in tables to understand the extent of variations (if any) in gender distribution over the years. The robust data exploration reported in this data article will help national regulatory bodies and relevant stakeholders in policy formulation and decision making towards ensuring equal access to higher education in Nigeria.
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spelling pubmed-63628622019-02-14 Gender disparity in admissions into tertiary institutions: Empirical evidence from Nigerian data (2010–2015) Oludayo, Olumuyiwa A. Popoola, Segun I. Akanbi, Comfort O. Atayero, Aderemi A. Data Brief Social Science Gender equality in access to higher education is an important factor in building a sustainable world. Although a good number of countries across the globe have achieved parity in primary education between boys and girls, the target is yet to be widely attained at tertiary level of education. In this data article, empirical data on yearly admissions into accredited tertiary institutions in Nigeria are extensively explored to reveal the existence of gender gaps in the national admission process. Details on the number of candidates admitted into all accredited universities, polytechnics, and colleges of education between 2010 and 2015 were obtained directly from the Joint Admissions and Matriculation Board (JAMB). Gender distributions of admitted candidates are analyzed across the thirty-six (36) states of the federation, the Federal Capital Territory (FCT), and the international students’ category. Gender disparity in admissions into Nigerian tertiary institutions are explored using relevant descriptive statistics, box plots, bar charts, line graphs, and pie charts. In addition, Analysis of Variance (ANOVA) is carried out on the historical data to find out if there are significant differences in the arithmetic means of females and males admitted over the six-year period. Furthermore, multiple comparison post-hoc test results are presented in tables to understand the extent of variations (if any) in gender distribution over the years. The robust data exploration reported in this data article will help national regulatory bodies and relevant stakeholders in policy formulation and decision making towards ensuring equal access to higher education in Nigeria. Elsevier 2019-01-18 /pmc/articles/PMC6362862/ /pubmed/30766907 http://dx.doi.org/10.1016/j.dib.2019.01.031 Text en © 2019 The Authors http://creativecommons.org/licenses/by/4.0/ This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Social Science
Oludayo, Olumuyiwa A.
Popoola, Segun I.
Akanbi, Comfort O.
Atayero, Aderemi A.
Gender disparity in admissions into tertiary institutions: Empirical evidence from Nigerian data (2010–2015)
title Gender disparity in admissions into tertiary institutions: Empirical evidence from Nigerian data (2010–2015)
title_full Gender disparity in admissions into tertiary institutions: Empirical evidence from Nigerian data (2010–2015)
title_fullStr Gender disparity in admissions into tertiary institutions: Empirical evidence from Nigerian data (2010–2015)
title_full_unstemmed Gender disparity in admissions into tertiary institutions: Empirical evidence from Nigerian data (2010–2015)
title_short Gender disparity in admissions into tertiary institutions: Empirical evidence from Nigerian data (2010–2015)
title_sort gender disparity in admissions into tertiary institutions: empirical evidence from nigerian data (2010–2015)
topic Social Science
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6362862/
https://www.ncbi.nlm.nih.gov/pubmed/30766907
http://dx.doi.org/10.1016/j.dib.2019.01.031
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