Gender Differences in Academic Performance of Students with Hearing Impairment in North Central Nigeria

This study examines gender differences in academic performance among students with hearing impairment in special and integrated schools across selected states in North Central Nigeria. Gender as a variable influencing academic performance has been extensively studied in general education literature, but its intersection with hearing impairment within the Nigerian context has received insufficient scholarly attention. Understanding how gender shapes the educational trajectories of hearing-impaired learners is important for designing equitable instructional and support interventions. Using a descriptive ex-post facto design, the study analyses academic performance records of three hundred students with hearing impairment, equally distributed across male and female students, from special education schools in Plateau, Niger, and Benue States. Academic performance is measured using scores from the most recent annual examinations across five core subjects. Data are analysed using independent samples t-tests and two-way analysis of variance, with disability severity and school type as additional variables. The study explores how gender interacts with family support, teacher expectations, and sign language proficiency in shaping achievement. Findings are expected to reveal significant gender-based performance differences, with implications for targeted instructional support and gender-responsive special education practice. Recommendations include gender-disaggregated monitoring of special education outcomes and the development of mentorship initiatives for female students with hearing impairment in North Central Nigeria. Keywords: gender differences, hearing impairment, academic performance, North Central Nigeria, special education.