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This study is intended to analyze instructors’ performance in teaching learning-process vis-a-vis academic performance of students from gender perspectives. To achieve these objectives, both primary and secondary data were collected. The primary data were obtained using questionnaire designed to assess instructors’ performance in teaching learning process. Moreover, focus group discussion was conducted with students from all departments incorporating both male and female representatives. Stratified random sampling technique was used with 15% of students in the College of Business and Economics taken as respondents. Nearly 50% of instructors were randomly taken to be assessed by instructors. Moreover, secondary data were obtained from students’ academic report of 2011/12 in the first semester. Qualitative and quantitative survey was used as a design of the research.  Statistical tests have been made using chi-square and t- test employing SPSS as a tool. It was found that the academic performance of students is relatively poor in aggregate and male students performed better than their female counterparts. The performance difference between male and female students was tested to be statistically significant. The teaching learning performance of instructors is rated to be very high (88.6%) and the response of male and female students about instructors’ performance is not significantly different.

The Gender Perspective of Academic Performance of Students Nexus Instructors' Performance in College of Business and Economics, Ambo University