Gender and Behaviour

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Strategies for Improving Participation and Performance of Girls in Secondary School Science in Nigeria: Science Teachers\' Opinions

BJ Ogunkola, RA Olatoye


This study provides empirical evidence for improvement of participation and performance of girls in secondary school science in Nigeria. A total of 120 science teachers drawn from eight out of the thirteen secondary schools in Ijebu-Ode Local Government Area of Ogun State returned the questionnaires for the study. Data were analysed using simple percentages and t-test. The findings indicate that initiation of awareness programmes on the relevance of science for parents and girls and also making perception and attitudes of teachers vis-à-vis girls in science positive will go a long way in improving girls participation and performance in science. Furthermore, organization of science groups and clubs for girls and adoption of teaching strategies that are attractive to girls by the teachers are favoured by the science teachers for the improvement of girls' participation and performance in science. The opinion of the science teachers is that gender-biased curriculum materials should also be reviewed. However, the science teachers feel that making the standard for promotion of girls from one class to the next class lower than that of the boys will not help in improving girls participation and performance in school science. The study further reveals that there were significant differences between the opinion of male and female science teachers and opinions of experienced and inexperience teachers but there was a significant difference between the opinions of science teachers having degree and NCE certificates. The implications of the revelations are discussed.
Gender & Behaviour Vol.3 2005: 453-464

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Gender and Behaviour.   ISSN: 0117-7322
AJOL African Journals Online