A STUDY OF GENDER DIFFERENCES IN THE ATTITUDE OF STUDENTS TO SCIENCE SUBJECTS IN SECONDARY SCHOOLS IN OSUN STATE (A CASE STUDY OF ILE-IFE CENTRAL LOCAL GOVERNMENT)

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A STUDY OF GENDER DIFFERENCES IN THE ATTITUDE OF  STUDENTS TO SCIENCE SUBJECTS IN SECONDARY SCHOOLS IN OSUN STATE (A CASE STUDY OF ILE-IFE CENTRAL LOCAL GOVERNMENT)

CHAPTER ONE

INTRODUCTION

Background to the study

Sex differences in humans have been studied in a variety of fields. In humans, biological sex

is determined by five factors present at birth: the presence or absence of a Y chromosome, the

type  of gonads,  the sex  hormones,  the  internal  reproductive  anatomy  (such  as  the uterus in

females), and the external genitalia. People with mixed sex factors are intersex. People whose

gender identity (their internal sense of their own gender) differs from their biological sex are

transgender, transsexual or gender queer.

A distinction is sometimes made between sex and gender. Sex differences generally refer to

traits  that  are sexually  dimorphic.  Such  differences  are  hypothesized  to  be  products  of  the

evolutionary process of sexual selection.

By contrast,  the term gender differences refers to  average  group differences between males

and  females  that  are  presumably  based  on  sexually  monomorphic  (the  same  between  the

sexes) biological adaptations—and these group differences are presumed to be due primarily

to differential socialization.

Gender differences  in  education are  a  type  of sex  discrimination in  the  education  system

affecting both men and women during and after their educational experiences.

The introduction of the 6-3-3-4 system of education is one of the most important steps taken

by the Nigerian government to ensure the country’s scientific and technological development.

Even  the  modified  9-3-4  system  is  modified  landmark  by  the  government  to  bring  about

scientific and technological development.

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The  awareness  of  the  vital  role  of  science  and  technology  in  national  development  has

prompted  both  the  developed  and  developing  countries  of  the  world  to  include  science  and

technology subjects in their school curricula to carry out various educational reforms in such

areas. In Africa, for example, the African Primary Science Program (APSP) was developed.

With more national consciousness and the continued pressure of modern scientific demands,

the  Federal  Ministry  of  Education  in  Nigeria,  for  example,  started  adopting  a  more  science

oriented  policies  and  programmes  in  education.  Through  the  help  of  such  organs  as  the

Nigeria  Educational Research  Council  (NERC)  and  the  Comparative  Education  Study  and

Adaptation Centre (CESAC), better-oriented curricula efforts began to emerge.

A  number  of  the  new  curriculum  projects  initiated  were;  the  Core  Curriculum  in  Primary

Science, the Nigeria Secondary School Science Project, the Primary Education Improvement

Project, the Nigeria  Integrated Science Project,  and the Federal Ministry of Education Core

Curriculum Project for both Primary and Secondary School Science.

In  Nigeria,  the  National  Policy  on  Education  stipulates  that  secondary  school  education

should  equip  students  to  live  effectively  in  modern  age  of  science  and  technology  (Federal

Ministry  of  Education - FME  2004).  The  proper  teaching  and  handling  of  science  and

technology  subjects  in  schools  will  result  in  the  training  of the  minds  of  students  in  the

understanding  of  the  world  around  them  in  the  acquisition  of  appropriate  skills,  capacities,

competencies necessary for them to live and contribute to the development of their society.

In pursuance of this, governments of many nations have planned that science and technical

subjects should be taught in such a way as to ensure that every secondary school student has

access to science and technology irrespective of sex and creed.

In  Nigeria  for  example,  as  a  follow  up  of  the  Adebo  commission,  the  6-3-3-4  system  of

education was put in place.

The three year junior secondary school education took care of pre-vocational subjects while

the three year senior secondary catered for sciences and vocational subjects (Oriaifo 2002).

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The concept of science education is Science has been defined variously by different authors.

Shapin (1996) defines science as the study of the physical and natural world and phenomena,

especially by using systematic observation and experiment. In the view of

Aigbomian and Imhanlahimi (1997), an operational definition of science is that advanced by

the  National  Science  Teachers  Association  1963,  which  states  that  “Science  is  an

accumulated and systemised learning in general usage restricted to the natural phenomenon.

What science does is to expose one to the knowledge of the natural phenomenon and to the

use of practical efforts to transform it to reality.

A  nation’s  school is  particularly  suited  for  the  education  of  the  people  through  science

because it is the only organized societal institution that holds the largest number of youth and

anytime. Nigeria needs an educational system which can provide scientific literate persons.

However,  the  new  system  of  education  placed  emphasis  on  academic  according  to  the

national policy on education (2004); science education shall emphasis on teaching of science

processes and principles. This will lead to the fundamental and applied research in sciences at

all level of education the goals of science education shall be too;

i Cultivate inquiring and knowing and rational mind for the conduction of a good life

and democracy.

ii Producing scientist for national development.

iii Serve  studies  in  technology  and  the  causes  of  technological and  the  causes  of

technological development.

Therefore with all these definition and goals of science education is the study of science and

technology to bring about technology and development.

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In  the  Nigerian  secondary  school  educational  system  every  student  is  to  study  science

subjects from the JS 1-3 class (Upper Basic Education Curriculum) the SS 1-3.

Overviews of these subjects to be taken by the students are outlined below:

Junior Secondary 1-3:

. Mathematics

.  Basic technology

. Computer studies (ICT age)

. Basic science (Integrated Science)

. Agricultural science

Senior Secondary 1-3

. Mathematics

. Chemistry

. Physics

. Agricultural science

.  Biology

. Further mathematics

In  the  Nigerian  education  continuum,  basic  education  as  the  foundation  requires  a  sound

knowledge of Science and Technology.

This  is  not  only  because  Science  and  Technology  has  a  tremendous  impact  on  all  social

institutions but also because science teaching is virtually non-existent in our primary schools

(Danmole, 1998).

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However,  studies  have  shown  that  there  are  different  attitudes  of  male  and  female students

towards  the  study  of  science  subjects  in  secondary  schools.    Studies  completed  in  the  last

three decades have shown that females and males have different interests and attitudes toward

studying science subjects.

Beginning  as  early  as  elementary  school,  boys  have  typically  possessed  more  interest in

studying science than females (Clarke, 1972; Clark & Nelson, 1972; 1971; Kotte, 1992).

In  an  initial  study  of  gender  and  students’  science interests,  Kahle  examined  data  from  the

National Assessment of Educational Progress (NAEP) USA and found that females described

their science classes as “facts to memorize,” and “boring” (Kahle & Lakes, 1983). By middle

school, females’ attitudes toward science tend to decline and this decline may persist through

high  school  (Sullins,  Hernandez,  Fuller,  &  Tashiro,  1995).  Kotte  (1992)  reported  that,  for

students  from  ten  countries,  the  differences  between  males  and  females’ attitudes  toward

science widens as students move from elementary to secondary school.

By  middle school,  females’ attitudes  toward  science  tend  to  decline  and  this  decline  may

persist  through  high  school  (Sullins,  Hernandez,  Fuller,  &  Tashiro,  1995).  Kotte  (1992)

reported  that,  for  students from  ten  countries,  the  differences  between  males  and  females’

attitudes toward science widens as students move from elementary to secondary school.

Furthermore, Kotte reported that the sharpest increase in gender differences in attitudes takes

place  between  the  ages  of  10  and  14  years.  In  an  examination  of  data  from  19,000  eighth

grade students  who participated in  the National  Educational  Longitudinal  Study, Catsambis

(1995)  found  that  males  were  more  likely  to  look  forward  to  science  class  and  to  think

science  would  be  useful  to  their  future,  and  were  less  afraid  to  ask  questions  in  science

classes than their female peers. Girls’ less positive attitudes, according to Catsambis, existed

even  though  they  performed  as  well  or  better  than  boys,  receiving  better  grades  in  science

classes. In addition, Catsambis found that over twice as many middle school boys as girls are

interested in a future career in science.

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The  gender  differences  noted  for  career  selection  are  also  seen  in  precollege  students’

attitudes and course enrolments. Keeves and Kotte’s (1992) examination of students from ten

different countries found that males consistently held more favorable attitudes toward science

than  females,  even  though  females  were  more  interested  in  school  and  school  learning  in

general.  In  this  same  sample  of  students,  males  also  indicated  that  science  was  easy  rather

than difficult to learn, whereas female students were less positive about the ease of learning

science.

Keeves  and  Kotte  found  that  males,  more  than  females,  were  more  likely  to  be  enrolled  in

physics and chemistry courses in secondary school.

Biology was the only area where the numberof female students exceeded the the number of

male  students  enrolled.  Keeves  and  Kotte  also  reported  that,  at  ages  10,  14,  and  18,  male

students had higher achievement in chemistry, earth science, and physics. The differences for

biology were not significantly different for males and females.

Another major factor influencing students’ choice of science subject is gender. According to

Whitelaw et al. (2000), sex is probably the most important variable related to pupils’ attitudes

to science. Many studies for instance, Francis and Greer (1999), Jones et al. (2000), reported

that males  have  more  positive  attitudes  toward  science than  females.  Also, Osborne  et  al.

(2003) stressed that there is still a bias against physical sciences held by girls, suggesting that

at  an  individual level  the  overwhelming  majority  of  girls  still choose  not  to  do physical

science as soon as they can. In the same vein, Aigbomian (2002) observed that boys perform

better than  females in science, technical  and mathematical  subjects.  It is  generally believed

that socio-cultural and religious practices are at the root of this imbalance.

Females are very often actively shielded from participating in rigorous vocational activities.

In Nigeria, for  example, boys  are usually  exposed to receive training from  their fathers, on

farming, blacksmithing, carpentry etc., to prepare them for a socially acceptable adult life. In

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most countries of Africa, same is the experience when females are informally inducted into

the trades and professions of their fathers.

According to Durkheim (Cited in Aguele and Uhumuavbi 2003) it is the classical division of

labour  based  on  sex and age,  and backed  by  various  institutional arrangements,  that  are

normally relevant within the home environment.

Thus,  females are  socialised to  play  expressive  roles  that  are  secondary;  to play  a  service

docile role or submissive and to be non-aggressive.

Gender issues in science and technology have been the concern of many educators, and series

of researches have been going on in this area.

The purpose of this study  is  to  investigate  gender differences in  the  attitude of students’ to

science subjects in secondary schools in Ife Central Local government.

Statement of Problems

In Nigeria  using Ife central local government as a sample there exists a wide inequality gap

in the differences of attitude of students to science subjects in secondary schools.

Factors  relating  to  attitude  and  gender  differences  in  science  achievement  are  among  those

widely examined in the study of the causes of poor performance in science subjects  among

students.

The current situation in Nigeria is that the performance in sciences at secondary school level

has been  generally poor, but  on the average females tend to  perform  worse than their male

counterparts.

This raises a serious concern since if the trend is unchecked it will undermine gender equity

in Nigerian education system.

Thus there is a need for all hands to be on deck to ensure that science subject achievement

improves  together  with  maintaining  gender  equity  at  all  levels  of  Nigerian  educational

system.

The gender of a student to a large extent determines the attitude of students towards science subjects  in  many cultures, especially in  Nigeria.  Before  the  advent  of  western  education  in Nigeria, traditional  education  was  practised.  Boys  received training from their  fathers  in farming, blacksmithing and other masculine activities, while girls stayed at home to prepare food, washed utensils and took  care of children.  In schools  males are  encouraged to  do the brain storming mathematics, physics and chemistry, which could lead them to great scientists, doctors, engineers, etc; while girls are encouraged to offer biology and home economics that could  enable  them  become  successful  housewives.  In  other  words,  females as  a result  of marriage, child bearing show non  positive attitude or opt out of science subjects thus out of science and other technology related careers.   Science  subjects  particularly  physics,  chemistry  and  mathematics  are  being  perceived  by females  to  be  very  difficult  and  unrelated  to  daily  life  as  they  deal  with  abstract  concepts, principles, theories and laws (Gardner 1984). Consequently, females regard these subjects as masculine subjects, while liberal arts and humanities are feminine. This erroneous believe has resulted in females losing interest in science.

Finally there is a paucity of research on gender valuation of science and technology education among  secondary  school  students  particularly in  Nigeria (CHRISTIANA  I.  ORIAHI,  P.O.

UHUMUAVBI AND L.I. AGUELE 2010).

Objectives of study

The objective of the study is to find out the gender differences in the attitude of students to science subjects in secondary schools in Ife- Central local government of Osun state.

  1. Find out the level of gender differences in the attitude of students to science subjects  in secondary schools.

  2. Determine  the  influence the  gender  differences  in  attitude  of  students  to  science subjects in terms of their ages.

  3. Determine  the  influence  between  sex  and  socio- cultural  factors  to  the  gender differences in the attitude of students to science subjects.

  4. Find out the level of the class of subject choice of secondary school students.

Research Question

What  is  the  level  of  the  gender  preferences  of  students  to  science  subjects  in  secondary schools?

Research Hypothesis

1. There  is no  significant  influence  of  gender differences in  the  attitude  of  students  to science subjects in terms of their ages.

  1. There is no significant influence in the gender attitude of students to science subjects based on their sex and socio-cultural factors.

  2. There is no significant difference in the gender attitude of secondary school students to science subjects in terms of their class of subject.

Significance of Study

The study would suggest ways of closing wide inequality gap in the differences of attitude of students to science subjects in secondary schools.

The  study  would widely  examine  the  factors  relating  to  attitude  and  gender  differences  in science achievement which are among those causes of poor performance in science subjects among students.

The study seeks to address the current situation in Nigeria that the performance in sciences at

secondary school level has been generally poor, but on the average females tend to perform worse than their male counterparts.

The gender of a student to a large extent determines the attitude of students towards science

subjects  in  many  cultures,  especially  in  Nigeria. The  study  would  assist  in  suggesting

measures to ensure gender equality in the study of science in secondary schools.

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Delimitation of the study

This study limitation is that the survey will be administered to a limited sample of 5 selected

secondary schools in Ife - Central local government Osun State.

Thus, the study findings are also limited by sampling to Ife - Central local government Osun

State.; hence, attempts to generalize them to other contexts may not be correct.

Lastly, the results of this study are based on self-reported data that were obtained through the

use of the use of the survey instrument which is subject to biasness in responses. This implies

that cautions need to be considered when taking in or drawing conclusions over the results of

this study.

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