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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.
- Find out the level of gender differences in the attitude of students to science subjects in secondary schools.
-
Determine the influence the gender differences in attitude of students to science subjects in terms of their ages.
-
Determine the influence between sex and socio- cultural factors to the gender differences in the attitude of students to science subjects.
-
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.
- There is no significant influence in the gender attitude of students to science subjects based on their sex and socio-cultural factors.
-
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.