ATTENTION:
BEFORE
YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE
INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN
GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000
ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE
BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
GENDER AS A
FACTOR IN THE PERFORMANCE OF STUDENTS IN AFRICAN THINKERS COMMUNITY
ABSTRACT
This research
work is meant to investigate gender as a factor in the performance of students
of the science education in African thinkers community of inquiry (ATOCCOE),
Enugu. The population for this research
was drawn from department of science
education- degree program from one hundred level to four hundred level
respectively. A total of 117 students compressing males and females gender were
randomly chosen and used for this study. The data for the study was collected using a structural
questionnaire while decision rule was used in the date analysis. The following
are the results made, thus, (i) Gender as a factor is a product of cultural
perception of the male and female child (2) Female in science education have
gender tendency of not completing their academic progreme (3) Gender affects
the students towards difficult courses (4) without adequate handling of gender
as a factor, only few percentage of female can contribute their quote to
national development. He researcher stressed that (1) Audragogicla system
should be used to embrace the gap between males and females (2) leadership
position in the departs should involve both gender. Finally, the researcher recommends that (1)
government and private agencies should help to assist the females in
realizing themselves, and (2) family
life education be changed in its scope and content.
CHAPTER I
INTRODUCTION
1.9 Background of the Study
The
evolution of the gender gaps in achievement as children matures suggests that
what occurs in classrooms may play an important role in the larger society.
According to the department of education’s early childhood longitude study,
when children enter kindergarten, the two gender perform similarly on tests of
both reading and mathematics, but a few years later
by the spring of the 3rd grade boys on average outperform girls in Maths and
sciences. Disconcertingly, the National Assessment of Education Progress,
“NAEP” – results shows that for children between the ages of 9 and 13, the
gender gaps in science and reading roughly double and the Math gaps increases
by two thirds.
Some
cognitive scientist suggests that teachers may subtly communicate different
academic expectations of boys and girls and these biased expectations may
become self-fulfilling.
Teachers/facilitators
are the directors and initiators of learning, they are faced with the task of
empowering all the participants to benefit from the classroom as a result of
classroom discussion or taking turns. Adepoju (1998) noted
That the
facilitator has no excuse in area where the students are not able to learn as
expected. The controversy becomes the faults of the children/students when
teachers or facilitators stand to be blamed for the inability of their school
students.
According to
the National Education Longitudinal Survey (NELS), which contains data on a
nationally representative sample of nearly 25,000 graders. The
teachers/facilitators perceptions of students performance was examined and
students perceptions of the subject taught has a positive impact towards
learning the subject been taught, here is because, all the avenue for the
promotion and retention of learning content are the cardinal aim of teaching
profession. The classroom teacher or facilitators has every need to know the
processes through which learning takes place, why? Because, there cannot be
adequate learning in areas where the teachers cannot significantly note these
things that can make or mar knowledge among the students. Many individuals fail
because some facilitators/teachers are yet to note that there are various
factors that hinders the learning ability of children/students, therefore,
without finding out those factors, students would always be blamed for certain
failures experienced in the art of teaching and learning.
Facilitators/teachers
cannot just wake up to deny that gender differences do not exist. Gender
factors has to be really studied if the female child is considered part of the
Nigeria future, but the undue belaboring of this concept is to the detriment
researchers on the extent to which gender can really be called an issue in the
studying of sciences, engineering, chemistry education and Maths education with
special emphasis on African Thinkers Community of Inquiry (ATCOI) Enugu. The
socialization of gender within our schools assures that girls are made aware
that they are unequal to boys. Every time students are seated or lined up by
gender, facilitators/teachers are affirming that girls and boys should be
treated differently. When different behaviours are tolerated for boys than for
girls because “boys will be boys’ schools are perpetuating the oppression of
female. There is some evidence that girls are becoming more academically
successful than the boys, yet, in higher position of authority the male gender occupying
most of the key positions, however, examination of the classroom shows that
girls and boys continue to be socialized in ways that work against gender
equity, this reinforces the nation that “girls misbehaviour to be look upon as
a character defect, whilst boys misbehaviour is viewed as a desire to assert
themselves” (Reay, 2001).
A permissive
attitude towards sexual harassment is another way in which schools reinforce
the socialization of girls as inferior. “When schools ignore sexist, racist, homophobic,
and violent interactions between students, they are giving tacit approval to
such behaviour”. (Bailey, 1992), yet boys are taunted for throwing like a girl,
or crying like a girl, which implies that being a girl is worse than being a
boy.
According to
the American Association of University Women Report, “The clear message to both
boys and girls is that girls are not worthy of respect and that appropriate
behaviour for boys includes exerting powers over girls … or over other weaker
boys? … (Bailey, 1992), from the time immemorial, the girl child had being
viewed as the weaker sex. Clearly the socialization of gender is reinforced at
school, Because classroom are microcosms of society, mirroing its strengths and
ills alike, it follows that the normal socialization patterns of young children
that often lead to distorted perceptions of gender roles are reflected in the
classrooms” (Marshal, 1997) yet gender bias in education reaches beyond
socialization patterns, bias is embedded in textbooks, lessons and
teachers/facilitator interactions with students. This type of gender bias is
part of the children curriculum of lessons taught implicitly to students
thorugh the every day functioning of their classroom. In accordance with Myra
and David Sadker’s research, they noted four types of facilitator praises,
providing positive feedback for a response; teacher/facilitator remediate,
encouraging a student to correct or expand their answer; critics, explicitly
stating that the answer is incorrect, or accepts by acknowledging that a
student has responded. The Sadkers found that boys were far more likely to
receive praise or remediation from a teacher or facilitator than were girls:
The girls were most likely to receive an acknowledgement response from their
teacher/facilitators. (Sadker 1994).
Departments
of education should be providing mandatory gender equity resource modules to
inservice teachers and gender bias needs to be addressed with all pre-service
teachers/facilitators.
“Why so few?
Women in science, technology, Engineering, and Mathematics … A 2010 report
about why, in an era when women are increasingly prominent in medicine, law,
and business, there are still so few women scientists and engineer, it presents
eight key research findings that point to environmental and social barriers,
including stereotypes, gender bias, and the climate of science and engineering
instruction. The report also includes up to date statistics on girls and
women’s achievement and participation in these areas and offers new ideas for
what each of us can do more fully open scientific and engineering fields to
girls and women.
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment