Effect of Gender Friendly Instructional Materials on Students Achievement and Interest in Biology

Description

Download Effect of Gender Friendly Instructional Materials on Students Achievement and Interest in Biology. Science Education students who are writing their projects can get this material to aid their research work.

Abstract

The long lasted gender discrimination has led to a persistent under achievement, decline in interest and enrolment in science courses by Nigerian students in general and female ones in particular. Teachers unaware of their gender discrimination during teaching worsen the situation.

This study investigated the efficacy of the use of gender friendly instructional materials on students’ achievement and interest in biology. Six research questions and six hypothesesguided this study. A non-equivalent control design was used for the study.

Senior secondary school one (SS1) students of two schools in Igbo-Eze  North Local Government  Area of Obollo Education Zone were used for the study.These students in their intact classes were assigned to experimental and control groups.

They were  taught  separately  using  different research conditions. Both groups were given pre-test and post-test using biology achievement test and biology interest inventory scale. Analysis of covariance was used to analyse the data generated to test the hypotheses at p<0.05 level of significance.

Introduction

Advancement in science and technology is generally believed to be vehicle to sustainable development. It is in this respect that science for all should be made a reality.

Adegu (2002) stated that any nation that wants to achieve sustainable development must take the issue of science seriously. Again, the World Education Forum(2000) has a frame work of action to achieve science for all by the year 2015.

Nigeria recognized  the  importance  of science and technology long ago and this led to the establishment of the Ministry of Science  and Technology in 1986, followed by adoption of 60:40 tertiary institutions admission policy  in favour of science and technology.

In spite of government effort, there still exists gender  gap  in education especially in the area of female gender achievement in science subjects (Nzewi, 2010).

Women are vastly underrepresented in science, technology, engineering, and math (STEM) careers in the United States (Hill, Corbett and St. Ross, 2010).

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