ABSTRACT
This
study investigated the parental influence and cultural beliefs as correlate of
secondary school attitude and achievement in chemistry The study employed a
Correlational research method. An instrument titled: Parental Influence and
Cultural Beliefs as Correlate of Secondary School Girls Attitude and
Achievement in Chemistry (PICBCSSGATAC)
was used to collect relevant data for the study. The ten secondary schools
involved were selected based on stratified random sampling technique and the
statistical package of social sciences (SPSS)
using descriptive statistics were
used to determine the rural community challenges as correlates of senior
secondary school achievement and attitude towards chemistry. 100 sample sizes
were used for the study. 3 research
questions were designed and formulated for the purpose of the study. The study
revealed that there is a significant relationship between parental socio
economic status and academic achievement of girls in secondary school. It also
revealed: Parental influence may not affects secondary school girls’ attitude
towards chemistry, it also revealed that Cultural biases impede girls' learning
and pursuit of chemistry as well as other sciences, the study further revealed
that science,
particularly chemistry is seen as the domain of males and not for females; and
girl’s choice to study science is seen as weakening her identity as a girl and
as making her appear less feminine, it further revealed that girls do not see
the relevance of studying chemistry as its impact on their life career pursuit
and it finally revealed that girls tend to perceive science as difficult,
uninteresting or unappealing in the future prospect it offers. Based on
the findings of this study, recommendations and suggestions were made for
students, parents, teachers and school administrators and relevant agencies for
further research.
TABLE OF CONTENTS
PAGES
Title
page i
Certification ii
Dedication
iii
Acknowledgement
iv
Abstract v
Table
of Contents vi
CHAPTER
ONE: INTRODUCTION
1.1 Background of Study 1
1.1.1 Parental
Influence on Girls Participation in Chemistry 2
1.1.2 Gender
Relation and its Influence on Girl Child Learning of Chemistry 3
1.1.3
Influence of Cultural
Beliefs on Girls Achievement and Attitude towards science 4 Chemistry
1.1.4
Girls Achievement
and Attitude towards Chemistry 5
1.1.5 Theoretical
Framework 7
1.2 Statement of the Problem 7
1. 3 Purpose of the Study 8
1.4 Research
Questions 8
CHAPTER
TWO: LITERATURE REVIEW
2.0
Introduction 9
2.1
Concept of the Girl-child Education 10
2.2 Parental
Involvement to Students Education. 10
2.3 Parent's
Attitude to Student's Academic Achievement 16
2.4 Parental
Influence on Students’ Attitude towards Chemistry 16
2.5 Teachers’
Characteristics and its Influence on Students’ Academic Achievement 19
of Chemistry.
2.6 Chemistry
and its Influence on Academic Achievement 22
2.7 Teachers’ Responses toward Effective Teaching of
Chemistry in Secondary School 24
2.8
Barriers to Girl-Child Education in
Nigeria 26
2.9
Strategies for Enhancing Girl-Child
Education 32
2.10
Influence of Cultural Beliefs on
Girl-Child Educational in Nigeria 33
2.11
Importance of Girl Child Education to
Nation Building 36
2.12 The
Role of Gender In Chemistry
48
CHAPTER
THREE: RESEARCH METHODOLOGY
3.0 Introduction 50
3.1 Research Design 50
3.2 Population of the Study 50
3.3 Sampling Procedure and Sample Size 50
3.4 Method of Data collection
(Instrumentations) 51
3.5 Method of Data Collection
(Instrumentations) 51
3.6 Validity and Reliability of Research
Instruments 51
3.7 Administration of Research Instruments
(Data Collection) 51
3.8 Method of Data Analysis 52
CHAPTER FOUR: DATA PRESENTATION ANALYSIS
4.0 Introduction
53
4.1 Analysis
of Respondents’ Bio-Data 53
4.2 Analysis
of Research Questions 53
4.3 Descriptive Statistics 54
CHAPTER FIVE:
DISCUSSION, SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction
62
5.2 Summary of the Study 62
5.3 Conclusions
62
5.4 Recommendations 63
5.5 Suggestion
for Further Studies 66
References 67
CHAPTER
ONE
INTRODUCTION
1.1
Background of Study
Chemistry is a
scientific study of structures, substances, how they react and
behave under different conditions. (Advanced Learners Dictionary 2006).
Chemistry is one of the core science subjects in secondary school
curriculum.
It is a subject with wide knowledge area. This
position makes aspiring students to embrace it
early but often, parental perceptions as
being difficult to learn, projects negative attitude in
the minds of their children who have interest
in the subject. As a result, males are more favoured
than females. Girl's low participation in
chemistry and sciences in general has been an
issue of great concern to science
educators and researchers alike (Onyene,
2004). Recognizing the role
of science (chemistry) in contemporary society,
with the potential to improve lives in a
multitude of ways and advance national
development the task of redressing the shortfall
in human resources in the area of
science (chemistry) and technology in order not
to leave woman of the process is considered
important and necessary. A country's ability to
create, apply and diffuse scientific and
technological knowledge is now a major
determinant of its socio-economic development and national competitive.
This potential, however, cannot be fully realized
without making the best use of the entire population
of a nation-including girls and women. It is noted,
however that most African countries lag behind in
the generation of the human technological
capacity on which further economic
development is heavily dependent (Salome, 2013).
Studies have shown that a student's performance
in science (chemistry) and mathematics is a strong indicator
of later earnings (Ekine and Abey, 2014). This
is the case even within the education
system where teachers and lecturers in
science (chemistry) are often paid more or have a
competitive advantage over their colleagues in
other fields. It is also in science (chemistry]
and mathematics subjects that many of the cognitive and
non-cognitive skills necessary for individual and national
development, such as higher order thinking and
problem solving, are expected to be learned. For
science to largely remain the domain of men is a sure
means to perpetuate existing inequalities on the basis
of gender in society.
However, the
low participation of girls in chemistry as
well as other science in school has led
to many research efforts to identify factors
responsible for such observation (Udeani; 2004: Onyene,
2004; Masanja, 2010; Ekine and Abey, 2014 just to mention
but a few). Findings reveal that there are
conventional interplay of factors like
parents illiteracy, gender relation and cultural beliefs
(Ekine and Abey, 2014). Concerning these girls'
impediments to learning chemistry as well as
other science subjects. Ekine and Abey (2014)
identified socio-cultural beliefs and classroom practices
as influential factors that
favour males and discourage girls in their
pursuit of science. They also noted that societal beliefs
about females' innate abilities and
social role biases in the curriculum,
teacher-student and peer interactions and the
methods of pedagogy and assessment also conspire
and militate against girls in participation
in science. At this junction, let us examine
how parental influence, gender and cultural beliefs impart greatly on
girls attitude and achievement towards chemistry.
1.1.1
Parental Influence on Girls Participation in Chemistry
Early exposure of
girls to chemistry as well
as other science subjects when their interests
and attitudes about learning are
formed is necessary. But this seems not to be the case
with the girl child in Nigeria where socio-cultural belief system
inhibits parents from any investment on girl-child education
(Udeani, 2004). In rural communities, late
school entry is a particular problem among poor
children and girls. It has been noted that less than 50 percent of
the poorest girls are enrolled in school at age
six (Ekine, 2014). In essence, girls
face greater constraints in pursuing their
studies due to household demands on
their labour, threats to their physical safety
and a lack of necessary sanitation
facilities at school and societal beliefs that privilege
investments in boys education, Thus, girls lack
access to school remains a fundamental
barrier to their participation in science,
both as children and adults (Salome,
2013). All illiterate parents may directly dissuade
girls from pursuing science or indirectly
convey their differing expectations by
insisting that boys take science subjects and leaving
girls to choose what they want to study (Salome,
2013). Such family questions the relevance of
science to girl's own lives.
1.1.2
Gender Relation and its
Influence on Girl Child Learning of Chemistry
Gender relations
are accordingly defined as the specific mechanisms whereby
different cultures determine the functions and responsibilities of each
sex. They also determine access to material resources such as land,
credit and training, and more ephemeral
resources such as power (Wikipedia
Contributors, 2015), Esiobu (2004) asserts
that girls are affected by sex role,
stereotyping, attitude and financial strength.
In many
countries, studies have shown that girls,
on average, tend to perceive science
(chemistry) as difficult, uninteresting or
unappealing in the future prospect it offers (Salome,
2013). There is a prevalent view in Nigeria that
women's and men's traditional roles in society
should be preserved, and therefore girls should
not compete with boys in class (Salome,
2013). Those who do pursue science can be stigmatized
as aberrant or, at best, deemed "exceptional." whereas boys
are presumed to have a "natural ability." Views
about the proper conduct for girls - as submissive, reserved
and unquestioning - shape student - teacher and
peer interactions in schools and thus have implications
for girls learning.
In most
societies, a girl's choice to study
science is also seen as weakening her identity
as a girl and as making her appears less feminine
(Esiobu, 2004). In contexts where
a girl's worth and
material circumstances, as well as those of her
family, are intimately tied to her marriage
prospers, the implications of challenging
the dominant construction of female
identity are not easily dismissed. In many African countries,
girl's exclusion from science (chemistry)
can be attributed largely to the construction
of feminine identities, ideologies of
domesticity and gender stereotypes (Esiobu,
2014). Formal and informal socio- cultural norms and expectations
about the role of females in society have tremendous effects on girl's
educational opportunities, learning outcomes and decisions about study and work
(Ekine and Abey, 2014). At the most basic level,
obstacles to school access and retention remain fundamental barriers to girls'
participation in science (chemistry) both as children and adults.
1.1.3
Influence of Cultural Beliefs on Girls
Achievement and Attitude towards science Chemistry
Gender discrimination in
sciences particularly physical science, engineering and
mathematics will continue to be seen as males preserved.
Educations, in general, and science education, in particular,
are often viewed as being of
less value to girls, given the
cultural expectations about their primary roles as
wives and mothers. Nigerian women lack of recognition
in the sciences (chemistry) play a
part in their low
self-esteem. These different forms
of cultural belief and discrimination
against girls in relation to their
participation in science (chemistry) greatly affect their aspiration
which leads them to drop out of science (chemistry) classes (Udeani,
2004). As girls get older, they aspire less
even if they are performing at the same levels as
their male peers, and thus they often show
science (chemistry) and mathematics related anxieties and
come to believe that science ( chemistry)
is not for them (Masanja, 2010).
1.1.4
Girls Achievement and Attitude towards Chemistry
However, girls
themselves (as well as their families, teachers and
school peers) question the relevance of science
(chemistry) to their own lives. People may
even doubt that a woman can be trusted to fly a
plane or supervise a road's construction,
which are viewed as entirely a man's
domain (Salome, 2013). Such beliefs have a
negative impact on girls' practical and
academic interest and learning in
science (chemistry) (Ekine and Abey, 2014). In
many countries, studies have shown that girls,
on average, tend to perceive
science (chemistry) as difficult,
uninteresting or unappealing in the future
prospects it offers (Salome, 2013). Girls may be
further discouraged by the prevalent perception that they
lack the ability and, in some contexts, the
"toughness" to succeed in the science
(chemistry). This is of great consequence to learning,
given that there is a strong correlation in
science (chemistry) between positive attitudes and
high performance (U deani, 2004).
Such gendered stereotypes are often
ingrained early in life and are difficult to overcome. This area
pertaining to the attitudes towards sciences ( chemistry)
needs more research because the performance in chemistry
and other sciences is still low.
Furthermore,
chemistry as a science subject is a
pivot in the Nigerian secondary school
curriculum since other subjects, e.g.
Physics and Biology, depend on it. Despite the
prime position chemistry occupy in Nigeria,
women in some parts of Nigeria and
rural communities are affected by
socio-cultural factors. It is important to
note that at the primary school level,
participation is not an issue, it is at this
level that gender disparities interest and in
some cases performance begin to emerge in
Nigeria and in other countries. At this earliest ages (below
seven years), few differences in children's
engagement in science are documented. A review
of existing literature on science
teaching and learning in Nigeria has proved
that disparities in interest in favour of
boys and could be tied to performance right from upper
primary school level. The available literature
also traced the constant decline of
girls' interest, and in some cases
performance, in higher education and secondary
school science (chemistry) to the experiences that
girls had in their primary science classrooms. In essence, a
gender equity approach, which goes beyond trying to treat
girls and boys the same, recognizes the prevailing gender
inequality in the field of science (chemistry)
and in society. It advocates for a
strategic focus on girls in order to
promote their participation, higher achievement
and interest m science
(chemistry). This does not, however, disadvantage boys.
What is good for girls is also good for boys.
Equity and high quality very clearly work together in the
case of science (chemistry) education. On a final note, it is
noted that there are 69 million women and girls in Nigeria:
represents a tremendous waste of human
potential. Nonetheless, women also undertake 60
to 90 percent of agricultural production activities in
the developing world, and they carry the primary responsibility for
providing for the water, energy, sanitation
and health care needs of their family and
communities (Udeani, 2004). In any
case, their exclusion from participation and
high achievement in science (chemistry)
education means that they have limited access to jobs in
these fields, which are among the fastest growing
and highest paying. Study by Salome, (2013) lends
support to this assertion.
For science (
chemistry) to largely remain the domain of men
is a sure means to
perpetuate existing inequalities on the
basis of gender in society. It
should be borne in mind that after decade
of Science and Technology (S & T)
interventions in development,
women's overall position actually declined relative
to men's and women have become disproportionately
poor in comparison with men in their communities.
Given this situation, this study seeks
to assess the conventional interplay of factors like parental/influence,
gender and cultural beliefs as imparting greatly on girls' achievement and
attitude towards chemistry in school.
1.1.5 Theoretical
Framework
The theory of
reasoned action as propounded by Ajzen and
Fishbein's (1975) as cited in Salome (2013)
is seen relevant for the study. The
theory explains that the beliefs represent the information that
is known by an individual
about the subject. Thus, an individual's
attitude towards any subject is a function of that person's belief
about that object as well as the implicit evaluates
response associated with those beliefs. It could therefore be argued
that beliefs affect attitudes and these attitudes affect the intentions and
behaviour. The enhancement of positive self concept on
student's ability in science (chemistry) will
possibly in turn foster development of favourable attitudes
towards science (chemistry).
1.2
Statement of the Problem
Nigerian women
lack of recognition in the sciences
(chemistry) play a part in their low self-esteem.
The low level of women participation in the study
of science ( chemistry) at local and national
levels stem from deep seated trends encouraged by
the parents. These influences include; fear of being molested
or raped in pursuit of seemingly male dominated area; parental insecurity
and worry over exposure of the girl who goes through
menstrual pains and related feminine private issues in area they thought
boys could perform easily; and parental perception that it is
a waste of fund training women in the area.
In the same vein, family chores, early marriage and
socialization presents a cultural hurdle against women
participation and performance in science (chemistry). So,
this proposed study will assess the relationship
between parental influence as well as cultural
challenges as they affect secondary school girls achievement
and attitude towards chemistry.
1.
3 Purpose of the Study
The
proposed study is to assess the Parental Influence and Cultural beliefs on
Secondary School girls’ achievement and attitude towards Chemistry.
The
Study Specifically:
1.) Examined
the Parental influence (fear of being raped, inadequate fund and inadequate
sanitary facility) on secondary school girls (a) achievement and (b) attitude
towards Chemistry.
2.) Determine
the influence of cultural beliefs (family chores and early marriages) on
Secondary School girls (a) achievement (b) attitude towards Chemistry.
3.) Show
the extent of influence which gender have on Secondary School girls (a)
Achievement and (b) Attitude towards Chemistry.
1.4 Research Questions’
1.) To
what extent do parents influence Secondary School girls (a) achievement and (b)
attitude towards Chemistry?
2.) How
have cultural beliefs influenced secondary school girls (a) achievement and (b)
attitude towards Chemistry.
3.) To
what extent have gender influenced secondary school girls’ (a) achievement and
(b) attitude towards Chemistry.
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