ABSTRACT
This
study investigated the parental literacy, gender and cultural beliefs as
correlates of secondary school girls’ attitudes and performance in chemistry.
The study employed a descriptive survey research design. An instrument
titled: Parental literacy, gender and
cultural beliefs as correlates of secondary school girls’ attitudes and
performance in chemistry (PLGCBCSSGAPC) was used to collect relevant data for
the study. The five secondary schools involved were selected based on simple
random sampling technique and the statistical tools employed to analyse the
data collected were percentages while the inferential statistics of t-test was
used to test the stated hypotheses at 0.05 level of significance. 200 sample
sizes were used for the study. 6
research questions and 6 research hypotheses 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 that there is a significant
relationship between parental encouragement and academic achievement of girls in
secondary school. The study further revealed that there is a significant
relationship between parental education and academic achievement of girls in
secondary school. The study further that is a significant influence of positive
attitudes of students towards their academic achievement in chemistry subject.
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
Acknowledgment iv
Abstract v
Table of Contents vi
CHAPTER ONE:
NTRODUCTION
1.1 Background of study 1
1.2 Statement of problem 5
1.3 Purpose of the study
5
1.4 Research Question 6
1.5 Research Hypotheses 6
1.6 Significance of the study 7
1.7 Scope of the study 8
1.8 Operational Definition of key Terms 8
CHAPTER TWO: LITERATURE
REVIEW
2.1 Concept
of the Girl-child Education 9
2.2 Barriers
to Girl-Child Education in Nigeria 10
2.3 Strategies
for enhancing Girl-Child Education 20
2.4 Influence
of Cultural Beliefs on Girl-Child Educational in Nigeria 21
2.5 Importance
Of Girl Child Education to Nation Building 24
2.6 Parental
Literacy on Girl Education 26
2.7 Parental
Involvement and Children Academic Performance 29
2.8 Students’ Academic Performance in
Chemistry 33
2.9 The Role of Gender in Chemistry 37
CHAPTER THREE: RESEARCH
METHODOLOGY
3.0 Introduction 39
3.1 Research Design 39
3.2 Population of the Study 39
3.3 Sample and Sampling Techniques 39
3.4 Research Instrument 40
3.5 Validity of the Instrument 40
3.6 Reliability of the Instrument 40
3.7 Administration of the Instrument 41
3.8 Data Analysis 41
CHAPTER FOUR: DATA
ANALYSES AND RESULTS
4.1 Introduction 42
4.2 Descriptive Analysis of Respondents’
Gender and Age Range 42
4.3 Hypotheses
Testing 50
4.4 Summary of
Findings 53
4.5 Discussion of
Findings 54
CHAPTER
FIVE: DISCUSSION, SUMMARY, CONCLUSION
AND RECOMMENDATION
5.1
Introduction
59
5.2
Summary
of the Study 59
5.3 Conclusions
61
5.4 Recommendations 61
5.5 Suggestion for Further Studies 64
References 65
Appendix I 68
Appendix II 70
CHAPTER ONE
INTRODUCTION
1.1
Background of study
Traditionally, parental
involvement in education included contribution to their children’s home-based
activities helping with home-work, encouraging children to read, and promoting
school attendance and school-based activities attending Parent-Teachers’ Association
meetings, parent-teacher conferences, and participating in fund raising
activities (Alrehaly, 2011).
It is increasingly being
recognized that parental involvement in their children's education may enhance
better performance in school. That is, a closer link between home and school is
considered one of the essentials for educational improvement (Rasinski &
Fredricks, 2008). There is mounting evidence that parents play an important
role in the literacy development of their children. Anderson, Hiebert, Scott
and Wilkinson (2005) observe that "Parents play roles of inestimable
importance in laying the foundation for learning to read"
Hixson (2006) explained that
involvement of parents and families is often cited as one of the most important
ways to improve public schools. Parental involvement makes an enormous impact
on the student’s attitude, attendance, and academic achievement and it promotes
better cooperation between parents and school. It also allows parents and
teachers to combine efforts to help the children succeed in school.
Epstein (2005) identified six
areas of parental involvement in their children’s academic activities:
parenting, communicating, volunteering, learning at home, decision-making, and
collaborating with the community. If parents are actively involved in these areas,
no doubt it will stimulate children’s interest in school and positively
influence academic achievement. Keith and Quirk (2008) found that parental
involvement influences the student’s grade average and that the same influence
holds across gender, but not across ethic groups. Paulson (2004) examined some
college students regarding their parents’ responsiveness, school involvement
interest, and commitment to achievement. Boys reported that both maternal and
paternal support significantly predicted their achievement; however, girls
reported that parental involvement and style did not predict their achievement.
Based on findings from this study, therefore, parental involvement seems to be
sensitive to student gender.
Chemistry has been identified to
be one of the important subjects needed for the sustenance and transformation
of the national economy, and hence should be accorded adequate attention.
Advancement in science and technology has created a greater demand for more
people to study chemistry and this is particularly important in the realisation
of Nigeria’s vision to become an industrialized nation. Acquisition of
appropriate scientific and technological skills is necessary to cope with the
challenge presented by the evolving needs of the modern work place in the
industries and the ever growing non- formal sector. Education and training
systems that responds adequately to these demands will therefore, contribute to
the efforts to overcome the growing unemployment and marginalization of
majority of the population. Parents’ provision of appropriate learning
experiences, designed to broaden skills and knowledge can increase productivity
and significantly improve the fortunes of the young ones, thereby reducing
poverty and unemployment amongst the youth (Adesoji, 2008).
It is as a result of the
recognition given to Chemistry in the development of the individual and the
nation that it has been made a core pre-requisite subject for offering most
science oriented courses in the tertiary institutions and this calls for the
need in teaching it effectively. It is worth mentioning that the development of
the students’ positive attitude towards chemistry is necessary because attitude
is linked with academic achievement (Cheung, 2009). Similarly, a study
conducted by Kelly (2008) concluded that the British students’ liking for a
specific science subject were the actual predictor of their choice in school in
various subjects like Physics, Biology and Chemistry. Therefore, students
should consider the development of positive attitude towards the chemistry
subject as one of their central responsibilities (Cheung, 2009). In Nigeria,
the students’ performance in chemistry in the Senior Secondary School
certificate examination has persistently remained below average. This has been
attributed partly to the negative attitudes adopted by the students towards the
chemistry (Siringi, 2010). This further underscores the importance of promoting
positive attitudes towards Chemistry by female students in secondary schools.
Education of girls, in
particular, contributes to the various aspects of their lives such as increased
productivity, family health and nutrition, reduced fertility rates and related
child mortality rates (Psacharopoulos and Patrinos, 2005).
Parental influence has been
identified as an important factor affecting girl student’ academic achievement;
parents’ education and encouragement are strongly related to improved student
achievement (Wang et al., 2006).
Parental education and social
economic status have an influence on student rates and related child mortality
rates (Psacharopoulos and Patrinos, 2006). Parental influence has been
identified as an important factor affecting girl student’ academic achievement;
parents’ education and encouragement are strongly related to improved student
achievement (Wang et al., 2006). Parental education and social economic status
have an influence on student out of school temporarily to look for food,
clothing and at times shelter. When they are readmitted back to schools their
performance in class work is generally below average. The Kenya Government
sessional paper number 1 of 2005 (Republic of Kenya, 2005) calls for
affirmative action to enhance girls participation in education and other areas
of employment; it was entrenched in the country through the affirmative action
bill in 2007. It is also included in the constitution of Kenya (2010), chapter
8 article 100 (a) and 197(a). The current study investigated how applicable the
affirmative action was to girl student academic achievement whose status
indicates that academic excellence is the panacea for advancement.
International reports, for example the Education For All Global Monitoring
Report (UNESCO, 2005), indicate that at the national level, Kenya has virtually
attained gender parity in enrolment at both the primary and secondary education
levels. However, close scrutiny reveals that serious gender disparities in
enrolment exist between regions in favor of males with regard to access,
retention, completion, performance and transition. Nevertheless, the boy child
is also affected in one way or the other.
Parents have different attitudes
towards their sons and daughters. Daughters are brought up for female roles
such as child rearing while sons have a whole working life to devote to career
building. Parents believe that females do not have qualities of independence,
initiative and assertiveness (Mampele, 2005). Siegel (2007) argues that parents
react differently whenever things go wrong for boys and girls in school
performance.
Higher education and more
especially chemistry based is repeatedly positioned by the international
community as a central site for facilitating human capacity building that is
essential to economic and social development in low-income countries (World
Bank, 2005). However, globally, there are concerns about who gains access to
higher education more especially to science based courses and whether some
socio-economic groups are persistently marginalized (World Bank, 2005). Studies
by Lihamba et al. (2006), Rwegelera (2007) and Malekela (2009) argue that,
while there has been no deliberate attempt to marginalize female enrolments,
the performance of girls at secondary school is poorer than that of boys,
because of the pressures resulting from socio-cultural processes such as
societal expectations and demand for early marriages. Bookie Kethugisile, et
al. (2007) also indicates that socioeconomic and cultural factors which inhibit
girl’s access to education in primary and secondary levels effectively cut off
their access to tertiary education and limits their human capacity building.
Eshiwani (2006) noted that girls
had not been encouraged to enter those academic disciplines that were
historically dominated by men since cultural influence is still strong in many
parts of Nigeria. Girl’s education is seen as a mere waste of time since girls
will leave home and go to another family. Fortunately, science by nature is a
human activity that is concerned with the exploration and interpretation of the
natural world, so chemistry can be learned both inside and outside the school.
The role of parents in providing necessary materials, supporting extra lessons
in school, motivating students to study chemistry, and citing environmental
problems that chemistry has been able to solve can go a long way in influencing
student achievement in chemistry and interest in school. Students should also
cooperate with their teachers in order for their efforts to have a positive
impact on chemistry subject achievement. This study, therefore, investigated
parental literacy gender and cultural beliefs as correlates of secondary
schoolgirls and attitudes towards chemistry in Lagos State.
1.2
Statement of problem
Maleche (2008) argues that cultural inhibitions
include male prejudice which is the belief that education will make girls
discontented and immoral, less willing to engage in the heavy labour. The
general attitude shows that education is undesirable for the women because it
interferes with her cultural authenticity and to the dismay of men. This
attitude therefore does not encourage education for women, let alone
aspirations for a better place in society. This in the end may affect the
performance of the girls’. Abdulahi (2005) reported cases affecting girls in
Maasai land. He noted that some parents do not wish to pay fees for their
daughters; instead they would rather have them married. This has forced several
of them to run away from home to seek refuge elsewhere. Otunga (2008) argues
that the more popular theory advanced for the high dropout rates among girls is
that parents still see boys as making greater financial gain upon successful
completion of school and that culturally they are entitled to family land as
they remain in their birth homes. Additionally, boys are also given preference
by parents when it comes to purchasing core textbooks.
1.3
Purpose of the study
This study is aimed at examining
parental literacy gender and cultural beliefs as correlates of secondary
schoolgirls and attitudes towards chemistry. The study is designed to achieve
the following specific objectives:
1. To
determine the relationship between parental socio economic status and academic
achievement of girls in secondary school.
2. To
determine the relationship between parental encouragement and academic
achievement of girls in secondary school.
3. To
determine the relationship between parental education and academic achievement
of girls in secondary school.
4. To
determine the influence of positive attitudes of students on their achievement
in chemistry subject.
5. To
determine the influence of religious knowledge on education of girl-child in
Secondary School.
6. To
determine the difference between students’ gender and attitude towards
chemistry subject
1.4
Research Question
1. Is
there any significant relationship between parental socio economic status and
academic achievement of girls in secondary school?
2. Is
there any significant relationship between parental encouragement and academic
achievement of girls in secondary school?
3. Is
there any significant relationship between parental education and academic
achievement of girls in secondary school?
4. Is
there any significant influence of positive attitudes of students on their
achievement in chemistry subject?
5. What
is the significant influence of religious knowledge and education of girl-child
in Secondary School?
6. Is
there any significant difference between students’ gender and attitude towards
chemistry subject?
1.5
Research Hypotheses
1.
There is no significant relationship between parental
socio economic status and academic achievement of girls in secondary school.
2.
There is no significant relationship between parental
encouragement and academic achievement of girls in secondary school.
3.
There is no significant relationship between parental
education and academic achievement of girls in secondary school
4.
There is no significant influence of positive attitudes
of students on their achievement in chemistry subject.
5.
There is no significant influence of religious on
education of girl-child in Secondary School.
6.
There is no significant difference between students’
gender and attitude towards chemistry subject.
1.6
Significance of the study
The results of the study would be significant
for a number of reasons:
1. It
would become a reference point for decision makers and educational planners to
realize the socio-cultural, economic and factors affecting the advancement of
girl education in Nigeria.
2. It
would serve as a source of enlightenment to parents and guardians on the values
of educating the girls thereby erasing all the earlier beliefs about educating
the girls.
3. It
would sensitize governments and other agencies concerned with children
education in the area to be gender sensitive and ensure gender streaming in
admission, award of scholarships and recruitment into various levels and
positions.
4. The
results of this study would serve to save the girl-child from all
discriminations, sharp practices as well as exposure to diseases, HIV/AIDS,
VVF, unwanted pregnancies, and other forms of dangers.
5. It
would serve as a point of advocacy for the rights of the girl-child to
education, freedom of speech and equality in other spheres.
6. The research work will also establish
the relationship between gender and students’ performance. Without mincing
words the research will also point out tested and trusted measures for better
performance.
1.7
Scope of the study
The scope of this study is
basically on parental literacy gender and cultural beliefs as correlates of
secondary schoolgirls and attitudes towards chemistry. The target groups for
the study are the parents and adolescent girls in senior secondary schools.
Five schools will be selected among schools in Mainland Local Government Area.
1.8
Operational Definition of key Terms
Chemistry: The scientific study of
the structure of substance, how they react when combined and how they behave under different
conditions
Parental
Literacy: program is a course that can
be followed to correct and improve a person's parenting skills.
Cultural Belief: this refers to integrated patterns of human behaviour that
include the language, thoughts, actions, customs, beliefs and
institutions of racial, ethnic, social, or religious groups.
Genger: is the range of characteristics pertaining to, and
differentiating between and from masculinity and femininity. Depending on the context, these
characteristics may include biological sex (i.e. the state of being female)
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