ATTENTION:
BEFORE YOU READ THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
NOTE:
WE WILL SEND YOU THE ABSTRACT, TABLE OF CONTENT AND CHAPTER ONE OF YOUR APPROVED TOPIC FOR FREE.
CHOOSE FROM THE LIST OF TOPICS BELOW. SEND YOUR EMAIL ADDRESS AND THE APPROVED PROJECT TOPIC TO ANY OF THESE NUMBERS-
08068231953,08168759420
GENDER DIFFERENCE IN ENROLLMENT AND ACHIEVEMENT IN CHEMISTRY IN SECONDARY SCHOOL
CHAPTER ONE
INTRODUCTION
- Background of the study
Gender is the range of physical, biological, mental and behavioural characteristics pertaining to and differentiating between the feminine and masculine (female and male) population. The importance of examining achievement in relation to gender is based primarily on the socio-cultural differences between girls and boys. Some vocations and professions have been regarded as men’s (engineering, arts and crafts, agriculture etc.), while others as women’s (catering, typing, nursing etc.). The typical African society has shown that invincible rules within the society provided what is feminine and what is masculine. Hence, science oriented subjects in most cultures are defined as masculine. The historical background of the provision of education in Nigeria serves to give a picture of how tradition and culture has placed women and girls at a disadvantage, and restricted them to a narrow range of occupation and careers. Parents assign task like car washing, grass cutting, bulbs fixing, climbing ladders to fix or remove things etc. to the boys. On the other hand, chores like dish washing, cooking, cleaning and etc. are assigned to the girls. In a nutshell, what are regarded as complex and difficult tasks are allocated to boys whereas girls are expected to handle the relatively easy and less demanding tasks. As a result of this, the larger African society has tended to see girls as a ‘’weaker sex‛. Consequently, an average girl, especially in Northern Nigeria goes to school with these fixed stereotypes.
- Statement of the problem
There may have been previous researches in this subject. This work gives further explanations and analysis in gender difference in enrollment and achievement in chemistry in secondary school. Reports from various academic sources have indicated that Chemistry as a course of study is gender sensitive (Filgona, 2016, Gender Chemistry, 2010). Inputs from girls during Chemistry classes in secondary schools of Ganye Educational Zone were observed to be considerably lower. While boys are likely to ask more questions and engage the teacher during lesson delivery, the girls will rather choose to remain quiet, even when they know. Moreover, the enrolment of girls in senior secondary school Chemistry was also observed to be at its lowest ebb. What could be responsible for this low interest of female students in Chemistry?
Studies have it that the instructional strategies adopted by Chemistry teachers in teaching could interact with gender to influence students’ academic achievement
(Suwopoleme, Sababa & Filgona, 2016). Of great concern is that most Chemistry teachers in the study area still rely primarily on the lecture method for imparting knowledge, while the manner of presentation is supposed to be activity-based (Filgona, 2016). This does not give students the opportunity to contribute to the teaching learning process. Therefore, there is the need to adopt newer and innovative learner-friendly teaching approach that could bridge the achievement gaps between male and female students in Chemistry. Mastery Learning Strategy is one of such innovative learnerfriendly teaching strategy that may enhance the achievement of both male and female students offering Chemistry in secondary schools of Ganye Educational Zone.
- Objectives of the study
- To understand the impact of gender difference in enrollment and achievement in chemistry in secondary school
- To understand the relationship between gender difference and enrollment, and achievement in chemistry in secondary school
- Research questions
1.What is the impact of gender difference in enrollment and achievement in chemistry in secondary school
- What is the relationship between gender difference and enrollment, and achievement in chemistry in secondary school
- Research hypothesis
H0: There is no relationship between gender difference and enrollment, and achievement in chemistry in secondary school
H1: There is a relationship between gender difference and enrollment, and achievement in chemistry in secondary school
HOW TO RECEIVE PROJECT MATERICAL(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: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420