PREVALENCE AND CAUSES OF GENDER IMBALANCE IN SCIENCE EDUCATION IN UNIVERSITIES IN ANAMBRA STATE, NIGERIA

Obiadazie Regina Eyiuche

Abstract


The study set out to ascertain the prevalence of gender imbalance in science education in universities in Anambra State. It adopted a descriptive survey. The population is made up of 700 male and 350 female students of science education from Universities in the study area. Simple random sampling technique was used in selecting 100 male and 100 female students. Thus, 200 respondents participated in the study. Two research questions and two null hypotheses guided the study. The instrument for data collection was a researcher developed questionnaire titled “Prevalence of Gender Imbalance in Science Education (PGISE)”. The validity of the instrument was established by three experts: one in Measurement and Evaluation and the two experts in Science education, both in Chukwuemeka Odumegwu Ojukwu University, Anambra State. The instrument was trial tested and data obtained was used to determine the internal consistency reliability using Cronbach Alpha statistical method. A reliability index of 0.79 was obtained. Mean and standard deviation were used to answer the research questions while the null hypothesis was tested at .05 level of significance using t-test statistics. The findings revealed the causes of gender imbalance in science education in universities in Anambra State to include among others rigid sex-role stereotyping in science education curricular; masculine image of science education; cultural practices and scientific illiteracy among women. It also revealed among others that sex-role stereotyping in science curricula reduces female interest in leadership roles in science career and that rigid sex-role stereotyping reduces female participation in science curricular activities. It was recommended based on the findings that teachers should make their classrooms gender sensitive so as to reduce the prevalence of sex-role stereotyping in Nigerian universities.

 

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gender, gender imbalance, science, science education, prevalence, cultural practices

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References


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DOI: http://dx.doi.org/10.46827/ejes.v0i0.2332

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