EFFECT OF GENDER FRIENDLY TEACHER PRACTICES ON STUDENTS’ PARTICIPATION INTEREST AND ACHIEVEMENT IN CHEMISTRY

ABSTRACT

This  study was  designed  to  investigate  the  effect  of gender  friendly classroom  teacher practices on students’ participation, interest and achievement in chemistry. The design of the study was quasi-experimental. The non-equivalent pretest, post-test was used. Three hundred and four (304) senior secondary one (SS I) students in co-educational schools formed the sample. Four co-educational schools were purposively selected from fifty one co-educational schools in Nsukka education zone of Enugu State. Intact classes were randomly assigned to experimental group and control group. The experimental group was exposed to the gender friendly classroom teacher practices (GFCTP) while the control groups were exposed to the conventional classroom teacher practices (CIP). Nine research questions were formulated and nine null hypotheses were also postulated and tested at 0.05 level of significance. Three sets of instruments were used for data collection namely: Chemistry Achievement Test (CAT), Chemistry Interest Scale (CIS) and Classroom Participation Index Scale (CPIS). These instruments were validated on face and content validity. The reliability of the CAT was determined using Kuder-Richardson formula 20 (K-R 20) and a reliability index of 0.94 was obtained. Crombach Alfa was used to determine the reliability of CIS and a reliability index of 0.804 was obtained. An inter rates reliability was done for the participation checklist using Kendall’s W Test and an index of 0.77 was obtained. The data obtained was analyzed using mean  and  standard  deviation  for  answering  research  questions  while  ANCOVA  was employed for testing the hypotheses. The observation check list was analyzed using Pearson product moment correlation coefficient. The results revealed among other things that the use of gender friendly classroom teacher practices, enhanced students’ participation in chemistry classes, increased their interest and promoted high level of achievement in chemistry. Teaching with GFCIP had significant effect on the students’ mean achievement, participation and interest scores in chemistry, and the students taught with the GFCTP gained more interest in  chemistry; Gender  has  no  significant effect on  students’ mean  achievement score  in chemistry and has no significant effect on students’ mean participation score in chemistry, but has significant effect on students’ mean interest score in chemistry. The interaction effect of method and gender on students’ achievement and participation was not significant, but showed significant interaction effect on the interest of students in chemistry. The findings made the researcher to conclude that using gender friendly practices in teaching chemistry (such as demonstrating a caring attitude to the students weather male or female, holding the same behavioral expectations for all students of all genders, providing a non-threatening environment for both boys and girls, elimination of bias in the classroom practices like in task assignment) increases students’ interest in chemistry and gives them room to participate in all class works and enhanced achievement. GFCTP should therefore be upheld by practicing teachers and should be incorporated into teacher training programs.

CHAPTER ONE

INTRODUCTION

Background of the Study

Chemistry is a physical science subject that studies material substances that occur on the earth and elsewhere in the universe.  Chemistry deals with the composition of matter and probes into the principles governing the changes matters undergo. Chemistry deal directly with the environment and the study of chemistry enables one to find out more information about materials that are within ones environment. Rogets (2003) explains that chemistry is conversion making process concerned with the utilization of natural resources for the development of mankind and the creation of artificial ones. It is an enterprise that offers a lot of occupational opportunities in areas like goods manufacturing such as pharmaceutical, food stuffs, fragrances, paper, paints, metals, textile, agricultural products, oxygen, and chlorine among others. The other occupational opportunities offered by chemistry include analytical and  consultancy services, laboratory services  and  consumer education  services. A basic knowledge of chemistry also enables one to understand and cope well with environmental degradation, such as the depletion of ozone layer, which exposes man and other living things to health hazards.

At the senior secondary school level in Nigeria, chemistry is one of the major science subjects offered by students. A credit pass  in chemistry at  the  senior secondary school certificate examination or its equivalents is a requirement for enrolment into science and technology related disciplines such as Medicine, Pharmacy, Nursing, Engineering, Agriculture, Biochemistry, among others.

As stated in the National Education Research and Development council (NERDC) school chemistry curriculum, the objectives of secondary school chemistry education are: to facilitate  a  transition  in  the  use  of  the  scientific  concepts  and  techniques  acquired  in

integrated science with chemistry; providing the students with basic knowledge in chemical concepts  and  principles  through efficient  selection  of content  and  sequencing;  to  show chemistry and its link with industry, everyday life benefits and hazards and to provide a course which is complete for students not proceeding to higher education while it is  at same time a reasonably adequate foundation for a post   secondary course. These objectives if adequately implemented will help to prepare individuals for self employment and thus make the individuals contribute to national development.

In spite of the importance of chemistry in self and  national development and it’s  key position in relation to vocational and allied disciplines, it is plagued with such problems as poor achievement of candidates in public examinations and decline in interest, hence low participation and enrolment (Ajewok, 2010; Udo and Eshiet, 2011; Igboegwu, 2011). Researchers have traced poor achievement of student in chemistry to a number of factors which include lack of qualified personnel (Akpan, 2009), inappropriate teaching method (Udo and Eshiet, 2011; Ahore, 2010), poor classroom management and student’s perception of chemistry as being difficult (Akinsola and Igwe, 2009). Also, identified are lack of interest in chemistry by student (Ayodele, 2012), and lack of teaching materials and equipments (Udeme-Obong, 2012) among others.

As reported by Njoku (2006), the annual average pass rate of students in chemistry at credit level (grade 1-6) was 1.5 4% while the absolute failure rate (grade 9) was 61. 8% between 2001 and 2007. The WAEC annual reports of 2011 to 2014 equally reported the same trend of poor achievement in chemistry. According to the WAEC Chief examiner’s report (2014), the marking scheme was detailed, adequate and fair to the candidates but their achievement was very poor. The chief examiners attributed the poor achievement to students’ lack of proper understanding of basic concepts and principles, poor mathematical skills, poor and  ineffective  teaching  methods, and  inadequate  exposure  to  relevant  concepts  among

others. The poor achievement has also been attributed to lack of interest towards the subject (Adolele, 2012). Igboegwu (2009) and Ifeakor (2010) also reported that poor achievement of students in chemistry is indicative of lack of interest by students.

Interest can be said to be a feeling that accompanies or causes special attention to an object or class of objects. It is the feeling that makes somebody to act towards or against something in the environment. It is a subjective feeling of intentness of curiosity over an event or object.  It is preference for particular types of activities. According to Njoku (1997), interest is the tendency to seek out and participate in certain activities in preference to others. Interest can be expressed through simple statement made by individuals of their likes and dislikes. It can also be through overt actions of activities being performed by the students. In a  research  conducted  by  Betuel  Demirdogen  and  Gultekin(2014)  investigating  students interest  in  chemistry  through self-generated  questions concluded  that  males  asked  more overwhelming questions than females in an informal setting. The implication is that the males are more interested than the females in such a setting. People have a tendency to devote more effort, resources and energy to activities they have interest in.  It therefore implies that when students are interested, they even undertake extra work to do it very well. In other words, interest can influence how well students learn and how they participate in class activities and hence  their  achievement.  Henry (2006), and  Ayodeji  (2010) remarked  that  interest  and participation of students in activities are positively related. According to the authors, when one has interest in an activity, one is likely to be more deeply involved in that activity and is therefore likely to achieve higher, and being deeply involved implies increased participation.

The concept of participation refers to students’ active involvement in preparing for all exercises, discussions and projects with enthusiasm and positive attitude. Participation is important for the success of the class. Classroom participation is a feature of many course designs. It can result in insightful comments and interesting connections being made by

students and can foster a high level of energy and enthusiasm in the classroom learning environment.  However,  Halliander  (2010)  noted  that  poorly  managed  participation  of students in classroom activities can lead to instruction frustration and students confusion. For excellent use of participation in teaching and learning, Brookfield (2012) identified some strategies which include, being clear with definition and intention of subject matter to seek consensus, and to accommodate every student in the class activities.

Participation is often associated with discussion, which typically involves a lengthy conversation  with  the  class.     Participation  can  also  include  short  exchange  between instructors  and  students,  or  within  small  groups  of  students.  In  using  participation  in chemistry teaching and learning, one need to clearly communicate to the students what it entails and why participation is important. Participation should be seen as the outcome of student’s  preparation.  Charles  (2008)  suggested  that  equitable  class  participation  could achieve the following steps: Lead a learner to explore different perspectives, lead a learner to discover new materials and enable a student to relate relevant experience. A high level class participation involves the following activities as the indices of participation by the students: the student should attend class everyday and on time; Prepare to discuss assigned reading and other class assignments; the  student should also remain for the entire class unless prior acceptable arrangements have been made with the teacher; The students should be attentive and engaged throughout the class period, carrying out activities, taking notes and asking questions. (v) They should respond to questions and  participate in class discussion including when the discussion is either a panel discussion, symposium or debate type of discussion

.Finally they should be prompt in doing their assignments and projects.

Active  participation  by  students  also  requires  encouragement  from  the  teachers’ actions and these  includes  that, the  teacher in turn should: Seek and provide  feedback; Manage wait time well during class discussion and acknowledge students’ contributions. The

teacher  should  invite  students’  participation    by  giving  the  students  time  to  formulate questions or responses; acknowledging all contributions even if they are not what you are looking for, pointing out what is partially right in a wrong answer as well as where it goes off track. The teacher should be reminding students that questions are welcome and that the person who asks a question is doing a favor for all other students who are silently wondering at things. The teacher should also use group activities or pair works for students who are hesitant to speak in front of the full class, giving specific task and instruction so that each student has a role to play. The teacher should as well look for opportunity to interact with individual students, selecting people in a day to summarize key points from previous day’s work. The teacher should have high expectation for the success of all the students when the entire aforementioned are carefully considered in the teaching-learning process.

Bean and Peterson (2008) reported that class participation enables students to take risks and make errors as part of their learning. It also increases their exposure to other ways of thinking as well as enables them to demonstrate and develop their communication skills. Indeed, Bean and Peterson (2008) opined that participation adds interest, engages students in class work, provides the students feedback, provides the teachers feedback and promotes lesson preparation. The authors further listed other functions of participation of students in class to include encouragement of dialogue among and between students, giving the students the opportunity to practice using the languages of the discipline and balancing of student’s contributions to class work among others.

Indeed, participation  is one of those  instructional  strategies  that  are  easy to  use straight forwardly and often quite successful in accomplishing a number of learning goals. It is good to remind one of its many different uses, especially on getting students to participate in  science  learning. Although participation of students  is  very important, since learning should  be  student  centered,  few  studies  have  been  carried  out  in  this  area  in  science,

especially Chemistry. Most studies are  rather on  achievement, since  learning should be learner  centered,  there  is  therefore  need  to  investigate  how to  enhance  participation  in chemistry classroom by all students irrespective of gender using gender friendly practices.

Gender refers to all the characteristics of man and woman, which a particular society has determined and assigned each sex. Gender is important in educational system because it influences the curriculum, instructional materials, career choices and general behavior of pupils and teachers alike. Adeyinka (2006) noted significantly that science education in Nigeria is affected by significant gender disparity. Gender has been found to be an important factor influencing learning in science class rooms. Ukwungwu (2002) carried out a meta- analysis of empirical students on gender related difference in achievement and interest in science and reported that the magnitude of gender difference in achievement and interest in science (chemistry) was in favor of the males. The researcher advised that the females require greater attention during instruction. Also, Busola (2011) in the study of gender differences in student’s achievement in chemistry in secondary schools indicated that gender was strongly associated with chemistry achievement; teacher and school factor were also of little effect on chemistry achievement with respect to gender. The teacher is a very important factor in determining the quality and quantity of learning in  any class  room. Hence  the need  to investigate some class room practices of teachers in relation to learning of both males and females.

Perhaps, one of the strategies that do not seem to have been adequately investigated is the effect of gender friendly classroom practice of teachers on level of participation, interest and achievement of student in chemistry. A gender friendly classroom is one that emphasizes activities that are interesting to both males and females without any bias. According to Njoku,(2004) a gender friendly classroom emphasizes the areas where both boys and girls have more difficulty in learning and makes effort to bridge the gap. The author further

explained  that  gender  friendly  classroom  removes  the  masculine  image  of science  and technology from its content and aspirations as legitimate and important science activities.

Eguabor (2005) also reaffirms that gender friendly classroom removes the masculine image of science in the schools and breaks down some of the sex stereotype attitudes. It consists of the adoption of science books that represent male and female characters on equal bases. The textbooks must not be gender biased in term of their use of pronouns, illustrative pictures, and diagrams, and scientific materials. The other features of gender friendly classroom include the pattern of classroom organization, use of sex role models in schools and provision of chemistry laboratories. Class room organization refers to both the physical sitting arrangement of boys and girls in the class as well as the social interaction that go on among the students in the class setting. The use of sex role models implies inviting females that have made impact in science, especially in chemistry education to interact with the students in the classroom or schools. Also the provision of chemistry laboratories enhances the participation of both boys and girls in practical chemistry activities.

Njoku  (2006) states  that  gender friendly classroom involves the use of teaching strategies  that  are  carefully  designed  and  developed  to  reflect  the  ordinary  experience, interest and   activities of girls and boys. Such gender friendly classroom  practice, according to  Njoku, include the  use of textbook, bulletin board display, posters and software program, that are non-gender biased. Recently, much chemistry teaching strategies are being developed that could help to encourage and increase the girls’ participation, achievement and interest in chemistry.

Oghifo, (2012) reports that the federal government, in an effort towards curbing the perennial high failure rate in chemistry in the senior schools Certificate examination, has set out to introduce a brand new curriculum for the subject. The new curriculum being designed is essentially to prepare a solid foundation for chemistry and other science related course in

tertiary institutions of learning in the country; the report further indicated that the envisaged chemistry curriculum would showcase gender friendly classroom practices to balance the historically masculine bias in sciences which arose from the  traditional social roles and gender experiences. According to Oghifo (2012), the curriculum overhaul would cover the entire curriculum from secondary schools, polytechnics, colleges of education, universities and other educational curricula as it affects the teaching of chemistry and related sciences in a gender friendly manner. Oghifo, (2012) went further to say that for the last two decades; the kind of activities students engage in learning chemistry and related sciences has remained the same. This is as a result of both the nature of curriculum materials and the gender-biased class room practices of teachers.

Recent researchers Mani( 2010); Hall and Sandler (2012) have indicated some gender biased classroom practices of teachers to include: calling on male students most  of the time; asking female students easy questions and male students more difficult questions that require higher-order thinking, looking at male students to answer questions before females even before females  can raise their hands; referring duly to male contributions to science; calling woman by their first  names  and men by ‘mister’; utilization of whole class lectures as the dominant teaching strategy and the use of competitive reward structures, among others.

On the contrary, Brooks and Reavis (2008); Morrow (2013) and Sadker and Sadker (2004) developed implementation plans that consists of teacher practice that cultivate gender equity in science classroom. The gender friendly classroom practices are divided into the three main areas of gender (1) Student/teacher interactions; gender friendly teacher practices involved here include: calling on girls as often as one does to boys; being sure to ask the girls some of the higher level cognitive questions; have high expectations of both male and female students; encourage girls to be active learners by using manipulative and providing hands-on learning experiences and use gender-free language in classroom discourse. Also, the teacher

should use quality, precise feed back to girl’s as well as boy’s answers; make eye contact with all students and call them by name; provide adequate wait time before calling on a student to answer the questions; do not interrupt girls or let other students do so and to refrain from recruiting students to perform classroom ‘chores’ based on traditional gender roles.

(2) Lesson planning/classroom management: In lesson planning/classroom management that would foster gender friendly practices of teachers, Brook and Reavis  (2008) noted  that teachers should ensure a balanced cooperative and competitive activities; establish rules for participation and rotate jobs within each groups; give girls an equal amount of assistance and feedback; ask students to discuss concepts orally as it helps students to learn the vocabulary of the subject. The authors add that opportunities should be provided for both female and male students especially females who are the disadvantaged group, teach lessons or tutor younger students. Moreover, Brooks  and  Reavis  (2008) asserted  that  safety perceptions should be stressed  instead of dangers, as  girls  sometime  feel reluctant to participate  in laboratory activities if they seem too dangerous. (3)The   curriculum content; On the curriculum content that foster gender friendly classroom practices, Samuel (1999) explained that teachers should use gender inclusive language, avoid generalizations that stereotype women  in certain roles; encourage ‘can do’ attitude in classroom since  females tend to credit their achievements to luck   rather than their ability. The author further noted that teachers should analyze curricular materials for bias and supplement as needed; use toys to teach concepts in science; diversify classroom resources to include females and males and invite quest speakers of both genders to speak to the students among other classroom curricula issues.

Effecting gender practices in classrooms may have some positive influence on the learners. In  particular, in  subject  like  chemistry where  students perform  poorly, gender friendly practices may lead  the  students  to  explore different perspectives, discover new

materials and enable students to relate relevant experiences. Accordingly, Charles (2000) states  that  gender  neutral  classrooms  practices  encourage  classroom  participation  and enhance performance. It results in student’s cohesiveness where students help and support each  other.  Involvement  of  gender  friendly  teacher  practices  in    area  like  Chemistry classroom may help students to develop   interest and participate in discussions, practical activities, do additional work and have overall high performance in the subject.   This notwithstanding, there seems to be inadequate investigation on the potency of gender friendly classroom  practices  of  teachers  in  developing  interest,  and  enhancing  the  level  of participation and achievement of students in chemistry at senior secondary school in Nigeria. Hence the need to carry out a study on the effect of gender friendly classroom teacher practices on students’ participation, interest and achievement in chemistry.

Statement of Problem

Studies have indicated inadequate exposure of students to relevant concepts, poor mathematical skills, and lack of understanding of basic concepts and principles, and ineffective teaching methods as the major causes of poor achievement in chemistry; the extent  to  which  a student participates in classroom activities  and understands the basic concepts and principles, depends to some extents on the student’s interest and some teacher classroom practices.

The teacher is an important determinant of the quantity and quality of learning by students in the classroom. Studies abound on this fact that the quantity and quality of learning may be dependent on the teacher’s methods. However, it have been reported that what predominates in most Nigeria classrooms  from primary to tertiary level is the unidirectional lecture mode with minimal use of instructional materials and teacher classroom practices that are gender biased favoring the male students. Studies have also indicated the predominance of teacher classroom gender biased practices such as recruiting students to perform classroom

‘chores’ based on traditional gender roles which involves such act as inviting the males to handle equipment in the laboratory and inviting the female to sweep the laboratory and dust the windows; inability to use gender fair language such as using masculine pronouns all the time to describe scientists and so on. There is need to ensure that classroom practices of teachers enhance all  student’s participation and interest with the mind to achieve a  better learning outcome irrespective of gender. However studies are replete on the use of gender friendly practices of teachers on participation, interest and achievement of all students in Chemistry classrooms, hence the need to explore such on Chemistry. The problem of this study posed as a question therefore is; what will be the effect of gender friendly classroom practices of teachers on participation, interest and achievement of Senior Secondary School male and female students in Chemistry?

Purpose of the Study

The  main  purpose  of  this  study  is  to  investigate  the  effect  of  gender  friendly classroom practice  of teacher on  the  level of participation, interest and  achievement of students in chemistry at the secondary school level. Specifically, the study will:

1.  Determine  the  mean  achievement  scores  of  senior  secondary  school  chemistry students exposed to gender friendly teacher classroom practices and those exposed to the conventional teacher classroom practices.

2.  Determine  the  mean  participation  scores  of  senior  secondary  school  chemistry students exposed to gender friendly teacher classroom practices and those exposed to the conventional teacher classroom practices.

3.  Determine the mean interest scores of senior secondary school chemistry students exposed to gender friendly teacher classroom practices and those exposed to the conventional teacher classroom practices.

4.  Find out the influence of gender on the mean achievement scores of male and female senior secondary school chemistry students.

5.  Find out the influence of gender on the mean participation scores of male and female senior secondary school chemistry students.

6.  Find out the influence of gender on the mean interest scores of male and female senior secondary school chemistry students.

7.  Determine the interaction effect of method and gender on the mean achievement scores of senor secondary school chemistry students.

8.  Determine the interaction effect of method and gender on mean participation scores of senior secondary school chemistry students.

9.  Determine the interaction effect of method and gender on mean interest scores of senior secondary school chemistry students.

Significance of the Study

The findings of this study have both theoretical and practical significance. This study is based on Piaget’s constructivists’ theory of learning which emphasizes the teacher’s ability to present instruction in such a way that the students are actively involved. Piaget postulates that active involvement of students is directly and positively related to high achievement. The study is  also based on  Jerome Bruner’s theory of constructivism which emphasizes the importance of the active involvement of the learner in constructing knowledge for themselves and building new ideas or concept based upon current knowledge and past experience. It is hoped that the findings of this study will help to throw more light on the authenticity of these theories and the extent of support of these theories’ propositions in relation to this study.

In practical terms, the findings of this study may be of benefit to the student, the teachers, curriculum planners, chemistry textbook authors and future researchers. To the students, the findings will help to indicate the extent they have good orientation to classroom

practices that would involve all learners irrespective of their sexes. Since the result will also indicate the extent of participation and achievement by all students-male and female, this will be of benefit to both students and teachers.

To the teachers, the findings will help them to note the extent and direction of the effect of gender friendly class room teacher practices on students’ participation, interest and achievement. This can then help them to design situations/classroom practices that allow students to learn by doing in spite of their sexes.  Also, it will enable the teachers to mostly acts as facilitators who encourage students to discover principles for selves and to construct knowledge by working to solve realistic problems. To the chemistry textbook authors, the findings of this  study will  help  them  to  see  the  possible need  to  replace  the  age  long masculine illustrations that are predominant in textbooks with illustrations that are gender neutral.

The finding of this work will also help curriculum planners to develop and integrate gender friendly classroom practices guides for teachers, who are the key implementer of the curriculum. Further researchers will also find the result of this study useful especially when published. The data to be generated will serve as reference materials to future researchers in the same or related areas.

Scope of the Study

The study will be carried out using senior secondary class one (SS1) students who offer chemistry in Nsukka education zone of Enugu state. The choice of the SS1 students is based on the fact that the study of chemistry begins from this class and they are not external examination class and as such the experimental procedure will not interrupt their preparation for such examinations

The content scope of the study includes two topics in SS1 chemistry: Introduction to chemistry and Acid, Bases and Salts. Within the introduction to chemistry, gender friendly classroom practice of teachers will be developed  for explaining the meaning of chemistry,

career prospects in  chemistry, application of chemistry, adverse effects of chemicals, drug abuse, poisoning, erosion, pollution, and the scientific method. Also relevant gender friendly classroom practice will be developed for teaching Acid, Bases and Salts.

Research Questions

The following research questions will guide the study

1.  What are the mean achievement scores of senior secondary school chemistry students exposed to gender friendly teacher classroom practices and those exposed to the conventional teacher classroom practices?

2.  What are the mean participation scores of senior secondary school chemistry students exposed to gender friendly teacher classroom practices and those exposed to the conventional teacher classroom practices?

3.  What are mean interest scores of senior secondary school chemistry students exposed to gender friendly teacher classroom practices and those exposed to the conventional teacher classroom practices?

4.  What is the influence of gender on the mean achievement scores of male and female senior secondary school chemistry students?

5.  What is the influence of gender on the mean participation scores of male and female senior secondary school chemistry students?

6.  What is the influence of gender on the mean interest scores of male and female senior secondary school chemistry students?

7.  What is the interaction effect of method and gender on mean achievement scores of senior secondary school chemistry students?

8.  What is the interaction effect of method and gender on mean participation score of senior secondary school chemistry students?

9.  What is the interaction effect of method and gender on the mean interest scores of senior secondary school chemistry students?

Research Hypotheses

The following hypotheses are formulated to guide the study and will be tested  at 0.05 level of significance

1.  There is no significant difference between  the mean  achievement scores of senior secondary school chemistry students exposed to gender friendly teacher classroom practices and those exposed to the conventional teacher classroom practices.

2.  There is no significant difference between  the mean participation scores of senior secondary school chemistry students exposed to gender friendly teacher classroom practices and those exposed to the conventional teacher classroom practices.

3.  There is no significant difference between the mean interest scores of senior secondary school chemistry students exposed to gender friendly teacher classroom practices and those exposed to the conventional teacher classroom practices.

4.  There is no significant difference in the mean achievement scores of senior secondary school male and female chemistry students.

5.  There is no significant difference in the mean participation scores of senior secondary school male and female chemistry students.

6.  There is no significant difference in the mean interest scores of senior secondary school male and female chemistry students.

7.  There is no significant interaction effect of gender and methods on mean achievement scores of senior secondary school chemistry students.

8.  There  is  no  significant  interaction  effect  of  gender  and  methods  on  the  mean participation scores of senior secondary school chemistry students. 9.  There is no significant interaction effect of gender and method on the mean interest s cores of senior secondary school chemistry students.

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