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Sharifa Research Proposal
Sharifa Research Proposal
Sharifa Research Proposal
(SUZA)
COURSE CODE:
COURSE TITLE:
COURSE INSTRUCTOR:
RESEARCH PROPOSAL
TITLE:
STUDENT NAME:
ACADEMIC YEAR:
YEAR OF STUDY:
Table of Contents
LIST OF TABLES......................................................................................................... iv
ABBREVIATIONS......................................................................................................... v
CHAPTER ONE............................................................................................................ 1
Introduction.................................................................................................................. 1
3.1 Introduction..................................................................................................................10
3.2 Research design...........................................................................................................10
3.3 Research Approach......................................................................................................10
3.4 The Area of the study...................................................................................................10
3.5 Sample and Sampling Techniques...............................................................................11
3.6 Data Collection Instrument..........................................................................................11
3.7 Validity and Reliability................................................................................................12
3.8 Ethical Considerations.................................................................................................13
3.9 Researcher as an Instrument/Role...............................................................................13
3.10 Data Analyses Plan....................................................................................................14
3.11 Duration and Financial Arrangement of the Study....................................................14
BIBLIOGRAPHY........................................................................................................ 16
LIST OF TABLES
Table
1:
Number
of
females
subjects.2
who
pursued
science
ABBREVIATIONS
ACSEE
A-level
Advanced level
CSEE
FAWE
FEMSA
HESLB
MKUZA
MoE
Ministry of Education
MoEVT
NECTA
NGOs
Non-Governmental Organizations
O-level
Ordinary level
CHAPTER ONE
Introduction
This gives the background information about the research topic, it defines research problem and
explains the significance of the study. The objectives of this study, research questions, and the
Scope and delamination of this study.
1.1 Background of the Problem
Closing the gender gap in science is of critical importance for all countries because failure to do
so means the loss of vast human resources that could contribute to national development and
could further entrench gender inequality in society. Adefunke Ekine (1999).
As a result of the gender equality awareness since Beijing Conference in 1995, globalization,
science and technology development, democracy and more importantly hardship of life, women
in Zanzibar found themselves change their status in order to face challenges of the dynamic
world. Employment policy of 1997 put forward the need for protection for all employees and put
forward rules for equal employment between men and women. Women are underrepresented
and almost invisible in all decision-making forums, although they constitute over 51% of the
total population (RGZ, 2004: 57).
Education is a very important factor for the development of women (MYEWCD, 2001).
Education is now regarded as an important factor in the changing world and it is also considered
a necessary tool to combat unemployment facing women in the isles. Education is considered
part of being modern, as it is justified for women by Islam. The modern man should have a
modern, educated wife (Fuglesang, 1992 cited in Vatne, 1999: 31). In 2006, there were 130
literacy centres in Zanzibar with an enrolment of 7,890 of which 77.3% were women (MoEVT,
2007a). Secondary education and above is a pre-requisite for sound and rapid economic growth.
For women, secondary education and above have a positive impact on equality, womens
empowerment, family planning and enhancement of childrens intellectual achievement
(MoEVT/WB, 2007 cited in MoEVT, 2007a: 65). Women in Zanzibar have shown great interest
in pursuing higher education since the establishment of three universities in Zanzibar since 1997.
Mama (2003) notes that it is worth considering whether the tertiary gender stratification, does in
fact arise because the number of women with sufficient secondary qualifications in science
subjects is still too small to allow for equity in higher education institutions, as so much research
seems to show. The A-level is the determinant of who enters university and studies what.
Zanzibar has 15 secondary schools that offer advanced level studies, 12 of which are public and
three are private. Six out of 15 schools offer science subjects.
Despite various efforts undertaken to address the problem of gender inequality in science
subjects and in other sectors in Zanzibar, sensitization seems to base on the lower education
levels. Also in some government documents gender equality issue seems to be overlooked.
Strand (2007) argues that Zanzibar Education Sector Country Status Report (ZESCSR) of 2003
1.2 Statement of the Problem
Poor academic Performance of female students in science subjects in Zanzibar secondary schools
has been a persistent problem. It is generally approved that in the current knowledge economy
society, science, technology and innovation play a major role towards the achievement of the
Millennium Development Goal number 3; achieve universal primary education. (Ameir
2008).Several factors contribute to the low participation and performance of girls and women in
science and technology education and science based activities in Zanzibar and their lack of
motivation for learning science and technology. These include lack of relevant policies,
inadequate curriculum content and delivery, biased teaching materials and negative socio-cultural
attitudes and practices. It is therefore agreed that achievement of gender parity in science and
technology should rely on an appropriate mix of strategies based on lessons learned from best
practices and experiences at national, regional and international levels. (Ameir 2008).
Number of females who pursued science subjects at A-level, 2007
Figures in Table 1 reveal that in all six A-level schools that offer science subjects in Zanzibar,
female students were less represented in those subjects. With an exception of SOS in which
percentage of female students reached 46.4, proportions of female students in other schools
ranged from a low of 21 per cent to a high of 39.7 per cent in 2007.
The main reason for examining factors influencing poor academic performance of female
students in science subjects derives from the fact that, many developing countries blame the
women for not participate effectively in studying science subjects at the same time the
governments and the whole society emphasis the eradication of gender inequality but they fail to
find out the main factor that hinder women from participating from science subjects and their
persistent failure in science subjects. Therefore the further analysis is required to examine factors
influencing poor academic performance of female students in science subjects.
1.3 The objective of the study
1.3.1 General objective
The general objective of the study is to assess factors influencing poor academic performance of
female students in science subjects in a level.
1.3.2 Specific objectives
i.
ii.
iii.
What are the main factors influence poor performance of females in science subjects in
ii.
Zanzibar?
How the female students perceived and understood science subjects in secondary school
iii.
in a level?
What are the challenges faced by female student in learning science subjects in secondary
iv.
school?
What measures that can be used in order to improve female student performance in
science subjects in public secondary schools in Zanzibar
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CHAPTER TWO
Literature Review
2.1 Introduction
This chapter presents the literature review and Definition of key concepts to be applied in this
study. It explains Female students perception and attitude on science subjects, this chapter also
briefly analyzes Factors Influencing Poor Academic Performance of Female Students the chapter
ends by showing research gap.
2.2 Definition of Key Concepts
Science. It is a subject which embraces all science subjects, namely Biology, Chemistry, Physics
and Mathematics, therefore, is a subject that cuts across the school curriculum and needed in all
branches of science, applied science and social science (Adewumi, 1982).
Attitudes, A state of readiness and tendency to act or react in a certain manner when confronted
with certain stimuli (Bilton, 1987: 105).
Gender differences, these are differences as a result of being either female or male, arising from
social construction of roles associated with sex differences.
Gender mainstreaming the public policy concept of assessing the different implications for
women and men of any planned policy action, including legislation and programmes, in all areas
and levels. Mainstreaming essentially offers a pluralistic approach that values the diversity
among both women and men.
Public Secondary Schools Secondary school is a term used to describe an educational
institution where the final stage of schooling, known as secondary education takes place. It
follows elementary or primary education, and may be followed by university (tertiary) education.
Science Subjects These are subjects that are part of the curriculum and constitute part of the core
and compulsory subjects. The subjects offered are Mathematics, Chemistry, Biology, Physics and
Computer.
other advanced sciences. There is a chronic shortage of these books for the average reader that
are closely linked with the kind of topics almost anniversary science courses (Dobson, 1980).
The situation is that the females are not given an equal opportunity to use the library facilities as
compared to the boys.
Lack of Skilled Man Power
Skills of teaching revealed that, bad teaching bring about backwardness. As a result of these bad
teaching skills, a child fails to master basic skills in science and this failure hold back pupils
progress. Teaching does not take place unless the pupils are learning. All what the teacher knows
is what they intend to teach but many are ignorant of what their pupils are learning. This is
because pupils in particular girls, they are unable to answer questions since they could not
understand what the teacher was explaining (Derville, 1990).
Lack of Teaching Materials and apparatus in the Laboratories.
Farrant (1991: 128) observed that, The teaching of science can be affected by the unavailability
of resources in the school laboratories. The design of school and limited resources allocated to
many of them compel teachers to use teaching methods which are much less effective than those
that could be used if resources and materials were available in the laboratories. The implication
is that girls are the ones that are affected in most cases because they cannot easily mix with the
boys.
Science Language
In most cases science lesson fail due to the science language. There is a danger that any specialist
group like scientists may develop their own kind of Maudlin English which acts as a barrier
rather than a means of communication. Most advanced books on science are too difficult to read
because they contain complicated words and ideas expressed in what is known as specialized
vocabulary. Many of these science books written for school children are too difficult for them to
read.
The science teachers are at times at fault, because they communicate to pupils at a high level.
This makes the learning of science too difficult to follow the inherent of the subject matter. The
effect of language on the learning of science observed that the hypothetical mode of language is
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a simple turning if one is used to it. This is a standard chatter when one thinks about scientific
domain, but it is not the form languages that come easily to children (Lewis, 1972: 43).
Some cultural norms and beliefs are some of the factors that do contribute to the prevailing poor
performance of girls in science. The work that girls do at home before and after school is
important because the amount of work given to them would have a bearing on their level of
concentration and late coming. According to FAWEZA (1997), there is prevailing cultural
expectations, norms and traditional attitudes that restrict girls achieve mobility and opportunity.
2.5 Research Gap
Different scholars have written about the Factors Influencing Poor Academic Performance of
Female Students in Science Subjects in different parts of the world. (Judith 2002), (Samwel
2004) and (Kamirh 2012) But no rigorous work has been done to evaluate the full range of
Factors Influencing Poor Academic Performance of Female Students in Science Subjects in
Zanzibar. Therefore it is where the research gap was seen. There is a need to research in Zanzibar
so as to come up with the information which could be useful for the comparison and contrast
with the information from other areas and develop very effective recommendations, so that is
why the researcher decide to conduct research in Zanzibar.
CHAPTER THREE
Research Methodology
3.1 Introduction
This chapter outlines the research methodology that is used in the study. It is discussed under the
following sub-topics; research design, target population, sampling procedure, methods of data
collection, reliability and validity of data collection instruments, methods of data analysis, ethical
considerations.
3.2 Research design
The research design is the conceptual structure within which research is conducted; it constitutes
the blueprint for the collection, measurement and analysis of data (Kothari 2004). Meanwhile
Churchill, Gilbert etal (2002), Thus for this study, the descriptive research design is appropriate
because the nature of the problem is well known, the objective are clearly specified.
3.3 Research Approach
The research study used both qualitative and quantitative approach. This is referred to as mixed
design method. The mixed approach is preferred because it provided a systematic means of
collecting and presenting data. Besides, the study involved perceptions, attitudes and behaviors
that needed to be described. In addition, it was less costly and less time consuming considering
the time that was available for this study
3.4 The Area of the study
The study will be conducted in Unguja specifically Lumumba Secondary School which is
located in Stone town. Two criteria are used to select this case. First, it is selected because
Lumumba Secondary School involves both arts and science students in O-level and advance
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level and second it is public secondary school which take different students from family
regardless their family background.
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This is the technique of collecting data through conversation; this is the conversation between
researcher and respondent which will guided by the preparation of questions, in this research,
structured interviews and semi-structured interviews are used to explore the perceptions and
experiences of parents and students in regarding to the science subjects.
Observation
Observation is the collection of data through direct visual or auditory behavior or experience. It
includes video or audio recording of behavior. It means that a researcher looks or listens in order
to see or hear the behaviors or words respectively. These provide the information needed for the
research. Monette, et al (1994). For this study participatory observation will be applied because
the researcher will have a number of informal conversations with the students and their parent
about their attitudes towards science subjects
Though efforts will be made to ensure that both validity and reliability of the empirical data is
taken into consideration, I cannot dispute the fact that all information collected are not
completely perfect. Challenges encountered in the field are unavoidable and could have to some
extent contributed to the limitations in the generation of credible empirical data.
Protecting the identities and interests of all respondent by keeping to the norms of
confidentiality. Based on these norms, participants were instructed not to reveal their
nothing else,
No form of coercion was used against respondents. The research ensured that their
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TIME (MONTH)
DURATION
ACTIVITY
January 2015
Three Weeks
14
February 2015
Four Weeks
February 2015
One Week
March 2015
Four weeks
Report writing.
Further revision of the research.
April 2015
Four weeks
Submission
the
Research
2nd Week
June 2015
of
DETAILED
COST
TSHS.
Transportations fair
i.
TSHS.
Fair from fuoni to =100,00/=
stone town 1000 per
day x 10days
Meals
=50,000/=
Stationary
=200,000/=
Other
expenses
like 150,000/=
=150,000/=
miscellaneous costs.
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TOTAL COST
= 410,000/=
BIBLIOGRAPHY
Adewumi DO (1982). The effect of lack of qualified teachers on the teaching of mathematics in
Nigeria schools. J. Sci. Teach. Assoc. Niger. (STAN), 20(2): 85-89.
Adefunke Ekine and Negar Ashtari Abay Enhancing Girls Participation in Science in Nigeria; A
Driver for National Development and Social Equality.
Ameir Mohammed Makame (2008).The Gender Gap in Higher Education in Zanzibar,
University of Oslo
Bilton, T. (1987. Introductory Sociology. London: Macmillan Press Ltd.
Bryman, A. (2008). Social Research Methods (3rd Ed.). New York: Oxford University Press.
Cornwell, A. (2008). Unpacking Participation: models, meanings and practices. Community
Development Journal, 43(3), 269-283.
Creswell, J.W. (2003). Research and Design: Quantitative, Qualitative and Mixed Methods
Approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
Creswell, J.W. (2009). Research Design: Qualitative, Quantitative and Mixed Methods
Approaches (3rd Ed.). Thousand Oaks, CA: Sage Publications.
Driver, R. (1986). Pupils of Scientist. London: Open University Press.
Goodlad JI (1984). A place called school: Prospects for the future. New York: McGraw Hill
Kvale, S. 1996. Interviews: An Introduction to Qualitative Research Interviewing. Sage
Publications. Lund.
Mikkelsen, B. 1995. Methods for Development Work and Research: A Guide for Practitioners.
Sage Publications. New Delhi.
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Odunbunmi EO, Balogun TA (1985). The attitude of some Nigerian students towards Integrated
Science. JORIC, 3(1): 17-23.
Olotu B (1992). The main causes of students underachievement in; agricultural science. J.
STAN, 72(2): 76-80.
Mama, Amina. (2003). Restore, Reform but do not transform: The Gender Politics of Higher
Education in Africa. Journal of Higher Education in Africa 1 (1): 101-125.
Ministry of Education. (1999). Prospective, Stock-Taking Review of Education in Africa: The
Zanzibar Case Study. A Study Report, November 1999. Government Printer, Zanzibar.
Ministry of Education and Vocational Training. (2006). Education Policy 2006. Government
Printer, Zanzibar.
Ministry of Education and Vocational Training. (2007a). Education Situation Analysis 2007.
Volume I: Main Text, Draft 3, June 2007. Government Printer, Zanzibar.
Ministry of Education and Vocational Training. (2007b). Matokeo ya Mitihani ya Kidato cha
Sita, 2006/2007 (Compilation of Form VI Examination Results for 2006/2007). MoEVT,
Zanzibar.
Ministry of Youth, Employment, Women and Children Development (Wizara ya Vijana, Ajira,
Maendeleo ya Wanawake na Watoto). (2001). Sera ya Hifadhi na Maendeleo ya Wanawake
(Policy for Protection and Women Development). Government Printer, Zanzibar.
Ministry of Higher Education Science and Technology. (2005). Statistical Information in Higher
Learning Institutions 2004/2005.
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