GENDER STEREOTYPING AND ITS IMPLICATION ON NIGERIAN FEMALE

STUDENTS’ ACHIEVEMENTS IN SCIENCE SUBJECTS’

1
Oliweh Ifeanyi Solomon, 2Dr.(Mrs) Konyeme. J.
1
Department of Science Education, University of Delta, Agbor, Delta State, Nigeria.
Phone: 08060619886, Email: ifeanyisolomon62@gmail.com
2
Department of Science Education, University of Delta, Agbor, Delta State, Nigeria

Abstract
This study examined the Effects of Gender Stereotyping on female students’ performance
in science subjects’ in secondary schools in the South-South region of Nigeria. The
stratified random sampling technique was used. The instrument used in carrying out the study
was Students’ Attitudes and Stereotyping of Science Questionnaire (SASSQ). The population
for the study was 3,400 students’ in secondary schools. The instrument used in carrying out
the study was Students’ Attitudes and Stereotyping of Science Questionnaire (SASSQ). Data
was collected and analyzed using the Statistical Package for the Social Science (SPSS)
according to the research objectives of the study. The hypothesis was tested at 0.05 level of
significance. Research Hypothesis was analyzed using Linear Regression model. The
homogeneity of the variance is supported by Levene’s test for equality of variance. The
results show a significant difference between the attitudes and performance of students in
science subjects. Based on the findings, it was therefore recommended that Educational
experiences should also serve to build confidence among females with regard to application
of science knowledge and skills and Teachers should humanize science by developing the
right attitude that students will emulates to enhance female participation and performance
in science subjects.

Keywords: Gender, Stereotyping, Students, Achievement, Science Subjects

Introduction

Education has no other purpose than preparing people to live a fulfilled and responsible life.
Science Education, meaning education in Science, Mathematics, and Technology, should help
students to develop understanding and habits of mind. Olarewaju, (2005) defined education as
the process of passing valid and valuable information that could shape human life, behaviour and
attitudes to live a good life. It is an enterprise which sets out to instill values, attitudes, and skills
in members of the society. It is a process of personal development, a veritable means of
developing human resources. Life involves problem solving; only those who have developed the
capability to solve problems are better equipped for survival. According to Gbamanja (2011),
science can be conceptualized as a process of thinking, a means to acquiring new knowledge and
a means of understanding the natural world. One of the benefits of studying science is to sharpen
one’s ability to maintain peace and harmony based on equity in the society. Therefore, science
Educations is a field of study concerned with producing a scientifically literate society. Otuka,
(2004) and Okafor, (2001) defined science Education as a discipline concerned with the study of
interaction of science and society that is, the study of the learner’s impact on the society. Science
education is the bedrock upon which scientific and technological development depends. It should
be able to produce scientists that can solve societal problems.

According to Okoh, (2007) Gender relates to the difference in sex (male or female) and how this
quality affects their disposition and perception towards life and academic activities. Difference in
gender as it affects students and academic performance is inconclusive. Buadi, (2000) added that
this has necessitated the need to compare the difference between male and female students as
reflected in their academic performance. It is believed that the relationship would be of
considerable help in developing a more effective and practical counseling techniques for
students, teachers and parents in Nigeria with the ultimate goal of enhancing students academic
performance.

The concept of students’ academic performance has become a source of concern to researchers,
especially as the academic performance of students is declining. Academic performance is
regarded as student participant’s examination grade at the end of a particular term or academic
year. Egbule, (2004) says it could also be seen as the level of performance in a particular subject
of study and that higher scores indicate better academic performance. Ugoji, (2008) opined that
laudable values attached to academic performance have shown that students’ performance is
declining. Ukpona, (2007) found that this could be that they are confronted with so many school
and non-school related demands and responsibilities. This problem seems to be a major one that
requires urgent and serious solution since students’ academic performance affects the quality of
human resource within the society. The West African Examination Council, (2004) reported that
science subjects in secondary schools have been categorized in the order of their importance. In
the view of Ike, (2002) Basic science prepares the students for core science subjects, otherwise
called pure science subjects. Science deals with the study of laws that determined the structure of
the universe with reference to the matter and energy in the universe. According to Olarinoye,
(2000) Physics is the most initialized basic science subjects in most technology-related
profession. This shows that the enormous role science plays in the technological growth of a
nation cannot be overstressed. It is pertinent to note that the technological growth of a nation
leads to its social and economic development. The application of science through technology is
crucial for providing the infrastructure required by any nation. In 2005, Politicians, Educators
and Physicists from the world met in Dubai South Africa to consider the role of Physics in
creating a sustainable future for developing countries. Jacobs, (2002) discovered that globally,
most studies show that on the average, girls do better in school than boys. Girls get higher grades
and complete high school at a higher rate compared to boys. National Centre for Education
Statistics, (2003) reported that a standardized Achievement Tests also showed that females are
better at spelling and perform better on tests of literacy, writing and general knowledge. An
international aptitude test administered to fourth grade in 35 countries showed that females
outscored males on reading literacy in every country.

Gender stereotype is responsible for the low representation of women in STM. Women in
science came into lime light during the United Nations Decade for Women (1976-19) which
addressed women in development. Hammrich, (1997) and Hammrich, (2000), in their research
found that the UN activities expose the low representation of women in science and the
challenges confronting women in choosing and performing well in science related field It is
sad to note that the baby girl is exposed to avoid STM from birth. The societal set up did not give
her the opportunity to experience the environment which is pre-requisite to science. Alele-
Williams, (1983) and Ezeliora, (2003) reported that she was rather kept in doors to do the house
work while her brother was left to move about exploring the environment. Ezeliora, (1999)
reported that she was lately exposed to school, even at that level her curriculum did not emphasis
science as to awaken in her the interest and curiosity to seek for science. Fox (1976) added that
while in school, her parents and teachers never expected her to do more than required by the
society nor encouraged her to choose a career in STM but her brother is prided to read
Engineering, Medicine, Pharmacy etc. Ameh, (2009) believes that those girls who braved it to
study science received disapproval for trading in the masculine field. As a result of all these,
many girls perceived science as masculine and not for girls.

However, Brainard & Carlin, (1998); Society of Women Engineers, (2008) observed that
following enrollment a variety of environmental factors works to lower confidence and impact
the scientific achievement of females negatively. According to Xie & Shauman, (2003) these
factors result in women undergraduates having less interest, lower expectations for success, and
decreased confidence in science related fields than males, ultimately impacting persistence to
degree attainment. The manner in which subject matter is covered has been highlighted as an
important factor affecting the science achievement of females. One meta-analysis found several
strategies that had a positive impact on science achievement among students, including females.
Schroeder, Scott, Huang, Tolson, & Lee, (2007) added that these strategies include relating
learning to students’ previous experiences, collaborative learning, varying the level and type of
questions asked during lessons, using inquiry based approaches that allow for hands-on
manipulation of science material, employing a variety of assessment methods, and incorporating
instructional technology into lessons. In addition, females tend to perform better on areas of
standardized science assessments that address the human application of science such as life
sciences. In addition, Ingels & Dalton, (2008); NAEP, (2005) found that females tend to enroll in
advanced coursework and pursue degrees in science fields that have a direct application to
improving the human condition. These trends according to Green, (2009) suggest that females
may be turned off from studying Science, Technology, Engineering and Mathematics (STEM)
subject matter and pursuing careers in STEM fields due to stereotypes that such fields have little
or no impact on the human condition. More women than men pursue a postsecondary degree in
the United State., however fewer females pursue an undergraduate degree in science and
therefore do not enter into Science, Technology, Engineering, and Mathematics (STEM) related
careers at the same rate as males. Females have demonstrated that they are equally capable as
their male counterparts of learning and mastering science concepts and knowledge. Green,
(2009); Ingels & Dalton, (2008); National Science Foundation, (2005) Views that female’s hold
in relation to science and its application to solve real-world problems; courses that females are
advised to enroll in during high school; and support from parents, teachers, and other role models
related to pursuing a career in Science, Technology, Engineering and Mathematics (STEM)
disciplines are factors that provide additional insight into gender differences in science
achievement.

Ameh, (2009) observed that attitude to science education means like or dislike towards science
education, an avoidance response towards science education, feelings of disgusts, repulsion,
comfort or discomfort towards science education. Ezeliora, (2003) observed that most African
societies still much education girls and women do not need much education girls and women do
not need much education to perform their roles which are unfortunately still believed to be
limited to the home. The FEMSA (1997), in their studies revealed that specific key stakeholder
in girls’ education such as parents, teachers’ peers, policy-makers and even the girls themselves,
still nurse the views, and hence only pay lip service to the issues of girls’ education.
Consequently, little or no effort is put into strategies to increase girls’ access and continued
participation in education. According to Akpan (2001), when the poor financial status forces
them to choose whom to educate, parents will almost invariably educate the boy in preference to
girls. This is because apart from the lack of appreciation of the importance of girl’s education,
the chances for successful completion of any course are higher for boys than girls. The result is
that many girls do not only miss a chance for education, but some are even withdrawn from
school so that money could be spent on the education of her brothers. Worse, some girls may be
married early so that their parents can get the dowry to help alleviate family financial problems.
Otuka, (2004) identified other factors that affects girl’s access and participation in science to
includes: pregnancies, poor academic performance due to a host of reasons beyond the girl’s
control and even lack of physical facilities that provide a conducive environment for girl’s
education, such as appropriate sanitary and sitting facilities at school.

Research Question

What is the difference between the attitudes of female students to science subjects and their academic
performance?
Research Hypothesis

There is no significant difference between the attitudes of female students and their academic
performance in science
Purpose of the Study
It will examine the effects of female students’ attitudes on their academic performance in science
subjects.
Methodology

Correlational research design was used in which a random sample of 100 students was obtained
in South-South, Nigeria. An investigation of the difference between the Dependent variable
(Academic Achievement) and Independent Variable (Attitudes) and the magnitude of the
differences that exist between them is determined through this design.

The population of the study is students Senior Secondary Students (SSS 3) offering Mathematics,
Physics, Biology and Chemistry in South-South, Nigeria with a populatiopopulationn of 3,400
students.

Students’ Attitudes and Stereotyping of Science Questionnaire (SASSQ) was adapted by the
researcher after reviewing extensively on the related literature.
Data collected was analyzed using the Statistical Package for the Social Science (SPSS)
according to the research objectives of the study. The hypothesis was tested at 0.05 level of
significant. Research hypothesis was analyzed using the Linear Regression model. The
homogeneity of the variance is supported by Levene’s test for equality of variance.

Analysis of Research Question: What is the relationship between the attitudes of female
students in science subjects and their academic performance?
 Table 1.1: Frequency Analysis of female students’ Attitude and their Academic
Performance in Science Subjects.

Options Code No. of Responses Percentage

Strongly Disagreed 2 7 7.0
Disagreed 3 5 5.0
Agreed 4 29 29.0
Strongly Agreed 5 59 59.0
Total 100 100
From table 1.1, 59 respondents representing 59% of the total response Strongly Agreed that the
attitudes of female students affects’ their performance in science subjects, 29 respondents
representing 29% of the total response Agreed with the claim while 5 respondents representing
5% Disagreed and 7 respondents representing 7% strongly disagreed with the claim that the
attitudes of female students affects’ their performance in science subjects. It was observed that
59% respondents agreed that the negative attitudes of female students’ are responsible for their
poor performance in science subjects. Therefore, there is a relationship between the female
students’ attitude and their academic performance in studying science subjects.

Research Hypothesis: There is no significant difference relationship between the attitudes of

female students and their academic performance in science subjects.

Table 1.2: Linear Regression Analysis showing the relationship between the attitudes of
female students’ and their Academic Performance in Science subjects.

Independent B Std. Beta T Sig. R R2 Adj. R2 F-stat P-value

Variables Error
Constant 8.844 0.973 9.093 0.000

0.534 6.250 0.000 0.534 0.289 0.278 39.06 0.000

R3 1.427 0.228
From table 1.2, the R-value (0.534) has adj.R2=0.278 which implies that 27.8% variation in
performance is accounted for by changes in the Independent variable the Attitudes of female
students. The beta values 0.534 for female students’ attitude with the P-value of 0.000 less than
the Alpha (α). Since P (0.000) < 0.05, we therefore Reject the null hypothesis and accept the
Alternative that there is significant relationship between the Attitudes of female students and
their academic performance in Science subjects.
A significant relationship in the Attitude of female students’ and their performance in science
subjects were found in the study among the secondary school students’. The result is consistent
with Njuguna (1998), Ondiek (2001), and Quinn (2001), who found significant relationship
between female students’ attitude and academic performance in science subjects. There is a
tendency for girls to be negatively inclined towards science and a likelihood of average lower
performance in comparison to the boys. This indicates how attitude affects performance, which
shows that a positive relationship exists between attitude and academic achievement.

Discussions

The result of the t-test on students’ academic achievement in science subjects between male and
female students shows that there is no significant difference in the performance of male and
female students. Gender stereotyping is not a determining factor to female performance in
science subjects. This findings agreed with the findings of Arigbabu &Mji, (2004); Bilesanmi-
Awoderu, (2002); Freedman, (2002); Sungur & Tekkaya, (2003) who asserted that there are no
longer distinguishing difference in the cognitive, affected, and psychomotor skill achievements
of students in respect to gender. Girls can be encouraged and sensitized into developing positive
attitudes towards science. Similarly, the findings agree with the studies of Eccles, (2001) who
confirmed that women should be just as represented in the technology or mathematics work force
as men. However, the study negates the findings of Aguele & Uhumniah, (2008); Billings,
(2000); Croxford, (2000); Kolawole, (2007) who found that male students performed better than
female students in the cognitive affective and psychomotor skills achievements. There is a strong
association better gender and response to science education.

A significant relationship in the Attitude of female students’ and their performance in science
subjects were found in the study among the secondary school students’. The result is consistent
with Njuguna (1998), Ondiek (2001), and Quinn (2001), who found significant relationship
between female students’ attitude and academic performance in science subjects. There is a
tendency for girls to be negatively inclined towards science and a likelihood of average lower
performance in comparison to the boys. This indicates how attitude affects performance, which
shows that a positive relationship exists between attitude and academic achievement.

Summary

The focus of this study was to determine the influence of gender stereotype on female students’
performance in science subjects in secondary schools. It was found from this study that:

There is a significant difference between the attitudes of female students and their academic performance
in science subjects.
Conclusion

In Conclusion, this study brought to light the influence of gender stereotyping on female students
performance in science subjects in secondary schools in South-South region of Nigeria. The
study revealed that a significant difference was observed between the attitude of female students’
and their academic achievement in science subjects. This implies that positive attitude from both
the teachers and students will lead to higher performance in science while negative attitude will
affect female students’ performance negatively in science subjects.

Recommendations

Based on the findings of this study, the following recommendations are made:

1. To improve the interest, participation and performance of female students’ in science subjects,
learners should be encouraged by the subject teachers, principals of various schools, educational
bodies, parents and government in ensuring that the factors that influences and determine
academic achievement of female students are positive enough to enhance teaching and learning in
the school system.
2. Given the influence of parents’ expectations for Science, Technology, Engineering and
Mathematics (STEM) education and STEM careers on the future career aspirations among
females, teachers should consider informing parents of female students about career opportunities
in Science, Technology, Engineering and Mathematics (STEM) careers and what academic
preparation is needed to be successful in these careers.
 3. Teachers should humanize science by developing the right attitude that will enhance female
students’ participations and performance in science subjects.

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