Gender differences in physical science achievement by Ordinary Level pupils in Chimanimani District BINDURA UNIVERSITY OF SCIENCE EDUCATION

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1 Gender differences in physical science achievement by Ordinary Level pupils in Chimanimani District BINDURA UNIVERSITY OF SCIENCE EDUCATION NEZANDONYI KUDZAI JUNE 2015 A project submitted in partial fulfillment and requirements of the Post graduate diploma in Education. Faculty of Science Education

2 Approval Form The undersigned certify that Ms Sunzuma has supervised the student Nezandonyi Kudzai s Research Project entitled, gender differences in Physical Science achievement by Ordinary level pupils in Chimanimani District. Submitted in partial fulfilment of the requirements of Post Graduate Diploma in education. SUPERVISOR (Ms Sunzuma).. Date.. COORDINATOR (Mr.ZENGEYA).. Date i

3 BINDURA UNIVERSITY OF SCIENCE EDUCATION Release Form Student Name Student Number Project Title Nezandonyi Kudzai B Gender differences in physical science achievement by Ordinary Level pupils in Chimanimani District Program Post Graduate Diploma in Education Year 2015 Permission is hereby granted to the Bindura University of Science Education Library to produce copies of this dissertation and lend or sell such copies for private, scholarship or scientific research purposes only. Signed. DATE:30 JUNE 2015 ii

4 Abstract The aim of this study was to look at perceptions held by physical science teachers and O Level pupils. The study also sought to find out whether there is a relationship between gender, perception and participation in physical science learning. A survey research design was carried out in Chimanimani district. Questionnaires were administered to 8 physical science teachers and 50 O Level physical science pupils randomly selected from three schools in Chimanimani district. The researcher collected data from two boarding schools and one day school. The data collected were presented in tables, bar graphs and pie charts. The data generated were analysed using the X 2 statistical test. Results of the study revealed that teachers and O Level pupils perceive physical science as a male domain and this could have contributed to the existing gender related differences in physical science achievement in public examinations. It was also noted that at the 5% level there is a relationship between gender, perception and participation in physical science learning process. A statistical difference between boys and girls perceptions towards physical science as a male domain was also revealed in the study. iii

5 Dedication This project is dedicated to my wife (Tatenda), son (Gift /Nenyasha) and to all physical science teachers & students in Chimanimani district. iv

6 Acknowledgements Great thanks and tribute goes to my supervisor Ms Sunzuma who spent her valuable time guiding me in the process of pursuing my research. Most sincere thanks to teachers and students for your cooperation in providing essential information through questionnaires. I would also want to thank the headmasters of the 3 schools for allowing me to carry out the research at their schools. Many thanks go to my better half for your encouragement and unwavering support. To my parents, in laws and friends, I say thank you for your moral support and encouragement. v

7 TABLE OF CONTENTS 1. Introduction Background of study Statement of the problem Aim of the study Purpose of the study Objective of the study Research questions Hypothesis Significance of the study Limitations of the study Definition terms Literature Review 2.1 Introduction Gender, physical science and research Origins and causes of gender differences in physical science achievement Teachers and pupils perceptions on gender and physical science Gender stereotyping in physical science Performance difference between two sexes Relationship between perception and participation in physical science classes Research Methodology 3.1 Introduction Population and study area Sampling procedures Research paradigm Research Instruments Data collection procedure Pilot study Data collection Data analysis. 15 vi

8 4. DATA PRESENTATION AND ANALYSIS Teacher s questionnaire Background information for teachers Teachers opinions on gender differences in physical science achievement Students questionnaire Pupils opinions on gender differences in physical science achievement Relationship between gender, perception and participation DISCUSSION, CONCLUSION AND RECOMMENDATIONS Introduction Discussion Conclusions Recommendations.. 31 REFERENCES APPENDICES Appendix Appendix Appendix vii

9 List of Tables 4.1 Teachers sex Teachers age Highest Academic Qualification Highest professional Qualification Teaching load per week General performance of students Physical science among other subjects Physical science among boys/ girls Category A; Physical science as a male domain Category B: Physical science as a female domain Category C: Physical science as a neutral domain Students sex Students age Type of school Category A; Physical science as a male domain Category B: Physical science as a female domain Category C: Physical science as a neutral domain Gender, perception and participation Boys and girls perceptions on physical science as a male domain...25 viii

10 CHAPTER ONE 1.0 introduction 1.1 Background to the Study Society s fundamental interest in fairness and equal opportunity continues to motivate highly contentious debates over the root causes of gender differences in educational outcomes (Dee, 2006).. Regarding achievement, differences are usually non-existent or small in the early school years, with larger differences beginning in junior high school and gradually increasing towards high school ( Khilji and Bhutta, 2012). Differences in the achievements of males and females studying Physical science have been a topic of concern for physical science researchers for decades. Although gender differences in average physical science grades have diminished, females continue to lag considerably in terms of achievements (Ivie and Ray, 2005). According to Mushi (1996), the Advanced Certificate of Secondary Education Examination (ACSEE) results have revealed that that the average percentage of girls failing in the Science subjects was about 6% higher than that of boys i.e.(physics, Chemistry and Mathematics).Over the last couple of decades, societies, including Zimbabwe have placed more emphasis on the academic achievement of its citizens. Basing on O Level ZIMSEC results analysis for the period from 2009 to 2014, the researcher found that the average percentage pass rates in physical science for boys and girls in Chimanimani district were 44% and 29% respectively. The researcher also discovered that in three schools selected in Chimanimani district, the overall pass rate of males in Physical Science was greater than females for that same period. Although there are some variations, there is a consensus that, overly gender differences in Physical Science performance has existed in the past and is still present. It is from this background that the researcher got interested in the area of study, with the rationale of documenting teachers and pupils perception on gender differences in Physical Science achievement. 1

11 1.2 Statement of the Problem ZIMSEC Ordinary level results for the years 2008 to 2013 revealed a significant gender difference in performance in Physical Science in Chimanimani district. The performance of girls in physical science in public examinations is currently generally lower than that of boys. The average difference in failure rates between boys and girls differ from 10 to 15%. The perceived poor performance of girls in Science leads to unpleasant developments to those who would like to pursue careers in the sciences (Simpkins 2006). 1.3 Aim of the Study The aim of this study is to find out teachers and O level pupils perceptions with regard to gender and Physical Science achievement. The study seeks to investigate the extent to which teachers in Chimanimani District Secondary Schools gender-stereotype Physical Science as well as how pupils perceive Physical Science compared to other subjects. 1.4 Purpose of the Study The researcher seeks to establish whether there are gender related differences in Physical Science achievement in ordinary level public examinations between boys and girls. Also the study intends to investigate perceptions held by teachers and pupils towards Physical Science. The researcher also looks at whether or not teachers in Chimanimani District secondary schools contribute to gender differences in Physical Science. 1.5 Objectives of the Study 1. To find out how O level pupils in Chimanimani district secondary schools perceive Physical Science as a subject. 2. To determine pupils perceptions on gender and physical science learning. 3. To determine teachers perceptions as far as gender and physical science learning is concerned. 2

12 4. To find out whether there is a relationship between gender, perception and participation in physical science learning. 1.6 Research Questions 1. How do O Level pupils in Chimanimani district secondary schools perceive Physical Science as a subject? 2. What are the teachers and pupils perceptions on gender and physical science Learning process? 3. Is there a relationship between gender and pupils perceptions on learning of physical science. 1.7 Hypothesis There is no relationship between gender, perception and participation in physical science learning Assumptions It is assumed that: Students have an equal opportunity to learn Physical Science. The respondents answers were voluntary and honest. O level students are mature enough to give logical responses. 1.8 Significance of the Study The research project will act as a supplementary guide to physical science teachers as it provides guide lines on how to improve pass rate. The results will encourage Physical Science teachers to be gender sensitive in teaching and learning of Physical Science. This will also encourage female students to pursue Physics and Chemistry at higher levels. A strengthening demand for physical sciences and highly numerate graduates has resulted in a national skills shortage ( Bevins et al 2005). 3

13 By exposing the extent of gender differences in Physical Science achievement, the researcher will provide educators and interested stakeholders the basis and motivation towards working to have the gender gap cleared. This will thus provide groundwork for strategies aimed at achieving gender equity and equality in the teaching and learning of Physical Science. The findings from this research will also add more knowledge to the existing literature in the fields of gender and Physical Science in Zimbabwe. While a substantial range of data exists that has focused on this and similar themes, studies which aim to gain a better understanding of students' perceptions and views of the theme are relatively few (Bevins et al 2005). 1.9 Limitations of the study Due to limited resources, time and transport the researcher limited the number of schools and size of samples to involve in the study Delimitations of the study The research was confined to 3 Chimanimani District Secondary Schools. Data was collected from a sample of O level Physical Science teachers and O level Physical Science students. Data was collected from schools with both boys and girls. 4

14 1.9.2 Definition of terms Gender:- refers to a set of qualities and behaviours expected from a female or male by Society (Mutongi (2005). Gender refers to the attitudes, feelings and behaviours that a given culture associates with a person s biological sex. ( Perception:- An interpretation or impression based on one s understanding of something (Oxford Dictionary, 2002). It is the way in which something is regarded, understood or interpreted. ( Gender stereotypes : Overgeneralised attitudes and behaviours that are considered normal and appropriate for a person in a particular culture based on his/her biological sex. Physical Science:- the sciences concerned with the study of inanimate natural objects including physics, chemistry, and related subjects In this study physical science will refer to study of both Physics and Chemistry at ordinary level in Zimbabwe. Teacher:- Someone who helps pupils to acquire certain skills or abilities which pupils were not capable of at the beginning of teaching. It is someone who imparts knowledge and helps pupils to cope with and improve on his/her environment ( Mpofu, 1991). In this study the term refers to an adult individual who is formally assigned by the Ministry of Education in Zimbabwe to teach or instruct pupils. Students:- This refers to the people, usually children who receive formal instruction in schools. In this study, the terms student and pupils are used interchangeably referring to high school students. 5

15 CHAPTER TWO Literature Review 2.1 Introduction Research on gender related differences in physical science achievement has been conducted from a variety of perspectives. In this chapter, literature related to gender differences in performance within physical science education is reviewed. The content includes gender and physical science, origins and causes of gender difference in physical science achievement, gender stereotyping in physical science, differences between two sexes and definition of key terms. 2.2 Gender, Physical science and Research Research has generally come to constant findings that there are gender differences in physical science performance. Explanatory factors for gender differences in science performance were explored. Large advantages for boys on the subject of physical science and a modest advantage for girls in life science were noticed. According to these finding, increasing experimental and hands- on learning activities, especially in physical science, should be given more emphasis particularly for girls (Lee and Burkam, 1996). Males and females have similar opportunities and skills which are important to be directed to improve the learning of science. Gender and science education is a vital Issue; gender interacts in significant ways with other social variables and must be taken into consideration ( Atwater, 2000). A range of beliefs and experiences along the intersection of professional and personal identities, views of the nature of physical science, beliefs related to student experiences in science education, and kinds of curricula and instructional strategies were used to promote access and equity for all students. Bias against minorities and women is still a problem in science education, and it needs more work to be improved ( Bianchini et al 2000). Girls attitudes toward science can be improved by single-sex teaching groups and the presence of role models, such as female science teachers (Freeman, 2003).There are some researches which found females to be equal or even dominate their male counterparts in some aspects of 6

16 physical science. According to Ingels and Dalton (2008), females have demonstrated that they are equally capable of learning and mastering science concepts and knowledge as their male counterparts. Catsambis (1995) found that males had a more positive attitude than females but that no differences in physical science achievement were noted. the lack of difference between boys and girls s achievement in physical science may be related to different approaches being taken to teaching, which results in more positive attitudes towards the subject by pupils, particularly girls (Imfadi Abu- Hola; 2005). 2.3 Origins and causes of Gender differences in physical science achievement The reason for lack of interest and participation of girls in Science may be that girls have different experiences outside the school from boys, which not only influence the skills, and knowledge they develop but also their understanding of the situation and problems (Murphy, 2000). The way Science is taught can cause low achievement; and consequently, it can then lead to a decline in the achievement in Physical Science. A further issue is the isolation of girls from Science (Kahle et al., 2000), especially from the physical Sciences, and in particular from Physics. The choice of teaching method has implications for students and their interest in Science, as Siraj (2002) in her study on Pakistani schools found that students have become passive listeners rather than active learners due to the traditional way Science is taught, and they struggle with lots of concepts without understanding them. Student's attitudes towards science have been found in some studies to be linked to performance in the subject, and have been found to be influenced by different teaching approaches. A lack of science and engineering role models has been cited by authors in the field as a potential problem particularly when in reference to making classroom science relevant to pupils everyday life experiences (Roberts, 2002, Rasekoala, 2001). 7

17 Thus the boys and girls perceive science subjects as masculine as they learn that the great scientists were men ( Chikuvadze and Matswetu, 2013). Frome & Eccles, suggest that parents hold and impart different academic and career expectations for their early emergence of stereotypical gender differences in children s self- and task-perceptions. These stereotypical views may discourage girls from enrolling in higher-level math and science classes because they doubt their ability to succeed in them and/or they do not wish to enter what they perceive to be a largely male domain. Boys' free interaction with the world around them is likely to enhance the development of certain important skills in the learning of science. Curiosity, investigation, observation, confidence and design are likely to be developed faster in boys than girls ( Mushi, 1996). There are therefore likely chances for boys to relate physical science to experiences in everyday life and slimmer chances for girls to do so. Among the sources that may cause gender differences in physical science achievement are individual, cognitive, attitudinal, socio-cultural, home and family, and educational variables ( Farenga &Joyce, 1997). In the classroom context, boys and girls may not have equal opportunities in physical science activities, and this could cause gender differences in physical science achievement ( Harding, 1996). 2.4 Teachers and pupils perceptions on gender and physical science Students s attitudes towards physical science and how they might vary by gender were studied. Results showed that boys and girls expressed similar opinions about physical science, but generally more girls viewed physical science as a male- stereotyped field (Lee and Burkan, 1996). According to Greenfield (1997), attitudes towards physical science among young students were more positive compared with older students. Girls generally participated more actively in physical science compared with boys. Reviewing questionnaire data from twenty countries Professor Svein Sjoberg, from the ROSE project (2004) states that only a small number of students from industrialised societies have 8

18 aspirations to become scientists or technologists with girls showing particularly low interest. This highlights a stark contrast with school students, of both genders, from developing countries which indicate that they value careers in science and technology highly. The ROSE project also found that while both boys and girls (less so for girls) perceived school science to be interesting and a subject that should be learned in school their dislike of science in comparison to other subjects was strong. These results are consistent with other studies from the UK (Bevins et al 2005). Carlone (2001) found that girls viewed their science teacher as an authority figure with access to rarefied scientific knowledge that existed separately from and/or was distal to their own interests. Girls agreed that their Physics teacher was entertaining and clear, but his presentation of the material only reinforced the sense that science was the result of an unattainable genius identity. 2.5 Gender stereotyping in physical science Further studies have implicated gender stereotyping as the cause for girls attitudes being negatively shaped. Teachers were mentioned by some studies as reinforcers of stereotype behaviour and gender roles among school children. Teachers are often unaware of how their own expectations and behaviours contribute to gender stereotyping and the development of different academic abilities and perceptions between male and female students in physical science. Teachers were also reported to treat boys and girls differently, boys receive more attention than girls regardless of the teacher's sex (Mbunda, 1992). The relevance of teachers perceptions stems from their pivotal influence on girls self image, motivation and attitudes to physical science. Teachers unconsciously reinforce and validate pupils perception of gender related behaviour. This behaviour is likely to be practiced by Zimbabwean teachers and parents. Consciously and unconsciously, parents often label their children using gender-biased framework. The orientation of a parent s expectations about a girl also differs significantly to the same parent's expectation to a boy in the same family. Most parents will get surprised where girls performance in physical science is high because it is contrary to expectation. As a result 9

19 they will push their daughters to put more effort in the arts subjects led by a belief that it is a discipline suited to girls (Mushi, 1996). Subrahmanian (2002) found that teachers and curriculum in general reinforce social bias and discriminatory practices against women through the content and methods of teaching employed in schools. The school curriculum is said to be full of male models showing men in active dynamic roles whilst women are presented in passive and often domestic roles. He observed that in Ethiopia and Guinea, girls spend more time in fetching water and cleaning classrooms than they spend on other educational activities than boys. Sekwao (1999) also raised a concern on lack of female models in most of the physical science education materials. 2.6 Performance difference between two sexes Much of the literature concerning the relative performance of girls and boys in physical science indicates that boys outperform girls in most areas of the science curriculum, and that it is rare to identify areas of the science curriculum in which girls outperform boys (Imfadi Abu-Hola, 2005). Generally, when girls enroll in primary classes, they have the enthusiasm and motivation to study physical Science, but their interest gradually declines as they go through the middle and high school of learning Science learning (Dede & Yaman, 2007). At the lower secondary school level, girls perform well, but the evidence shows that in secondary school level, they select fewer relevant elective subjects (George, 2006). Under-achievement and under-representation of girls in science have also been reported ( Howe, & Rua, 2000; Mattern & Schau, 2002). The common theme found that the boys were high achievers in science as compared to girls. According to European EACEA (2010), as boys and girls grow older, the differences they have in achievement in other subjects tend to reduce except in the Sciences and Mathematics.Onekutu (2002) agrees that in primary classes, there is no difference in the achievement of boys and girls in the sciences, but in the secondary classes, boys outperform girls in the areas that have to do with calculations 10

20 Results of the TIMSS (2003) for instance, demonstrate extensive gender differences in Science; Physics is the content area the results (in the middle school years) of which revealed significant achievement advantage for boys than for any other science content in a majority of participant countries in more countries( Khilji and Bhutta, 2012). Labudde et al (2000) assert that across the separate science subject areas, the greatest number of statistically significant gender differences was found in physics, with boys consistently liking physics more than girls In general, boys often outperform girls in Science achievement ( Lee & Burkam 1996); however, recent trends have encouraged a view that girls often achieve more highly than boys in physical science Science achievement ( TIMSS, 2007). Gavin and Reis (2004) observed that, if girls are to perform well in physical science, teachers should create classroom environment that will help girls develop science abilities and this environment should mature, create thinking and encourage risk taking among girls. As young women progress up the school, however their achievement levels slip relative to those of boys, particularly in mathematics and science ( Desforges, 1995). A study by Lee and Burkam (1996) showed that although females had better grades in science and a slight advantage in life sciences, females do not perform as well in physical science. The author suggests that this may be due to differences in laboratory experiences. Laboratory experiences were more beneficial to the females than to the males on physical science achievement. Teachers in Malawi and Zambia pointed out that boys perform significantly better in mathematics and science and this was especially so in secondary schools. This was confirmed by Mwanza (1990) in his study of the equity of girls in education in Malawi secondary schools. In Zimbabwe, a similar situation was obtained as reported by Dorsey (1989) who stated in general that girls did not do well in mathematics and other science subjects. Many researches have been done in Zimbabwe with special attention being paid on the gender differences in physical science performance between students. It is against this background that the researcher has decided to replicate the research on his multi cultural local area. 11

21 2.7 Relationship between perception and participation in physical science classes Miller et al (2006) exhibited that girls have low interest in physical science, rather low ability. Moreover, they state that the rejection of physical Science is not related to the perception that it is too hard or not fitting the female gender role; they simply do not find it interesting or relevant to their life goals. The debate about gender differences has made it evident that although learning science is a basic right of both genders, for many decades physical science has been a male domain. Moreover, girls have low participation in physical science despite having talent. This is not an issue of biological differences or inherent cognitive differences between genders (Murphy, 2000); rather the issue is how Science is presented to girls in classroom and outside the class. The girls seem to internalise the prevailing expectations and many give up especially when it comes to the study of sciences. One of the negative attitudes of girls appears to be the acceptance of the myth that boys are better in sciences than girls (Chikuvadze and Matswetu, 2013) Although gender is one of the key factors affecting educational performance, it always functions in relation to other social variables such as social class, ethnic origin, and local context (Plummer, 2000). 12

22 CHAPTER THREE 3.0 Research Methodology 3.1 Introduction This chapter concentrates on research methodology. It focuses on how the research was carried out. It looks at the study area, sample size, instruments, data collection and analysis procedures. 3.2 Population and Study Area The study was carried out in Chimanimani District. The researcher focussed on schools in this district because they were near the researcher hence sampling exercise and data collection will be less costly and convenient. The researcher targeted schools with both boys and girls since to ensure that each sex will be equally represented. Two of the three schools are boarding schools. The target groups for the study are O level students doing Physical Science and all teachers teaching Physical Science up to O level. 3.3 Sampling Procedures The study was conducted using a sample of 50 O level students and 8 Physical Science teachers. O Level students were considered to be mature enough to be able to give accurate responses. The schools were arranged in alphabetical order and letters A, B, and C of the alphabet were assigned to each school according to their alphabetical order. The ratio of O Level pupils doing physical science in schools A, B and C was 2:1:2 respectively. Using the stated ratio, 20 pupils from each of the schools A and C and 10 from school B completed the questionnaires. Class registers were used to systematically select pupils to complete the questionnaires. Equal numbers of boys and girls were taken to strike a balance between boys and girls (Kutsvara, 2007) Number of teachers to complete questionnaires was determined by ratio of distribution of teachers and pupils amongst the three schools. The number of physical science teachers 13

23 randomly selected to complete questionnaires were 3 from school A, 2 from school B and and 3 from school C. 3.4 Research Paradigm A descriptive survey was employed since it was deemed appropriate for gathering information about the present existing condition so as to present a picture of the specific details of a situation, social setting, or relationship (Neumann cited in Kriel (2007:14). 3.5 Research Instruments Data were collected using two instruments, that is, one questionnaire for the teachers and the other questionnaire for students. Each type of questionnaire has three sections and comprised both open and closed questions. The questionnaire was made short to reduce boredom and make it easy to complete within reasonable time. The self administered questionnaire was an appropriate method of data collection since it was easy to administer and the population under study was literate. Advantages of using the questionnaires are that they provide a wide range of data to base generalisations, they are replicable and can be used in other studies and are inexpensive to cover a larger geographical area. Barker (1990) holds that questionnaires enable the researcher to store information needed for further analysis while carrying out the research. Through the use of questionnaires, respondents answer questions freely without being forced to indicate their names and without being intimidated by the presence of the researcher. 3.6 Data Collection Procedure The researcher visited the 3 secondary schools after getting permission from the regional and district offices ( Ministry of education ; Manicaland province). Permission was also 14

24 granted by the Heads of schools and appointments were made before paying visits.50 questionnaires for pupils and 8 questionnaires for teachers were produced. Before the questionnaires were administered to the schools, the validation of the questionnaires was done through pilot testing. 3.7 Pilot study A pilot study of the instruments was done to check whether the language used matched level of respondents, to establish average time required to complete the questionnaires and to check whether all instructions and questions were clear. Other goals of the pilot study were to establish construct validity and reliability of the research instrument since the questions were designed and formulated by the researcher. Systematic random sampling using class registers were used to select participants in the pilot study. The questionnaires were revised prior to being administered to the respondents. The pilot study was done using 5 pupils and 3 pupils from school A. As suggested by Bevin et al (2005) minor amendments were made to the questionnaire after receiving feedback from the trial school e.g rephrasing some of the questions to make them easy to understand. 3.8 Data collection The researcher gave teachers questionnaires through the headmaster and students questionnaires through the class teacher. The randomly selected participants were put into a free room and asked to complete the questionnaires individually whilst the researcher monitored and collected the questionnaires after wards. Monitoring was done to avoid a situation where students can fill a single questionnaire together. Pupils questionnaires were collected soon after completion and teachers questionnaires were collected two days after date of dispatch. 15

25 3.9 Data Analysis Data collected from the questionnaires were analysed using descriptive statistics. Fink and Kosecoff (1988) pointed out that descriptive statistics is most commonly used and is the base for more advanced techniques for data analysis. Data between teachers and students and between students were cartegorised and further analysed using the chi-square test at the 5% level of significance Ethical Considerations The following ethical issues received particular attention by the researcher; Informed consent, no deception of subjects, no violation of privacy, statement of cooperation with collaborators, release of findings and restoration of respondents wherever possible and necessary. 16

26 CHAPTER FOUR Data Presentation and Analysis 4.0 Introduction In this chapter the researcher presented and analysed the obtained data 4.1 Teacher s Questionnaire: SECTION A (Personal data) Background Information for teachers 62.5 percent of the respondents were male physical science teachers and 37.5 percent were female physical science teachers Sex Male Female Total Number Percentage 62,5 37,5 100 Table 4.1 Teacher Sex Age range Male Female Total Percentage Table 4.2 Teacher s age 17

27 The youngest teacher was 25 years old and the oldest was 43. It can be concluded that the teachers are mature and one would expect them to execute their duties effectively. Academic O Level A Level Total Qualification Number Percentage Table 4.3 Highest academic Qualification Table 4.3 shows that each teacher had academic qualification.25 % had O Level whilst 75% had A Level as their highest qualification. Professional Certificate in Diploma in Degree Total Qualification Education Education Number Percentage Table 4.4 Highest professional Qualification Table 4.4 shows that 50% had diploma qualification and 50% had a degree qualification. This implies that the physical science teachers were professionally qualified such that one would expect them to apply various techniques to motivate pupils so that they enjoy the subject. Number of Below Total students Number Percentage 25 37,5 37,5 100 Table 4.5 Teaching load per week In physical science, size of class affects the amount of individual attention that the teacher can give to pupils and suitable teaching method to use. Moreover, some element of gender bias would be minimised in smaller classes. 18

28 General Good Average Below Average Total Performance Number Percentage 0 87,5 12,5 100 Table 4.6 General Performance of students The question with results in table 4.6 was designed to find teacher expectation and student achievement in physical science by gender. No respondent indicated that their performance was good. The research shows that according to the teachers perceptions the performance of pupils ranged from average to below average. Below yrs 12.5% 5-10 yrs 62.5% Above 10yrs 25% The majority of the teachers had a teaching experience that ranges from 5 to 10 years. It is expected that the more experienced in teaching the more one can understand much about the issue of gender and physical science. Physical science Easy Neutral Difficult Total Number Percentage 0 62,5 37,5 100 Table 4.7 Physical science among other subjects 19

29 Results in table 4.7 it shows that none of the teachers perceived physical science as an easy subject for pupils. Most teachers rated the subject as neutral. Physical science Suited for boys Suited for girls Suited for both Number Percentage 50 12,5 37,5 Table 4.8 Physical science among boys/ girls Table 4.8 shows that 50% of the teachers feel that physical science is suited for boys whilst 37,5% feel that it is suited for both boys and girls. This shows that some of the physical science teachers gender stereotype the subject. 4.2 Teachers opinions on Gender differences in Physical science achievement In this section of the teacher s questionnaire, teachers were to show the extent to which they agree or disagree with each of the statements. This helped to find whether they gender stereotype physical science and whether they perceive the subject as a male, female or neutral domain. Questions in section B of the questionnaire were divided into three categories. Statement SA (%) A (%) N (%) D (%) SD (%) Boys are more intelligent in physical science than girls Boys participate more in physical science classes than girls Physical science teachers focus more on boys than girls 12,5 37, , , Table 4.9 Category A: Physical science as a male domain Table 4.9 shows that the majority of the physical science teachers (62,5%) have the feeling that boys participate more than girls in physical science classes. The table above also shows that half of the teachers feel that boys are more intelligent in physical science than girls. 20

30 Statement SA (%) A (%) N (%) D (%) SD (%) Girls enjoy physical science more than boys Girls are more organised and neat when presenting physical science responses 25 37, ,5 0 For most girls taking physical science is a waste of time Table 4.10 Category B: Physical Science as a female domain Table 4.10 shows that none of the teachers have a feeling that girls enjoy physical science more than boys. The same table shows that the majority of that teachers(62,5%) have observed that girls are more organised and neat when presenting physical science responses.100 percent of the teachers have indicated that when girls are learning physical science it is not a waste of time. This implies that the teachers somehow feel that the girls have some chance of doing well in the subject if given the opportunity Statement SA (%) A (%) N (%) D (%) SD (%) Being good at physical science comes naturally to boys and girls Both boys and girls easily give up when they find physical science concepts difficult Both boys and girls are equally likely to be lazy in physical science classes , ,5 0 12, ,5 0 Boys and girls are equally suited to careers in physical science ,5 12,5 0 Table 4.11 Category C: Physical science as a neutral domain From table percent of the respondents have a feeling that both boys and girls are equally suited to careers in physical science. The table also shows that 50 percent of the teachers have indicated that intelligence does not vary with sex but it comes naturally to both boys and girls. 21

31 4.3 Student s Questionnaire Characteristics of the Respondents in (%) Sex Male Female Total Number Percentage Table 4.12 Students sex The table above shows that equal number of girls and boys participated in the study. This helped to strike a gender balance to come up with balanced views. Age range Male Female Total Percentage yrs yrs yrs Table 4.13 Students age no of pupils Fig 4.3 Bar graph showing students' age Age (years) More than half of the students were between years of age. Most pupils in this range are considered to be mature hence they are expected to give logical responses. 22

32 Type of school Day Day/ Boarding Total Number Percentage Table 4.14 Type of school The majority of students were from schools with both day and boarding. Only 20% of the respondents were from a day school Fig 4.4 Pie chart showing pupils rating of physical science compared to other subjects. The pie chart shows that very few students indicated that physical science is an easy subject compared to other subjects. The majority of the students (70%) have a feeling that physical science is a neutral subject as compared to other subjects 23

33 4.3.2 Pupils opinions on Gender differences in physical science achievement Statement SA (%) A (%) N (%) D (%) Boys are more intelligent in physical science than girls Boys participate more in physical science classes than girls Physical science teachers focus more on boys than girls Table 4.15 Category A: Physical science as a male domain Results in table 4.15 show that half of the students feel that boys are more intelligent in physical science than girls. Statement SA (%) A (%) N (%) D (%) SD (%) Girls enjoy physical science more than boys Girls are more organised and neat when presenting physical science responses For most girls taking physical science is a waste of time Table 4.16 Category B: Physical science as a female domain The majority of the students disagreed with the statement that girls enjoy physical science more than boys. 60% of the students feel that girls do not enjoy physical science when compared to boys. Only 10% of the respondents feel that for most girls taking physical science is a waste of time. 24

34 Statement SA (%) A (%) N (%) D (%) SD (%) Being good at physical science comes naturally to boys and girls Both boys and girls easily give up when they find physical science concepts difficult Both boys and girls are equally likely to be lazy in physical science classes Boys and girls are equally suited to careers in physical science Table 4.17 Category C: Physical science as a neutral domain Data from table 4.17 shows that 80% of students outlined that boys and girls are equally suited to careers in physical science.50% of the students feel that both boys and girls are equally likely to be lazy in physical science Relationship between Gender, perception and participation The researcher wanted to determine whether there was any relationship between gender, perception and participation in physical science. Using data from statement 9 (V 9) on the students questionnaire the researcher wanted to test the hypothesis that there is an association between gender, perception and participation against an alternative hypothesis that there is no association. The data were tested using X 2 TEST at 5% level of significance. H 0: There is an association between gender, perception and participation H 1 : There is no association between gender, perception and participation Statement (V9) SA A N D Row total Males Females Column Totals Grand total 50 Expected frequency 5 7,5 7,5 5 Table 4.18 Gender, perception and participation 25

35 Using the X 2 to measure the association between the expected frequencies and the observed frequency then X = (O E) 2 / E Where O is the observed frequency and E is the Expected frequency, then E = (10 25) / 50 = 5 E = (15 25) / 50 = 7,5 E = (15 25) / 50 = 7,5 E = (10 25) / 50 = 5 O E ( O E) 2 / E 6 5 0,2 8 7,5 0,03 6 7,5 0, ,2 7 7,5 0,03 9 7,5 0, ,06 Calculated results Degrees of freedom from the contingency table (2 4) = (2-1) (4-1) At 5% X 2 from tables = 7,815 Since X 2 calc = 1,06 is below value of 7,815 we accept H0 and reject H1.It can be concluded that there is an association between gender, perception and participation in physical science classes in = 3 26

36 Chimanimani district. What boys and girls view about physical science can affect their participation. The researcher performed another Chi square test using data from statement 3 (V3) on the students questionnaire. This was done to check whether there is a statistical difference between boys and girls views on statement 3. H0; There is a difference in views between boys and girls H1 ; There is no difference in views between boys and girls Statement (V3) SA A N D Row total Males Females Column Totals Grand total 50 Table 4.19 Boys and girls s perceptions on physical science as a male domain Calculations of the Expected frequencies for the above data are shown in Appendix 1 O E ( O E) 2 / E 7 6,24 0, ,4 0, ,2 0, ,16 0, ,76 0, ,6 0, ,8 0, ,84 0, ,099 27

37 Degrees of freedom from the contingency table (2 4) = (2-1) (4-1) At 5% X 2 from tables = 7,815 Since X 2 calc = 1,099 is below value of 7,815 we accept Ho and reject H1.It can be concluded that there is a statistical difference in the views of male and female students on physical science as a male domain. = 3 28

38 CHAPTER 5 Discussion, Conclusion and Recommendations 5.0 Introduction The chapter focuses on presentation of findings and conclusions based on the data collected in the research. It also includes recommendations for all groups and stakeholders capable of addressing the issue of gender imbalance in physical science achievement. 5.1 Discussion Responses from most teachers and pupils revealed that gender differences exist in physical science performance among O Level pupils in Chimanimani district. This finding agreed with findings done by Ainley & Nicholas (2008) in their researches. Results in TIMSS (2003) study also reveal that gender differences in physical science achievement were quite extensive between boys and girls. In this research the majority of pupils cited that boys usually get higher marks than female pupils in continuous and end of term assessments. Teachers also readily admitted that there is indeed gender difference in physical science achievement in favour of boys. However the teachers noted from experience that there are always a few girls who would be excelling above the majority of the boys each year. In this sturdy,observations made by the teachers revealed that there are a few girls who defy a general trend of boys dominance in physical science. Ingels and Dalton (2008) also noted that females have demonstrated that they are equally capable of learning and mastering physical science concepts and knowledge as their male counterparts. However the majority of the girls showed lack of interest in the subject and perceived it as a male domain. Dede and Yaman (2007) also made a similar observation that motivation and interest decreases as girls go through middle to high school stage of learning physical science. Female pupils in Chimanimani district attributed the lack of interest to unequal opportunities in physical science activities, lack of adequate time for laboratory work and teachers focusing more attention to boys than girls. This shows that the teachers are stereotyping the subject and it will seemingly appear as if it s a male domain thus eroding the interest of female students in the subject. Reis (2004) also noted that if girls are to perform well in physical science there is need 29

39 for the teacher to create a classroom environment that develops science abilities in female pupils as well. The physical science teachers who participated in the study rated the subject as neutral (neither difficult nor easy) as compared to the other subjects but the majority of them felt that it was a Subject best suited to boys. The teachers also rated the performance of pupils in the subject as average to below average. About 50% 0f the teachers felt that the subject is best suited for boys and they would prefer to work with boys than girls. From these findings it can be concluded that to a greater extent the physical science teachers gender stereotype the subject and have less expectation of good performance from girl pupils. This could have largely contributed to the existing gender imbalance in physical science achievement in their classes. Harding (1996) found that in the classroom context, boys and girls may not have equal opportunities in physical science activities leading to gender differences in achievement. Mbunda (1992) s findings also reveal that teachers treated boys and girls differently in which boys received more attention than girls regardless of the teacher s sex. Most pupils felt that physical science is not an easy subject but rather neutral as compared to the other subjects. Majority of the responses from pupils showed that they feel that boys are naturally intelligent and perform better in the subject compared to girls. Other girls considered the subject to be tricky for them and they easily give up when they find difficult concepts.from these findings it can thus be concluded that O Level pupils in Chimanimani district perceive physical science as a difficult subject and they regard it as a male domain. The lack of female role models in the physical science discipline, teaching methods being used, lack of resources and labs were among the other factors cited to be affecting the teaching and learning process of physical science by the pupils. Burkan (1996) also found that females do not perform well in physical science due to differences in laboratory experiences compared to their male counterparts. Lack of female role models in the physical science domain was also cited by researchers such as Rasekoala (2001) and Roberts (2002) as a contributing factor to low achievement in physical science by female students. The researcher found out that at the 5% level there is an association between gender perception and participation in physical science classes. There was also a statistical difference in views of 30