Achieving gender equity in science class

Author:

Esiobu G.O.

Abstract

PurposeThis study aims to verify the impact of cooperative learning as an intervention strategy towards the achievement of peace, equality and equity in the science classroom as part of the democratic process necessary for sustainable development.Design/methodology/approachThe study sample comprised 56 SSS 2 students in one public co‐educational secondary school in Lagos State. Using a students' gender equity and peace questionnaire, results indicate that cooperative learning is effective in achieving a good measure of equity and peace between sexes in the biology classroom. Furthermore, cooperative learning was observed not to have differential impact on students of different ability levels with respect to their achievement of gender equity in the biology classroom.FindingsThe study concludes that cooperative learning mode is a gender friendly interaction pattern for all and should be encouraged at the secondary school level in order to empower all students to begin early to imbibe democratic values and behaviors necessary for peaceful coexistence and sustainable development.Originality/valueThe study provides a unique insight into cooperative learning and gender equity in Lagos, Nigeria.

Publisher

Emerald

Subject

Education

Reference31 articles.

1. Asimeng‐Boahene, L. (2006), “Gender inequity in science and mathematics education in Africa: the causes and consequences and solutions”, Education, Vol. 126 No. 4, pp. 711‐28.

2. Cabrera, A.E., Crissman, J.L., Bernal, E.M., Nora, A., Terenzini, P. and Pascarella, E.T. (2002), “Collaborative learning: its impact on college students' development and diversity”, Journal of College Student Development, Vol. 43, pp. 20‐34.

3. Dalton, D. (1990), “The effects of cooperative learning strategies on achievement and attitudes during interactive video”, Journal of Computer‐based Instruction, Vol. 17, pp. 8‐16.

4. Dalal‐Clayton, D.B. and Bass, A.W. (2002), Sustainable Development Strategies: A Resource Book, Organization for Economic Cooperation and Development, Paris and UNDP, New York, NY.

5. Erinosho, S.Y. (1997), “Female participation in science: an analysis of school science curriculum materials in Nigeria”, Abridged Research Report No. 29, Academy Science Publishers, Nairobi.

Cited by 5 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3