Re-thinking instructional strategies for enhancing gender equity in learning primary science: let’s try cooperative small group instructional mode

Ue Uyoata,J Ibe,A Okon,K Ekpo

doi:10.4314/ajesms.v8i1.69108

Abstract

The study investigated the effect of cooperative small group instructional mode on the cognitive achievement of boys and girls in primary science. Eighty-two pupils (41 girls and 41 boys) were drawn from 2 randomly selected primary schools and from 2 intact primary 5 classes in Uyo Local Government Education Authority. The subjects were exposed to 5 weeks of instruction in selected science concepts from primary 5 curriculum module. Two modes of instruction used were the cooperative small group and the whole class instructional modes. Instrument for collecting the data was the Primary Science Achieve ment Test (PSAT). Data analysis involved the use of t-test statistic. Results revealed no statistically significant difference in the achievement of boys and girls in primary science. The paper claims that cooperative small group instructional mode could remove gender bias in female pupils’ achievement in science. Keywords : cooperative small group instruction, gender bias in achievement, science achievement

Highlights

Gender is a term used in describing the behaviour and character traits expected of persons on the basis of being born either a male or a female
The following hypotheses were formulated based on the research questions raised: 1. There is no significant difference in the science achievement of pupils exposed to cooperative small group instructional mode and those exposed to whole class instructional mode
The instrument used for the study was the Primary Science Achievement Test (PSAT), drawn up by the researcher and based on the content of the primary science curriculum used in schools

Summary

Introduction

Gender is a term used in describing the behaviour and character traits expected of persons on the basis of being born either a male or a female. According to Bassow (1991), the society sort of views certain activities as gender-typed. In this way, some problem-solving skills and subjects are arrogated to males while others are said to be female-dominated. Right from birth, the African child is restricted to the role expectations approved by the society. Azikiwe (1998), explains further that as a result of sex-typing, many girls have been deterred from striving to develop their individual potentials because they have to accept the roles forced on them for them to belong and be accepted in the society. Uyoata (Ph.D) lectures at the Faculty of Education, University of Uyo, Nigeria. 20 Akpan Okon (Ph.D) lectures at the Faculty of Education, Cross River University of Technology, , Calabar Email: Nigeria. 20 Akpan Okon (Ph.D) lectures at the Faculty of Education, Cross River University of Technology, , Calabar

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