Comparative Study Of Male And Female Academic Performance In Integrated Science In JSS

INTRODUCTION

1.1. Background of the Study

The teaching of science and how it is perceived in society continues to generate considerable attention all over the world. It would seem, based on overwhelming evidence, that there exists a pervasive and all-encompassing unease when it comes to the intricate workings of the scientific process, the very essence of scientific knowledge, and the esteemed educators responsible for imparting this invaluable wisdom in educational institutions across the globe. As a result of the advancements in technology and scientific research, several countries are allocating a substantial amount of resources towards furthering knowledge and innovation in diverse disciplines. (Wille2020) Additionally, there has been a remarkable surge in the number of individuals pursuing scientific education with the aspiration of becoming educators and sharing their expertise. This trend signifies the growing importance placed on scientific literacy and the recognition of the vital role that dedicated teachers play in shaping future generations. The collective efforts in these areas are fueling a transformative wave of progress and opening up new possibilities for advancements in various fields. This goes to support Bray and Thomas who argue that the emphasis on science is considerable. (Hardy et al.2021) These authors say that the sciences are not considered part of general education and the direct numerical value of science in practical and vocational education has given it a status in the curriculum second only to that of language development.

Research into gender differences in science is more heavily concentrated and extensively explored in developed countries as opposed to less developed countries, primarily due to varying levels of resources, infrastructure, and opportunities available for scientific investigation and analysis. However, from these extensive studies and research conducted by renowned scholars in the field, it is generally agreed and widely accepted that males consistently and unequivocally outperform their female counterparts in a vast array of science subjects. (Ceci et al.2023) The empirical evidence overwhelmingly supports this assertion, leaving little room for doubt or dispute. One prevailing argument, supported by cultural observations and deeply ingrained societal beliefs, posits that these inherent discrepancies in academic performance stem from the deeply entrenched notion that males possess a natural predisposition towards excelling in scientific fields. This deeply rooted perspective, which has permeated various cultures and societies throughout the course of history, has undeniably shaped expectations, opportunities, and perceptions, subsequently influencing the academic trajectories of individuals (Merayo and Ayuso2023). On the other hand, insightful scholars lean towards a different explanation for the observed disparities. They shed light on the significance of early socialization processes that contribute to the divergence in scientific achievement between males and females. These multifaceted socialization mechanisms, starting from the early developmental stages, lay the foundation for divergent educational experiences and outcomes. With gender roles often being subtly reinforced from an early age, young boys are frequently encouraged and guided towards scientific pursuits, fostering a sense of curiosity, ambition, and self-efficacy in this domain. Consequently, these formative experiences shape the trajectory of their educational journey, positioning them at an advantage when it comes to science subjects (Lips, 2020). Conversely, young girls often encounter societal and cultural pressures that inadvertently discourage their engagement with science. Stereotypes, implicit biases, and societal expectations can inadvertently steer them away from embracing scientific disciplines. These factors can diminish their confidence, limit their aspirations, and narrow the range of opportunities available to them within the realm of science education. It is crucial to recognize that these disparities are not an innate reflection of intellectual capabilities or aptitude. Rather, they are the product of intricate interplays between cultural, societal, and educational factors. Understanding and addressing these complex dynamics is essential to fostering an inclusive and equitable learning environment that empowers all individuals to reach their full potential in science, regardless of their gender (Bird & Rhoton, 2021). Therefore, it is imperative for educators, policymakers, and society as a whole to critically examine and reform the existing structures, practices, and biases that perpetuate gender-based inequalities within the realm of science education. By challenging long-standing stereotypes, embracing diversity, and promoting inclusive pedagogical approaches, we can create a future where both males and females have equal opportunities to excel and contribute to the scientific advancements that shape our world. (Cairney et al.) Some research questionnaires from developed countries suggest a relationship between the science differences and the ‘glass ceiling’, which keeps women out of high-level occupations that practice science. In many developing countries, the ability to manipulate science and technology often served as tools of oppression and division. It is the disadvantaged such as women who remain powerless. Furthermore, in many developing countries, young girls and women are subjected to use the labor of their young lives to bear the burdens of fuel shortages, inadequate water supplies, lack of health, and inadequate agricultural production brought on by deteriorating environments. (Martínez-Fierro and Lechuga2021) Women also continue to be poorly represented in science and engineering as students and as professionals.

1.2. Statement of the Problem

Science is undeniably indispensable in fostering the advancement and progress of every nation across the globe. Thus, it becomes imperative for educational institutions to embrace a comprehensive and holistic methodology when imparting scientific knowledge to students at the junior secondary school level. By employing an integrated approach to teaching science, schools can effectively cultivate a deeper understanding and appreciation of this vital subject among young minds, laying a solid foundation for their future academic and professional pursuits. Such an approach entails synergistically combining various branches of science, enabling students to connect the dots and perceive the interconnectedness of different scientific concepts. Through this proactive and interdisciplinary approach, pupils are empowered to develop critical thinking, problem-solving, and analytical skills, thereby nurturing their innate curiosity and fostering an unwavering passion for the fascinating realms of scientific inquiry. Hence, adopting an integrated approach in science education at the junior secondary school level plays a pivotal role in equipping the next generation with the necessary tools and knowledge to drive innovation and contribute meaningfully to the ever-evolving world of science and technology. The purpose of this study is to compare the performance of boys and girls in integrated science in junior secondary schools.

The major problem of the study, therefore, was to find out the comparative performance of boys and girls in teaching the subject. In terms of the objectives of integrated science, were boys performing better than girls? To answer this question, two areas were singled out for measurement through questions and practicals. The study was meticulously and thoroughly designed with a clear objective in mind: to uncover and dissect the intrinsic dissimilarities that exist in the average performance of boys and girls. Additionally, it aimed to delve into the intricate intricacies of individual differences that arise as a result of age dynamics, diversified school environments, assorted selection categories, and distinct supervisory areas. By addressing these multifaceted factors, the study sought to gain a comprehensive understanding of the complex variables that contribute to divergent outcomes between boys and girls. Through meticulous examination and analysis, the study aimed to shed light on the nuanced intricacies that underpin academic disparities and provide valuable insights for future educational endeavors. Furthermore, it was designed to find out differences in the performance of boys and girls in the two broad areas of integrated science (physics and biology) and in the practical component in each area. More boys and girls performed better than those that came from schools situated in division “1” and in schools in the Woodland supervisory area. Generally, boys performed better than girls in all sections of the paper.

1.3. Objectives of the Study

1.3.1 General Objectives

The main purpose of the study was to compare male and female academic performance in integrated science in junior secondary schools.

1.3.2 Specific Objectives

1. To investigate gender differences in performance in science.
2. To find out whether interest in science differs with gender.
3. To examine what accounts for poor performance of girls in integrated science.

1.4. Research Questions

The following research questions would guide the study:

1. What is the relative performance of male and female students in junior secondary schools in Integrated Science?
2. What is the level of interest of male and female students in Integrated Science?
3. Are there any differences in performance and interest between male and female students in Integrated Science in junior secondary schools?

1.5. Hypotheses

• (H₀): There is no significant difference in the academic performance of male and female students in Integrated Science in Junior Secondary Schools.
•  (H₁): There is a significant difference in the academic performance of male and female students in Integrated Science in Junior Secondary Schools.

• (H₀): The academic performance of male and female students in Integrated Science does not differ significantly across different junior secondary schools.
• (H₁): The academic performance of male and female students in Integrated Science differs significantly across different junior secondary schools.

1.6. Significance of the Study

The study is significant because a lot of studies have been carried out to determine some variables that may influence students’ academic achievement in their studies, but few studies have been carried out to determine if sex difference has an influence on the students’ academic achievement. This study will be conducted to explore and analyze the disparities in academic performance between male and female students in integrated science over the course of their Junior Secondary School education. The data and insights obtained from this research could prove invaluable for science teachers in addressing and overcoming the challenges posed by gender differences. By understanding the factors that contribute to varying levels of achievement among boys and girls, educators can implement targeted strategies to enhance the learning experience and academic outcomes for both genders. Ultimately, this investigation aims to promote gender equality and foster an inclusive educational environment where every student can thrive. The findings of the study could contribute to changing or correcting the method of teaching and instructional materials used for teaching according to the sex differences of students. Such findings can be used by the Ministry of Education to plan the science curriculum to solve the male and female students’ early developed negative attitudes towards science.

The findings of this study would be of immense significance to other science researchers in the area of teaching method, educational guidance, curriculum, and evaluation, thus greatly assisting them in forming their own conclusions with regards to the findings of their study. By providing comprehensive insights and elucidating the potential implications, this research acts as a valuable resource for scholars and educators alike, fostering a deeper understanding and facilitating the advancement of knowledge in the field. It serves as a foundation for future investigations, paving the way for transformative advancements in pedagogy and enhancing the quality of education worldwide. Moreover, the robustness of the study design and the breadth of its findings contribute to the reliability and validity of the results, bolstering its influence and contributing to the overall body of scientific literature. In the light of the present emphasis on the development of rigorous research methodology and on the understanding of the determinants of male and female performance, the results of this study and others like it would be of interest to educational researchers and educational practitioners. Data collection, protocol, and data analysis for this study would provide a model for future visibility studies on sex difference and integrated science. Although this study will focus on junior secondary schools, data cannot be ruled out entirely for senior secondary schools and tertiary educational levels, depending on the needs to be addressed, the methodological issues that might come up, and ethical considerations that would arise from such visibility of different populations. Educational planners and administrators would be beneficiaries of this study in terms of learning how to develop educational opportunities irrespective of the sex of the students involved.

1.7. Scope and Delimitation

This study focuses on the academic performance and interest of male and female students in Integrated Science within junior secondary schools located in Enagi, Edati LGA, Niger State. The research encompasses three schools selected for their representation of the local educational environment, with a sample size of 120 students. The scope is confined to the analysis of gender differences in academic outcomes and interest levels, measured through a structured questionnaire and statistical analysis.

However, the study is limited by its geographical and sample constraints. Results may not be generalizable beyond Enagi or other regions with different educational dynamics. Additionally, the study does not explore other potential influencing factors such as teaching methods or socio-economic backgrounds, which may also impact academic performance and interest in Integrated Science. These delimitations should be considered when interpreting the findings and their applicability to broader contexts.

1.8. Definition of Terms

Academic performance: Everything that the students have shown on the test is based on the curriculum given to the students before the test. The performance results of the students on other subjects will not be counted. They are solely based on the curriculum of the scientific subjects. The reasons for choosing academic performance would be its effect on students’ ability to express themselves, show how active the students’ thoughts in understanding the subjects, and the importance of the scientific subjects narrowly for future studies in higher level.

Science: The science subjects are subjects that are found in school education curriculums too, and can only be taught by trained educators. They are sometimes known as “scientific knowledge” because these subjects are made by investigations and results that have been proven and survived in any way. The definition of this term includes the subjects that are related to chemistry, biology, and so on. However, in this research, the scope of the science to be used is to base the science used broadly to cover all the scientific subjects commonly being taught and included in the students.

Junior Secondary Schools (JSS): Junior secondary school students are one of the biggest groups in secondary education and often become trial subjects for many studies about decision-making in teaching. The students’ needs and fancies are not very different from their actual characters too. Apart from caring for their demand in choosing subjects, their science scores became the focus of discussions among decision-makers in education ministries. The reasons for such focus include: need in human capital enhancement, demand in science and technology education for a progressing country, gender difference in academic performance, the low status of the teaching profession, and so on. The academic performance of the students has become good enough grounds for good or bad decision-making in educational development. Due to this reason, the result of this paper should be taken seriously.