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Advances in Arts, Social Sciences and Education Research http://www.ejournal.sedinst.com © Science and Education Development Institute, 2013 Volume 3 (5) May: 447 - 452, 2013 Printed in Nigeria ISSN: 2276 - 6715 GENDER ANALYSIS OF STUDENTS’ ACADEMIC PERFORMANCE IN PHYSICS PRACTICAL IN COLLEGES OF EDUCATION, NIGERIA Aina, Jacob Kola Physics Department, College of Education (Technical) Lafiagi, Kwara State, Nigeria E-mail: [email protected] ABSTRACT Results of physics students in practical courses from three public Colleges of Education in Kwara State were collected. Gender analysis of the result was done using Pearson Product Moment Correlation Coefficient, frequency count and percentages. Findings showed that there was no correlation between male and female students’ performance in physics practical but male students performed better in physics practical than female. Some recommendations were suggested after the study based on the findings. Keywords: Academic performance, physics practical, gender, practical course INTRODUCTION It has been observed by some researchers that both enrolment and students’ performance in physics in schools is not encouraging [4; 33; 6]. The reasons for this are many; one of such could be students’ performance in practical aspect of the course as observed by Olabanji [26].Some researchers are of the opinion that there are no gender differences in students’ performance in sciences while some have contrary opinion. Aweriale [8] in his own opinion said, gender has no influence on performance in physics when the male and female are taught under the same conditions. Lincoln [20]argued that girls excel consistently in arithmetic computation and are better in reading while boys are fairly better in Arithmetic reasoning. Awoniyi,[ 9] believed that male performed better than female in any subject requiring quantitative ability like science. Practical is very important to the learning of physics, learning of physics will not be completed if practical physics is not part of what the students learnt. A suggested essential feature of physics curriculum in Nigeria according to Adeyemo [2] was that emphasis should be placed on theoretical aspect as well as practical aspect of the subject. Awoniyi [9] is equally supported by Moor, Combs and Slate [22] that, boys score significantly higher than girls in Advance Placement (AP) exams. These contrary opinions make this study necessary and equally important. Babiyi and Halilu [9] posited that, some communities do not encourage women into science and technical courses such as engineering. It is important to compare the performance of the few that are in the course with their male counterpart. Abdullahi, Kalejaiye-Matti, Garba and Balogun [1] agreed that socialization patterns in Nigerian and most African setting, placed enormous restriction on the female gender and this may affect their performance in any science subject that require practical ability. According to Egwuchukwu [17] in the recent times, some parents choose career for their children to satisfy their selfish ego, fill a space they left in their own time, as a result of gender stereotype without considering the children’s interests and abilities, as well as the consequences of such choice on children and the society at large. Ahmed [3] in her own opinion said female students tend to drift into or are guided towards areas of study regarded as female field like Teaching, Nursing, Library, Art and Secretarial studies which were considered as female occupations and shy away or discouraged from areas like Engineering, Medicine etc. She said this result in

Advances in Arts, Social Sciences and Education Research: Volume 3 (5) May: 447 - 452, 2013

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low participation in Sciences, Technology and Vocational education because these areas are exclusively meant for men. Ajao and Aina [5] said there is a wide gap between the girl-child and the boy-child going to school and this also bring disparity in the courses they offered in school. Females’ minds are tailored toward less economically viable courses leaving such courses like Engineering, Medicine, Mathematics etc. to men. Olarewaju [28] believed that there is different in achievement of boys and girls in science, Bamidele [12]also said most girls have been found to underestimate their academic ability and believe boys to be more capable of handling difficult subjects in science like mathematics. Amusat and Awoyemi [7] believed that gender difference has influence on students’ level of achievement in school. Millar [22] defined ‘practical work’ as any teaching and learning activity which involves at some point the students in observing or manipulating real objects and materials. Jimoh [19] believed that laboratory experience promote manipulative skills, cognitive abilities like critical thinking, problem solving etc. It enhances positive attitude toward science such as curiosity, interest, risk taking etc. It is for better understanding of the nature of science. According to Millar [22]practical work is essential for giving students a ‘feel’ for the problematic of measurement, and an appreciation of the everpresence of uncertainty (or measurement error).It is also an important tool for teaching about experimental design. Millar et al. [22] in Millar [22] said the role of practical work in the teaching and learning of science content is to help students make links between two ‘domains’ of knowledge: the domain of objects and observable properties and events on the one hand, and the domain of ideas on the other. Practical work is an integral part of the study of physics; it will initially be assessed through the medium of the written examination paper. An element of practical assessment may be included as part of the overall assessment at a later stage [25]. Bello [13] opined that laboratory method in science is designed to assist students acquire some basic scientific skills and techniques to develop problem solving ability. Kallats [20] sees practical works as a means to verify a science principle, or theory already known to the students, a means of determining the relationship between cause and effect and a means of obtaining and learning scientific information. Tiberghien, A, Veilard, L,Marchal,J.F & Buty, C. [33]affirmed that practical work is an essential part of teaching Physics in most countries around the world. Adnam [1988] in Mustapha [24] argued that the importance of practical work in school science is that it provides learners with opportunities to use scientific equipment to develop basic manipulative skills and practise investigative or inquiry activities, and develop problem solving attitudes needed for future work in science. In Bilesanmi- Awoderu [14] laboratory experiment offer students the opportunity to study along with their classmates, abstract concepts and generalizations through using real chemicals and other laboratory equipment under the guidance of their teachers. Omosewo[29] affirmed that a deeper understanding of the science and technology process can be achieved through laboratory activities, which encourage active participation and serve to develop critical thinking; they provide concrete experiences to substantiate the theoretical aspect that has been taught. The purpose of this study is therefore to compare male and female students’ performance in practical physics in other to know which of the gender performed better and suggest possible ways of helping the weak ones.


MATERIAL AND METHODS Research hypothesis This null hypothesis shall be tested for the purpose of the study. SEDInst© 2012. All rights reserved This work by SEDInst is licensed under a Creative Commons Attribution 3.0 Unported License

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HO1: There is no significant relationship between male and female academic performance in physics practical. All physics students in Nigeria form the population for the study while the sampled population are all physics students in Kwara state public colleges of education. This is a descriptive research method where students’ scores in all practical courses from year one to year three are collected for analysis. Statistical analysis used was frequency count, percentages and Pearson Product Moment Correlation Coefficient which is used to determine the degree of relationship between two sets of variables [26]. Frequency count and percentages are descriptive statistical analyses used for organizing and describing the characteristics of educational variables in concise and meaningful quantifiable terms [15]. According to Owie [30] correlation coefficient method is used to compute the strength of association between variables. This research study is a simple correlation since it involved two variables where ranking is not needed [15]. Table1: Correlation between male and female practical scores in physics N Male and 50 female P < 0.05 (Significant Results)

Male practical Female practical

df

r-cal.

r-tab.

48

1.93

2.50

Table 2:Mean scores of male and female practical scores N Mean Std. Deviation 50 55.1000 11.45399 50 53.1400 12.07968

RESULTS AND DISCUSSION From table 1 above the correlation between male and female scores in practical physics is 0.193. This is a weak but perfect correlation. Testing for the significant was done at alpha level 0.05. The calculated correlation is less than the table correlation i.e. rcal˂ rtab . The null hypothesis which stated that there is no significant relationship between male and female academic performance in physics practical in colleges of education is hereby accepted Table 2 revealed that mean score of male student scores in practical is 55.10 while that of female is 53.14. From this result it could be infer that male performed better than female in practical physics. DISCUSSION From the result it was revealed that there is no significant correlation between male and female performance in practical physics. This implies that performance of any of the gender can in no way affect the performance of the other. It means one could not predict the performance of female students from male students or vice versa; they are independent of one another. This conforms to Daramola [15] that gender difference has no influence on students’ performance in Basic Physics Test. The results of the study revealed that male performed better than females in practical physics, this confirmed the submission of Awoniyi [9] that, male performed better than female in any subject requiring quantitative ability


like science. The result can also be related to Moor, Combs and Slate [23] that, boys score significantly higher than girls in Advance Placement (AP) exams. The opinion of Hanish in Raimi and Adeoye [2002] is in line with the result of this study that male tends to perform better than females student especially in task relating to numerical problems.


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The outcome of this study cannot be separated from the general opinion that women primary role is in the home [31] and this is connected with their attitude toward learning, which eventually made male performed better than female in schools as the study revealed. Bakari [11] opined that retention and achievement within education system of female students is affected by lack of interest of uneducated parent on female education could also be confirmed by this study. CONCLUSION From the finding of this study it was revealed that male student performed better than female students in practical physics. It was also revealed that male and female performance in practical physics is independent of each other. Conclusively, there is no relationship between male and female performance in practical physics but male performed better than female in practical. RECOMMENDATIONS The following recommendations are suggested based on the outcome of the study: Female students offering physics in secondary school should be motivated and properly guided by physics teacher to enable them catch up with their male counterpart. This is necessary to prepare them well ahead of their tertiary education. It will also be helpful if practical ability of students is developed from primary school level by exploring their immediate environment; when they get to high level they would develop interest in practical. It will also be of great importance if scholarship is given to any female students who are exceptionally good in physics to serve as a motivating factor for others. Counseling unit of every school should always counsel students that, female role is not only in the home but that they have vital roles in the development of science and technology. Therefore female students should aim high in science subjects like physics. ACKNOWLEDGMENT I thank all the authors whose works I cited in this study also Mr. Olanipekun Shola of General Studies Department for taking time to correct grammar and anything relating to English language of this paper. REFERENCES 1] Abdullahi, Z. M, Kalejaiye-Matti, R.B, Garba, B & Balogun, R.B.(2007). Gender Stereotype in Nigeria Educational System: Teachers moderating Role. International J. of Res. in Educ. 4(1&2),34-38 2] Adeyemo,S.A.[2010]. Teaching/ learning of physics in Nigerian secondary schools: The curriculum transformation, issues, problems and prospects. International J. of Educ. Res. and Tech. 1 (1), 99-111 3] Ahmed,A.A (2001). Gender balancing in science, Technology and Vocational Education (STV): A panacea for Nation building. Lafiagi J. of Sci. Educ.3(1&2), 198-203. 4] Aigbomian, D.O.(1994). Student’s perception of technical words in the learning of physics. Studies in Education 2 (1), 86-92 Advances in Arts, Social Sciences and Education Research: Volume 3 (5) May: 447 - 452, 2013

5] Ajao, A.M &Aina, J.K. (2001). Girl child citizenship education in Nigeria: A tool for woman empowerment. Lafiaji J.of Sci.Educ.3(1&2),172-180

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7] Amusat, S.A &Awoyemi, R.O (2006).Influence of Gender Difference on Students’ Level of Achievement in Chemistry in Osun State Secondary Schools. Oro Sci. Educ. J. 4 (5&6), 199-202 8] Aweriale, P.E.O. (2006). Gender performance in physics: A case study in Auchi Polytechnic, Auchi. Nigeria J. of Prof. Teachers 1 (2), 223-234 9] Awoniyi, S.A (2000). Sex Differences in Academic performance.Nig. J. of Gender and Deve. 1(1&2),35-40. 10] Babiyi, A.A, Joda, F.M &Halilu, Z (2004). Women in Science and Technical Education: problems and Prospect in Nigeria. J. of Women in Colleges of Educ. 8, 124 11] Bakari, S.A. (2001). A re-examination of the girl-child education as an answer to women’s empowerment in Nigeria, J. of Teacher Educ. 9(1),19-28. 12] Bamidele, O.M.F (2001). Promoting Science and Mathematics Education Amongst females in Nigeria. A paper presented at The NCCE/UNESCO 5-Day Train the Trainer Workshop for The revitalization of science Education in Nigeria 13] Bello, A.Y. (2002). Effects of laboratory method on junior secondary Students’ achievements in science in Kwara State. Lafiagi J. of Sci. Educ.4(1&2),92-101. 14] Bilesanmi-Awoderu, J.B.(2003). The status of Biology practical skills Acquisition among Nigeria Secondary Senior Schools in Ogun State. African J. of Educ.Res..8(1&2).1-7. 15] Daramola, S.O. (1983). The influence of location and sex difference on knowledge of basic proceed by entering form three students in Kwara State. J. of Sci. Teachers’ Assoc. of Nigeria,2(2),126-127 16] Daramola, S.A.(2006). Research and Statistical Method in Education for Students and Researchers in Tertiary Institutions. Ilorin: Bamitex printing and publishing, 17] Egwuchukwu, I.O (2001). Career Choice and Gender Stereotyping in Education Towards Gender Equality in Nigeria in the 21stCentury. Proceeding of Conference on Gender Equality in Nigeria, Umuaze. Cliffsussy. 18] Jimoh, A.T. (1996). Effect of School Variables on Senior Secondary School Students’ Performance in Chemistry. Lafiagi J.of Sci. Educ. (1), 106-111. 19] Jimoh, A. T (2000).Conceptions of selected physical Chemistry concepts held by Chemistry students in Nigeria colleges of education (Unpublished Ph.D. thesis). University of Ilorin. Nigeria 20] Kallats, M. (2001). Strategies for effective science instruction in the 21stcentury: The Nigeria situation . Lafiagi J. of Sci. Educ. 3(1&2), 218-224. 21] Lincoln, E.A. (1927).Sex Differences in the Growth of American School Children. Warwick: Baltimore Press. Advances in Arts, Social Sciences and Education Research: Volume 3 (5) May: 447 - 452, 2013

22] Millar, R. (2004).The Role of Practical Work in the Teaching and Learning Of Science. A paper presented to the committee, High School Science Laboratories. National Academy of Sciences, Washington, DC. 23] Moore,G.W, Combs, J.P & Slate, J.R (2012). Placement exams participation and performance: A national study of gender differences. E-J. of Educ. Res. 3(3),18-32 24] Mustapha, M.T.(2002). Integrated science Lecturers’ Perception of Practical Work Assessment Practices in Colleges of Education in Nigeria. J. of Teacher Educ. 10 (1),1-9. 25] National Council for Curriculum Association (1990). Physics Syllabus. Dublin: The Stationery Office. SEDInst© 2012. All rights reserved This work by SEDInst is licensed under a Creative Commons Attribution 3.0 Unported License

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26] Okoro, O.M.(2002). Measurement and Evaluation in Education. Nsukka, Nigeria; Pacific Publisher.

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