Teachers’ Perception of Integrated Science Curriculum in Nigeria: Does Gender Matter?
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Owoyemi, T. E
Francis, A. A
International Journal of Social and Management Sciences
The influence of gender in the understanding of scientific concepts has been receiving the attention of many scholars all over the world. In particular, the need to address the under representation of females in science subject and to identify appropriate methods of improving females instruction, as well as their learning of science seems to have received greater attention. This paper contributes to knowledge on science curriculum in Nigeria. Data were collected from 303 (192 males and 111 females) junior secondary school integrated science teachers of integrated science curriculum in Nigeria. The results showed that nine and ten principal component factors were extracted from correlation matrices rotated by the varimax criterion for male and female teachers respectively. The resultant nine factors from male teachers’ responses accounted for 62.2% of the total variance on the perception profile. The results indicate that gender disparity exists in the teaching and learning of science in Nigeria.
Gender , Scientific concepts , Learning , Science , Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Francis A. A. & Owoyemi T.E. (2008). Teachers’ Perception of Integrated Science Curriculum in Nigeria: Does Gender Matter? International Journal of Social and Management Sciences, 2, (1), 70-96