Stakeholders Perception of Home and School Based Learning Opportunities on Secondary School Girls’ Retention and Completion of Chemistry Education
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Date
2016
Authors
Okafor, N
Okewale, T.B.
Journal Title
Journal ISSN
Volume Title
Publisher
Institute of Education, University of Jos
Abstract
The study identified home and school-based variables perceived by stakeholders that prevented girls' retention and completion of secondary school chemistry in Lagos State. Three research questions guided the study. It was descriptive survey research design that involved Two Hundred and Seventy respondents (200 girls, 50 parents, 8 principals and 12 chemistry teachers). Four research instruments were used in data collection which include: Perceived Home Variables on Retention and Completion Inventory (PHRCI), Perceived School Variables on Retention and Completion Inventory (PSVRCI), Principals and Teachers Discussions and Statements (PTDS) and Parents Responses and Statements (PRS). Data were analyzed using mean, standard deviation and stepwise regression technique. The results showed that checking of school work by the parents, adequate use of textbooks, educational level of parents, having siblings to help with school work, home coaching and internet connection were the home-based variables that significantly predicted retention of girls in secondary school chemistry. In the same vein, checking of school work, educational level of parents, availability of internet connection, having siblings to help with school work, availability of relevant textbooks and study room were some of the home-based variables that significantly predicted girls' completion of secondary school chemistry. Also, household chores, distractions, lack of interest, laziness; inadequate parental involvement and encouragement were identified as the home- based factors preventing girls' retention and completion of secondary school chemistry. The results further depict that having a chemistry laboratory, participation in science competition, having a school library and provision of computers for learning were the school-based variables that significantly predicted girls' retention in secondary school chemistry while attending a private school and use of instructional materials were the least predictors of girl’s retention in secondary school chemistry. In addition, checking of school work by the parents, use of instructional materials, joining science clubs, having a chemistry laboratory, higher educational level of the parents, having siblings that can help in school's work and availability of internet were the most significant predictors of girls’ completion of secondary school chemistry while the least predictors of girls' completion of secondary school chemistry were availability of study room and teacher-student relationship. The study suggests that laboratory activities should be enhanced for students' achievement and conceptual understanding of chemistry and concludes that sustenance of effective partnership among chemistry teachers, parents', school administrator, principals and students is a prerequisite for ameliorating those home and school factors identified by parents, principals and teachers that prevent girls' retention and completion of secondary school chemistry in Nigeria and Lagos State in particular.
Description
Keywords
Opportunities , Stakeholders , Completion , Preventing , Retention
Citation
Okafor, N. P. & Okewale,T. B. (2016). Stakeholders’ perception of home and school-based learning opportunities on secondary school girls’ retention and completion of chemistry education. Journal of Educational Studies. 16(2), 70-98. A publication of Institute of Education, University of Jos, Nigeria.