Perceived Gender Differences in Performance in Science: The Case of Lesotho Secondary Schools

Students’ interactive engagement, academic achievement and self concept in chemistry: an evaluation of cooperative learning pedagogy

“…This might have contributed to the student's apparent preference for a conventional (lecture-based) approach over active-learning pedagogies such as cooperative learning. But the students' performance in science subjects has been generally poor and it has been attributed to the use of conventional methods of instruction among others (Khanyane et al, 2016;Zenda, 2017;Molla and Muche, 2018;Samuel and Okonkwo, 2021). However, Brownlee et al (2001) and Muis and Duffy (2013) demonstrated that students' epistemic and cultural beliefs can be changed through concerted efforts aimed at clearing up their misconceptions that might have been brought about by the cultural beliefs.…”

“…Research studies have shown that students' average academic performance in science subjects, especially chemistry, over the years has consistently been poor and unimpressive in both internal and external examinations in the world's developing countries, particularly in most African countries such as Nigeria (Nwagbo, 2006;Adegoke, 2012;Bamiro, 2015;Ajayi and Ogbeba, 2017;Samuel and Okonkwo, 2021), South Africa (Muwanga-Zake, 2000;Zenda, 2017), Ethiopia (Molla and Muche, 2018), and Lesotho (Khanyane et al, 2016).…”

“…A plethora of research has been conducted to identify the causes of the poor performance of students. Most of these research studies have attributed the poor performance to the methods adopted by the science teachers in lesson deliveries (Khanyane et al, 2016;Ajayi and Ogbeba, 2017;Zenda, 2017;Molla and Muche, 2018;Samuel and Okonkwo, 2021). It has been established that the instructional strategies adopted by a teacher can either enhance or hinder the academic performance of students in sciences (Schraw et al, 2005;Michael, 2006;Wilson and Varma-Nelson, 2016;Ajayi and Ogbeba, 2017;Zenda, 2017;Samuel and Okonkwo, 2021).…”

Relationship between KCSE and Preparatory Exam Physics Results in National and Extra County Schools in Makueni County, Kenya

“…Student's performance in science is determined by student variables (study habits, attitude and interest towards the subject) but gender does not influence academic performance in sciences (Rashidat and Alake, 2014), a factor supported by Khanyane, Mokuku and Nthathakane (2016) where in their findings, teachers and students had mixed views on which gender performed best. However, Akweya (2015) observed that girls in national schools performed better than boys while Ndegwa, 2010 ascertains that in single sex schools, girls' schools perform better than boys' schools, but a study in Brazil by Marta, Massunaga and Rubini(2017) found out that female students perform worse than male students.…”

Evaluación del impacto de un programa de mujeres y ciencia en el alumnado de Educación Infantil

“…Diversos estudios analizan los sesgos de género que afectan a la ciencia como construcción social, focalizando temas como: (1) la baja elección de las carreras STEM (Science, Technology, Engineering y Mathematics) por parte de las mujeres (Arandia, Zuza y Guisasola 2016;Chachashvili-Bolotin, Milner-Bolotin y Lissitsa 2016;Khanyane, Mokuku y Nthathakane, 2016;Vázquez y Manassero, 2015); (2) los sesgos androcéntricos existentes en la ciencia (Barale y María, 2006); (3) la invisibilidad de las aportaciones de las mujeres en los libros de texto (Manassero y Vázquez, 2003); (4) la ausencia de perspectiva de género en el currículum de formación del profesorado (McNeill y Knight, 2013); y (5) la infrarrepresentación de las mujeres como modelos científicos para las elecciones vocacionales de las niñas (Mérida-Serrano, González-Alfaya, Olivares-García, Rodríguez-Carrillo y Muñoz-Moya, 2020).…”