PARENTAL LITERACY, GENDER AND CULTURAL BELIEFS AS CORRELATE OF SECONDARY SCHOOL GIRLS’ ATTITUDES AND PERFORMANCE IN CHEMISTRY
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PARENTAL
LITERACY, GENDER AND CULTURAL BELIEFS AS CORRELATE OF SECONDARY SCHOOL GIRLS’
ATTITUDES AND PERFORMANCE IN CHEMISTRY
ABSTRACT
This study
investigated the parental literacy, gender and cultural beliefs as correlates
of secondary school girls’ attitudes and performance in chemistry. The study
employed a descriptive survey research design. An instrument titled: Parental literacy, gender and cultural
beliefs as correlates of secondary school girls’ attitudes and performance in
chemistry (PLGCBCSSGAPC) was used to collect relevant data for the study. The
five secondary schools involved were selected based on simple random sampling
technique and the statistical tools employed to analyse the data collected were
percentages while the inferential statistics of t-test was used to test the
stated hypotheses at 0.05 level of significance. 200 sample sizes were used for
the study. 6 research questions and 6
research hypotheses were designed and formulated for the purpose of the study.
The study revealed that there is a significant relationship between parental
socio economic status and academic achievement of girls in secondary school. It
also revealed that there is a significant relationship between parental
encouragement and academic achievement of girls in secondary school. The study
further revealed that there is a significant relationship between parental
education and academic achievement of girls in secondary school. The study
further that is a significant influence of positive attitudes of students
towards their academic achievement in chemistry subject. Based on the findings
of this study, recommendations and suggestions were made for students, parents,
teachers and school administrators and relevant agencies for further research.
CHAPTER ONE
INTRODUCTION
1.1 Background
of study
Traditionally,
parental involvement in education included contribution to their children’s
home-based activities helping with home-work, encouraging children to read, and
promoting school attendance and school-based activities attending
Parent-Teachers’ Association meetings, parent-teacher conferences, and
participating in fund raising activities (Alrehaly, 2011).
It is
increasingly being recognized that parental involvement in their children's
education may enhance better performance in school. That is, a closer link
between home and school is considered one of the essentials for educational
improvement (Rasinski & Fredricks, 2008). There is mounting evidence that
parents play an important role in the literacy development of their children.
Anderson, Hiebert, Scott and Wilkinson (2005) observe that "Parents play
roles of inestimable importance in laying the foundation for learning to
read"
Hixson
(2006) explained that involvement of parents and families is often cited as one
of the most important ways to improve public schools. Parental involvement
makes an enormous impact on the student’s attitude, attendance, and academic
achievement and it promotes better cooperation between parents and school. It
also allows parents and teachers to combine efforts to help the children
succeed in school.
Epstein
(2005) identified six areas of parental involvement in their children’s
academic activities: parenting, communicating, volunteering, learning at home,
decision-making, and collaborating with the community. If parents are actively
involved in these areas, no doubt it will stimulate children’s interest in
school and positively influence academic achievement. Keith and Quirk (2008)
found that parental involvement influences the student’s grade average and that
the same influence holds across gender, but not across ethic groups. Paulson
(2004) examined some college students regarding their parents’ responsiveness,
school involvement interest, and commitment to achievement. Boys reported that
both maternal and paternal support significantly predicted their achievement;
however, girls reported that parental involvement and style did not predict
their achievement. Based on findings from this study, therefore, parental
involvement seems to be sensitive to student gender.
Chemistry
has been identified to be one of the important subjects needed for the
sustenance and transformation of the national economy, and hence should be
accorded adequate attention. Advancement in science and technology has created
a greater demand for more people to study chemistry and this is particularly
important in the realisation of Nigeria’s vision to become an industrialized
nation. Acquisition of appropriate scientific and technological skills is
necessary to cope with the challenge presented by the evolving needs of the
modern work place in the industries and the ever growing non- formal sector.
Education and training systems that responds adequately to these demands will
therefore, contribute to the efforts to overcome the growing unemployment and
marginalization of majority of the population. Parents’ provision of
appropriate learning experiences, designed to broaden skills and knowledge can
increase productivity and significantly improve the fortunes of the young ones,
thereby reducing poverty and unemployment amongst the youth (Adesoji, 2008).
It is as a
result of the recognition given to Chemistry in the development of the
individual and the nation that it has been made a core pre-requisite subject
for offering most science oriented courses in the tertiary institutions and
this calls for the need in teaching it effectively. It is worth mentioning that
the development of the students’ positive attitude towards chemistry is
necessary because attitude is linked with academic achievement (Cheung, 2009).
Similarly, a study conducted by Kelly (2008) concluded that the British
students’ liking for a specific science subject were the actual predictor of
their choice in school in various subjects like Physics, Biology and Chemistry.
Therefore, students should consider the development of positive attitude
towards the chemistry subject as one of their central responsibilities (Cheung,
2009). In Nigeria, the students’ performance in chemistry in the Senior
Secondary School certificate examination has persistently remained below
average. This has been attributed partly to the negative attitudes adopted by
the students towards the chemistry (Siringi, 2010). This further underscores
the importance of promoting positive attitudes towards Chemistry by female
students in secondary schools.
Education of
girls, in particular, contributes to the various aspects of their lives such as
increased productivity, family health and nutrition, reduced fertility rates
and related child mortality rates (Psacharopoulos and Patrinos, 2005).
Parental
influence has been identified as an important factor affecting girl student’
academic achievement; parents’ education and encouragement are strongly related
to improved student achievement (Wang et al., 2006).
Parental
education and social economic status have an influence on student rates and
related child mortality rates (Psacharopoulos and Patrinos, 2006). Parental
influence has been identified as an important factor affecting girl student’
academic achievement; parents’ education and encouragement are strongly related
to improved student achievement (Wang et al., 2006). Parental education and
social economic status have an influence on student out of school temporarily
to look for food, clothing and at times shelter. When they are readmitted back
to schools their performance in class work is generally below average. The
Kenya Government sessional paper number 1 of 2005 (Republic of Kenya, 2005)
calls for affirmative action to enhance girls participation in education and
other areas of employment; it was entrenched in the country through the
affirmative action bill in 2007. It is also included in the constitution of
Kenya (2010), chapter 8 article 100 (a) and 197(a). The current study
investigated how applicable the affirmative action was to girl student academic
achievement whose status indicates that academic excellence is the panacea for
advancement. International reports, for example the Education For All Global
Monitoring Report (UNESCO, 2005), indicate that at the national level, Kenya
has virtually attained gender parity in enrolment at both the primary and
secondary education levels. However, close scrutiny reveals that serious gender
disparities in enrolment exist between regions in favor of males with regard to
access, retention, completion, performance and transition. Nevertheless, the
boy child is also affected in one way or the other.
Parents have
different attitudes towards their sons and daughters. Daughters are brought up
for female roles such as child rearing while sons have a whole working life to
devote to career building. Parents believe that females do not have qualities
of independence, initiative and assertiveness (Mampele, 2005). Siegel (2007)
argues that parents react differently whenever things go wrong for boys and
girls in school performance.
Higher
education and more especially chemistry based is repeatedly positioned by the
international community as a central site for facilitating human capacity
building that is essential to economic and social development in low-income
countries (World Bank, 2005). However, globally, there are concerns about who
gains access to higher education more especially to science based courses and
whether some socio-economic groups are persistently marginalized (World Bank,
2005). Studies by Lihamba et al. (2006), Rwegelera (2007) and Malekela (2009)
argue that, while there has been no deliberate attempt to marginalize female
enrolments, the performance of girls at secondary school is poorer than that of
boys, because of the pressures resulting from socio-cultural processes such as
societal expectations and demand for early marriages. Bookie Kethugisile, et
al. (2007) also indicates that socioeconomic and cultural factors which inhibit
girl’s access to education in primary and secondary levels effectively cut off
their access to tertiary education and limits their human capacity building.
Eshiwani
(2006) noted that girls had not been encouraged to enter those academic
disciplines that were historically dominated by men since cultural influence is
still strong in many parts of Nigeria. Girl’s education is seen as a mere waste
of time since girls will leave home and go to another family. Fortunately,
science by nature is a human activity that is concerned with the exploration
and interpretation of the natural world, so chemistry can be learned both
inside and outside the school. The role of parents in providing necessary
materials, supporting extra lessons in school, motivating students to study
chemistry, and citing environmental problems that chemistry has been able to solve
can go a long way in influencing student achievement in chemistry and interest
in school. Students should also cooperate with their teachers in order for
their efforts to have a positive impact on chemistry subject achievement. This
study, therefore, investigated parental literacy gender and cultural beliefs as
correlates of secondary schoolgirls and attitudes towards chemistry in Lagos
State.
1.2
Statement of problem
Maleche (2008) argues that cultural
inhibitions include male prejudice which is the belief that education will make
girls discontented and immoral, less willing to engage in the heavy labour. The
general attitude shows that education is undesirable for the women because it
interferes with her cultural authenticity and to the dismay of men. This
attitude therefore does not encourage education for women, let alone
aspirations for a better place in society. This in the end may affect the
performance of the girls’. Abdulahi (2005) reported cases affecting girls in
Maasai land. He noted that some parents do not wish to pay fees for their
daughters; instead they would rather have them married. This has forced several
of them to run away from home to seek refuge elsewhere. Otunga (2008) argues
that the more popular theory advanced for the high dropout rates among girls is
that parents still see boys as making greater financial gain upon successful
completion of school and that culturally they are entitled to family land as
they remain in their birth homes. Additionally, boys are also given preference
by parents when it comes to purchasing core textbooks.
1.3 Purpose
of the study
This study
is aimed at examining parental literacy gender and cultural beliefs as
correlates of secondary schoolgirls and attitudes towards chemistry. The study
is designed to achieve the following specific objectives:
1. To determine the relationship between
parental socio economic status and academic achievement of girls in secondary
school.
2. To determine the relationship between
parental encouragement and academic achievement of girls in secondary school.
3. To determine the relationship between
parental education and academic achievement of girls in secondary school.
4. To determine the influence of positive
attitudes of students on their achievement in chemistry subject.
5. To determine the influence of religious
knowledge on education of girl-child in Secondary School.
6. To determine the difference between students’
gender and attitude towards chemistry subject
1.4 Research
Question
1. Is there any significant relationship
between parental socio economic status and academic achievement of girls in
secondary school?
2. Is there any significant relationship
between parental encouragement and academic achievement of girls in secondary
school?
3. Is there any significant relationship
between parental education and academic achievement of girls in secondary
school?
4. Is there any significant influence of
positive attitudes of students on their achievement in chemistry subject?
5. What is the significant influence of
religious knowledge and education of girl-child in Secondary School?
6. Is there any significant difference
between students’ gender and attitude towards chemistry subject?
1.5 Research
Hypotheses
1. There is no significant relationship
between parental socio economic status and academic achievement of girls in
secondary school.
2. There is no significant relationship
between parental encouragement and academic achievement of girls in secondary
school.
3. There is no significant relationship
between parental education and academic achievement of girls in secondary
school
4. There is no significant influence of
positive attitudes of students on their achievement in chemistry subject.
5. There is no significant influence of
religious on education of girl-child in Secondary School.
6. There is no significant difference
between students’ gender and attitude towards chemistry subject.
1.6
Significance of the study
The results of the study would be significant
for a number of reasons:
1. It would become a reference point for
decision makers and educational planners to realize the socio-cultural,
economic and factors affecting the advancement of girl education in Nigeria.
2. It would serve as a source of
enlightenment to parents and guardians on the values of educating the girls
thereby erasing all the earlier beliefs about educating the girls.
3. It would sensitize governments and other
agencies concerned with children education in the area to be gender sensitive
and ensure gender streaming in admission, award of scholarships and recruitment
into various levels and positions.
4. The results of this study would serve to
save the girl-child from all discriminations, sharp practices as well as
exposure to diseases, HIV/AIDS, VVF, unwanted pregnancies, and other forms of
dangers.
5. It would serve as a point of advocacy for
the rights of the girl-child to education, freedom of speech and equality in other
spheres.
6. The research work will also establish the
relationship between gender and students’ performance. Without mincing words
the research will also point out tested and trusted measures for better
performance.
1.7 Scope of
the study
The scope of
this study is basically on parental literacy gender and cultural beliefs as
correlates of secondary schoolgirls and attitudes towards chemistry. The target
groups for the study are the parents and adolescent girls in senior secondary
schools. Five schools will be selected among schools in Mainland Local
Government Area.
1.8
Operational Definition of key Terms
Chemistry:
The scientific study of the structure of substance, how they react when
combined and how they behave under
different conditions
Parental
Literacy: program is a course that can be followed to correct and improve a
person's parenting skills.
Cultural
Belief: this refers to integrated patterns of human behaviour that include the
language, thoughts, actions, customs, beliefs and institutions of racial,
ethnic, social, or religious groups.
Genger: is
the range of characteristics pertaining to, and differentiating between and
from masculinity and femininity. Depending on the context, these
characteristics may include biological sex (i.e. the state of being female)
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