PARENTAL INFLUENCE AND CULTURAL BELIEFS AS CORRELATES OF SECONDARY SCHOOL GIRLS ATTITUDE AND ACHIEVEMENT

PARENTAL INFLUENCE AND CULTURAL BELIEFS AS CORRELATES OF SECONDARY SCHOOL GIRLS ATTITUDE AND ACHIEVEMENT

ABSTRACT

This study investigated the parental influence and cultural beliefs as correlate of secondary school attitude and achievement in chemistry The study employed a Correlational research method. An instrument titled: Parental Influence and Cultural Beliefs as Correlate of Secondary School Girls Attitude and Achievement in Chemistry   (PICBCSSGATAC) was used to collect relevant data for the study. The ten secondary schools involved were selected based on stratified random sampling technique and the statistical package of social sciences (SPSS)  using descriptive statistics  were used to determine the rural community challenges as correlates of senior secondary school achievement and attitude towards chemistry. 100 sample sizes were used for the study.  3 research questions 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: Parental influence may not affects secondary school girls’ attitude towards chemistry, it also revealed that Cultural biases impede girls’ learning and pursuit of chemistry as well as other sciences, the study further revealed that science, particularly chemistry is seen as the domain of males and not for females; and girl’s choice to study science is seen as weakening her identity as a girl and as making her appear less feminine, it further revealed that girls do not see the relevance of studying chemistry as its impact on their life career pursuit and it finally revealed that girls tend to perceive science as difficult, uninteresting or unappealing in the future prospect it offers. 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

Chemistry is a scientific study of structures, substances, how they react and   behave   under different conditions. (Advanced Learners Dictionary 2006). Chemistry is one of the  core science  subjects in secondary school curriculum.

It is a subject with wide knowledge area.  This position  makes  aspiring students  to  embrace  it  early  but often,  parental  perceptions  as  being difficult  to learn,  projects  negative attitude in  the  minds  of their  children who have  interest  in  the subject.  As a result, males are more favoured than females.   Girl’s   low   participation   in   chemistry   and  sciences  in general  has  been an  issue  of  great  concern  to  science  educators  and researchers   alike     (Onyene,    2004).    Recognizing  the   role    of   science (chemistry)  in  contemporary  society,  with the  potential  to  improve  lives in  a  multitude  of ways and  advance  national  development  the   task of redressing  the  shortfall   in   human  resources  in   the  area  of  science (chemistry)  and technology in  order  not  to  leave  woman  of the  process is  considered  important  and necessary.  A country’s  ability to  create, apply and   diffuse  scientific   and   technological  knowledge  is   now    a   major determinant of its  socio-economic development and national competitive. This potential,  however,  cannot  be  fully  realized without  making  the best use  of the  entire  population  of a  nation-including girls and women.  It is noted,  however  that most  African  countries  lag behind in  the generation of   the    human   technological  capacity   on    which   further   economic development  is  heavily dependent  (Salome,   2013).   Studies  have  shown that a student’s  performance  in  science (chemistry)  and mathematics is a strong indicator  of later earnings  (Ekine  and Abey,  2014).  This  is the  case even  within   the   education   system  where   teachers  and    lecturers   in science (chemistry)  are often  paid more  or  have  a  competitive  advantage over  their colleagues  in  other  fields.  It is  also in  science (chemistry]  and mathematics subjects  that many of the  cognitive  and non-cognitive skills necessary for  individual  and national  development,  such as  higher order thinking  and   problem solving,  are expected  to  be  learned.  For  science to largely  remain the domain of men  is  a sure means to  perpetuate  existing inequalities  on  the basis of gender in  society.

PARENTAL INFLUENCE AND CULTURAL BELIEFS AS CORRELATES OF SECONDARY SCHOOL GIRLS ATTITUDE AND ACHIEVEMENT