Parental Influence And Cultural Beliefs As Correlates Of Secondary School Girls Attitude And Achievement
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Parental Influence And Cultural Beliefs As Correlates Of Secondary School Girls Attitude And Achievement
ABSTRACT
This study explored the parental impact and cultural views as a correlate of secondary school attitude and performance in chemistry. The study used a correlational research method.
The study’s pertinent data was collected using an instrument titled Parental Influence and Cultural Beliefs as Correlate of Secondary School Girls Attitude and Achievement in Chemistry (PICBCSSGATAC).
The ten secondary schools involved were chosen using a stratified random sampling technique, and the statistical package for social sciences (SPSS) with descriptive statistics was used to determine rural community challenges as correlates of senior secondary school achievement and attitude towards chemistry.
The study included 100 sample sizes. Three research questions were developed and created for the study’s goal. The study found a substantial association between parental socioeconomic level and girls’ secondary school academic achievement.
It also revealed: Parental influence may not affect 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 a girl’s choice to study science is seen as weakening her identity as a girl and making her appear less feminine;
it further revealed that Based on the study’s findings, recommendations and proposals were given for kids, parents, instructors, and school administrators, as well as relevant agencies for further research.
Chapter one
INTRODUCTION
1.1 Background of the Study
Chemistry is the scientific study of structures and substances, including how they react and function under various conditions. (Advanced Learners Dictionary, 2006). Chemistry is a core science subject in the high school curriculum.
It is a subject with a broad knowledge base. This viewpoint encourages prospective students to embrace it early on, but parental impressions of difficulty in learning often project a negative attitude in the minds of their children who are interested in the topic. As a result, males are treated more favourably than females.
The poor participation of girls in chemistry and other disciplines has long been a source of worry for science educators and researchers alike (Onyene, 2004). Recognising the importance of science (chemistry) in modern society, with the potential to improve people’s lives in a variety of ways and advance national development
the task of addressing the shortage of human resources in science (chemistry) and technology in order to keep women out of the process is deemed important and necessary.
A country’s ability to generate, apply, and disseminate scientific and technological knowledge is now a fundamental factor in its socioeconomic development and national competitiveness. This potential, however, cannot be completely realised until the entire population of a country, including girls and women, is utilised to the fullest.
It should be mentioned, however, that most African countries fall behind in terms of human technological capacity generation, which is strongly reliant on continued economic development (Salome, 2013). Studies have demonstrated that a student’s ability in science (chemistry) and mathematics is a strong predictor of future earnings (Ekine and Abey, 2014).
This is true even inside the educational system, as teachers and lecturers in science (chemistry) are frequently paid higher or have a competitive edge over their counterparts in other fields.
Many of the cognitive and non-cognitive abilities required for individual and national growth, such as higher order thinking and problem solving, are also anticipated to be learnt in science (chemistry] and mathematics courses. Science being mostly the domain of men is a proven way to maintain existing gender imbalances in society.
However, the low participation of girls in chemistry and other sciences in school has prompted numerous research efforts to identify the factors responsible for this observation (Udeani, 2004; Onyene, 2004; Masanja, 2010; Ekine and Abey, 2014, to name a few). The findings show that there is a traditional interplay of factors such as parental illiteracy, gender relations, and cultural attitudes (Ekine and Abey, 2014).
Concerning the difficulties these girls have in learning chemistry and other science disciplines. Ekine and Abey (2014) identified socio-cultural views and classroom practices as key factors that favour boys and hinder girls from pursuing science.
They also emphasised that societal perceptions about females’ natural skills, as well as social role biases in the curriculum, teacher-student and peer relationships, and pedagogical and evaluation procedures
conspire to discourage girls from participating in science. Let us now look at how parental influence, gender, and cultural views affect girls’ attitudes and achievements in chemistry.
1.1.1 Parental Influence on Girls’ Participation in Chemistry
Early exposure to chemistry and other science courses is essential for developing girls’ interests and attitudes towards studying. However, this does not appear to be the case in Nigeria, where parents are discouraged from investing in their daughters’ education due to socio-cultural beliefs.
Late school enrolment is especially prevalent in rural regions among disadvantaged children and girls. According to Ekine (2014), less than half of the poorest girls are enrolled in school before the age of six.
In essence, girls face greater constraints in pursuing their studies due to household demands on their labour, threats to their physical safety, a lack of necessary sanitation facilities at school, and societal beliefs that prioritise investments in boys’ education.
Thus, girls’ lack of access to education remains a significant barrier to their engagement in science, both as youngsters and adults (Salome, 2013). All illiterate parents may outright discourage females from pursuing science or indirectly communicate their differing expectations by requiring boys to take science subjects while leaving girls to pick what they wish to study (Salome, 2013). Such a family challenges the usefulness of science in the girls’ life.
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