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Gender Participation in Tertiary STEM Education in Nigeria: Examining the Current Perspectives Akintoye, Hakeem; Lameed, Soladoye Nurudeen; Bankole, Isaac Sewanu; Adam, Umar Ayotunde; Ayodeji, Benjamin
Journal of Educational Sciences Vol 8. No. 1. January 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.1.p.1-11

There are global challenges and problems that require sound and prompt knowledge of STEM in order to seek redress. Dearth of individuals with kin knowledge in STEM fields will further pose threat to the survival of nations of the world. Hence, the study looks into gender participation of undergraduate students in tertiary STEM education. 225 (128 males, 97 females) undergraduate students undertaking STEM related courses formed the sample of this study across four Nigerian universities in Lagos State, South West Nigeria using survey design method. Data were collected through the use of self-developed questionnaire. One research question and one hypothesis were answered and tested using inferential statistics of analysis of variance (ANOVA). The findings indicate wide gender gap in participation exists among undergraduate students in tertiary STEM, especially in science, technology and engineering related courses. The finding further reveals a significant difference in gender participation of undergraduate students in tertiary STEM. The study therefore, recommends all stake holders to adopt scholarships and provision of education materials as motivation to attract boys and girls into STEM fields of study.

A Case for Culturo-Techno-Contextual Approach for Enhanced Academic Achievement in STEM Education Akintoye, Hakeem; Adam, Umar Ayotunde; Lameed, Soladoye Nurudeen; Bankole, Isaac Sewanu; Ayodeji, Benjamin
Journal of Educational Sciences Vol 7. No. 4. October 2023
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.4.p.530-544

The urgency to develop culturally and contextually responsive pedagogies in science education has become increasingly evident in recent times. In response, various teaching methods have been explored, showing successes in acquiring scientific knowledge. However, a more transformative approach is needed to fulfil the vision of the "Africa we want" as outlined in the African Union Commission's agenda 2063. This advocacy has led to the development of the Culturo-Techno-Contextual CTCA). The study aimed to conduct a documental analysis to evaluate the effectiveness of the CTCA in improving students' achievement in STEM subjects and explore teachers' perspectives on the efficacy of CTCA in science education. Qualitative approach, incorporating documentary analysis and interviews was employed. For the documentary analysis, a comprehensive search was conducted in electronic research databases from 2019 to 2023, using specific search terms related to CTCA and study design. The interview schedule involved a face-to-face interview with 8 teachers who had used CTCA to teach various STEM concepts. It was revealed that the CTCA possesses remarkable efficacy in enhancing students' academic achievement in STEM concepts. Also, the teachers showed positive perception towards CTCA. It was concluded that CTCA is a potent approach in improving students’ achievement in STEM subjects.

Gender Participation in Tertiary STEM Education in Nigeria: Examining the Current Perspectives Akintoye, Hakeem; Lameed, Soladoye Nurudeen; Bankole, Isaac Sewanu; Adam, Umar Ayotunde; Ayodeji, Benjamin
Journal of Educational Sciences Vol. 8 No. 1 (2024): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.1.p.1-11

There are global challenges and problems that require sound and prompt knowledge of STEM in order to seek redress. Dearth of individuals with kin knowledge in STEM fields will further pose threat to the survival of nations of the world. Hence, the study looks into gender participation of undergraduate students in tertiary STEM education. 225 (128 males, 97 females) undergraduate students undertaking STEM related courses formed the sample of this study across four Nigerian universities in Lagos State, South West Nigeria using survey design method. Data were collected through the use of self-developed questionnaire. One research question and one hypothesis were answered and tested using inferential statistics of analysis of variance (ANOVA). The findings indicate wide gender gap in participation exists among undergraduate students in tertiary STEM, especially in science, technology and engineering related courses. The finding further reveals a significant difference in gender participation of undergraduate students in tertiary STEM. The study therefore, recommends all stake holders to adopt scholarships and provision of education materials as motivation to attract boys and girls into STEM fields of study.

A Case for Culturo-Techno-Contextual Approach for Enhanced Academic Achievement in STEM Education Akintoye, Hakeem; Adam, Umar Ayotunde; Lameed, Soladoye Nurudeen; Bankole, Isaac Sewanu; Ayodeji, Benjamin
Journal of Educational Sciences Vol. 7 No. 4 (2023): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.4.p.530-544

The urgency to develop culturally and contextually responsive pedagogies in science education has become increasingly evident in recent times. In response, various teaching methods have been explored, showing successes in acquiring scientific knowledge. However, a more transformative approach is needed to fulfil the vision of the "Africa we want" as outlined in the African Union Commission's agenda 2063. This advocacy has led to the development of the Culturo-Techno-Contextual CTCA). The study aimed to conduct a documental analysis to evaluate the effectiveness of the CTCA in improving students' achievement in STEM subjects and explore teachers' perspectives on the efficacy of CTCA in science education. Qualitative approach, incorporating documentary analysis and interviews was employed. For the documentary analysis, a comprehensive search was conducted in electronic research databases from 2019 to 2023, using specific search terms related to CTCA and study design. The interview schedule involved a face-to-face interview with 8 teachers who had used CTCA to teach various STEM concepts. It was revealed that the CTCA possesses remarkable efficacy in enhancing students' academic achievement in STEM concepts. Also, the teachers showed positive perception towards CTCA. It was concluded that CTCA is a potent approach in improving students’ achievement in STEM subjects.

Lowering Anxiety of Students Towards Science Using a Culturally Responsive Pedagogy: A Test of the Efficacy of Culturo-Techno-Contextual Approach Adam, Umar; Akintoye, Hakeem; Oludipe, Olajumoke S.; Lameed, Soladoye; Bankole, Isaac; Abdulkareem, Kaothar; Assaf, Mohammed
Journal of Education and Learning Research Vol. 2 No. 1 (2024): JOURNAL OF EDUCATION AND LEARNING RESEARCH
Publisher : Global READ Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62208/jelr.2.1.p.1-9

Culturo-Techno-Contextual Approach (CTCA) is a culturally responsive teaching strategy that empowers African students to learn science meaningfully in the digital age. CTCA integrates culture, technology, and locational context to enhance students' comprehension of scientific concepts. This study examined the effectiveness of CTCA in reducing students learning anxiety towards science concept. A pretest-posttest, non-equivalent group design was adopted. The sample comprised 121 senior secondary II students (equivalent to grade 11) from two purposively selected schools in Lagos State. The Nutrition Anxiety Scale, which had a reliability coefficient of 0.70, was used data collection. The treatment period lasted four weeks following the pretest. The experimental group was taught using the CTCA, while the control group received conventional lecture-based instruction. The results revealed that those students who were taught using the culturo-techno-contextual approach had a significantly lower level of anxiety than the comparison group [F (1, 198) = 16.54; p < 0.05]. A statistically significant difference was not found based on gender [F(1,49)=.49; P >0.05]. Therefore, within the limitations of this study, it was concluded that CTCA is an effective teaching approach for lowering anxiety towards science. It is recommended that CTCA be adopted in teaching scientific concepts.

Incorporating Local Craft in Chemical Processes to Enhance Students’ Comprehension of Concepts and Interest in Chemistry Olude, Sylvester Adebisi; Oludipe, Olajumoke; Saibu, Sakibu; Ademola, Ibukunolu; Owolabi, Tunde; Akintoye, Hakeem
Journal of Education and Learning Research Vol. 2 No. 2 (2025): JOURNAL OF EDUCATION AND LEARNING RESEARCH
Publisher : Global READ Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62208/jelr.2.2.p.105-117

This study investigated the integration of local craft activities involving chemical processes into chemistry teaching as a strategy to address challenges in schools, where inadequate resources and equipment often hinder effective instructional delivery. A non-equivalent pre-test and post-test quasi-experimental design was employed. Using simple random sampling, two senior secondary schools in Badagry, Lagos State (District V), were selected, with two intact classes comprising 68 for the experimental group and 74 students for the control group, making a total of 142 respondents. The research instruments included a Chemistry Achievement Test (CAT) and Chemistry Students Interest Questionnaire (CSIQ), both validated and subjected to reliability testing via a test-retest method, yielding coefficients of 0.80 and 0.78, respectively. Findings revealed that students demonstrated better comprehension when working with locally available materials [F(1,198)=19.82; p<0.05] in schools. Additionally, their interest in pursuing chemistry courses increased [F(1,198)=13.04; p<0.05]. The study concludes that integrating local craft activities into chemistry instruction showcases real-life applications of chemical processes, enhancing student comprehension and a deeper appreciation of the subject. The study recommends that workshops and conferences should be put in place to up-date teachers’ knowledge and make available necessary materials for the smooth running of the programme.

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