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Ayodeji, Benjamin
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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

Abstract

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

Abstract

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

Abstract

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

Abstract

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.
Co-Authors Adam, Umar Ayotunde Akintoye, Hakeem Bankole, Isaac Sewanu Lameed, Soladoye Nurudeen