Girl Child Attitude towards the Study of Science and Technical Education in Bauchi Local Government of Bauchi State, Nigeria
- July 29, 2019
- Posted by: RSIS
- Category: Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue VII, July 2019 | ISSN 2454–6186
Jamila T. S.1, Yunusa Abubakar2
1Department of Biology, Gombe State University of Science and Technology, Kumo, Nigeria
2Department of Education, Bauchi State University, Gadau, Nigeria
Abstract:-Science and technical education is a discipline of concern for decades and has gained a lot of misconceptions and attitudes across gender which leads to gender disparity and low participation of women in science and technology. The objective of this study was to explore the attitude of Girl Child towards the study of Science and Technical Education in Bauchi Local Government, Bauchi State, Nigeria. Attitude Assessment Questionnaire (AAQ) was used to conduct a cross-sectional survey among Girl Child in senior secondary schools. The questionnaire comprised of 23 items with modified four-point Likert scale and response mode of Very High Extent (VHE), High Extent (HE), Low Extent (LE) and Very Low Extent (VLE) respectively. The results show that home and school have positive influence on the attitude of girl child while societal and personal factors were of adverse effects on their attitude. It is concluded that girl child attitude towards science and technical education is a multi-factorial parameter and it changes in relation to the extent of the factors.
I. BACKGROUND TO THE STUDY
Attitude towards science has gained a lot of attention in the realm of science education especially from the perspective of teacher, learners and development partners (George, 2006). It has been a common experience that some students discover science to be a very difficult and boring subject and interest of such students’ declines as they budge to the advanced grade of study. Previous studies have shown that, highest level of a positive attitude towards science manifests among female students before the age of eleven which declines appreciably within the ages of fifteen to eighteen years in most circumstance (Barmby, Kind & Jones, 2008; Simon, 2000). Students, particularly at the secondary level, perceive science irrelevant to life. They feel that advancement in science has generated social and environmental problems; science is difficult and is about things not people (Bennett, 2001). For these reasons many students do not want to continue studying science (Kind, Jones & Barmby, 2007).
