Engendering Science and Mathematics Education in Nigeria through Constructivist Intervention Strategies.

Abstract

In recent years, overall student performance in science and mathematics has decreased due to poor method of teaching at the Senior Secondary School level in Nigeria. This study was aimed at devising a gender inclusive pedagogical approach to the teaching of science and mathematics that would enable female students achieve along with their male counterparts.

This study was designed to improve the learning outcomes for students, especially girls, studying science and mathematics by using Constructivist Teaching Strategy (CTS) to work collaboratively in small groups.

A total of 511 students (367 girls and 144 boys) in SSS 1 were exposed to four weeks of teaching on selected concepts in science and mathematics using both CTS and Conventional methods of teaching.

Analysis of student outcomes suggests that this approach to learning has improved students’ performance especially in science and mathematics. This is evident in the posttest mean score of female students in science; physics (9.77, 14.16); chemistry (8.61, 9.57); biology (10.6, 15.3) and mathematic (7.82, 10.07) control and experimental groups respectively. That is they perform higher in all subjects after treatment. Females who studied science and mathematics in single sexed schools have better posttest scores than those who had theirs in mixed schools physics (17.5, 9.38); mathematics (10.55, 9.00). The reverse is the case in chemistry (9.0, 10.45); except in biology (15.25, 15.43) where the posttest scores are almost the same. Also, according to treatment and school type there is a significant main effect on the overall means scores of girls in science and mathematics.

It is concluded that this study will increase access, improve participation and better performance of girls in science and mathematics. Based on the findings of this study, it would seem appropriate that teachers are exposed to modern method of teaching like the constructivist teaching strategy.

Keywords: Gender, Science, Mathematics, Constructivist Intervention Strategies.