GENDER MAINSTREAMING: INNOVATIVE INSTRUCTIONAL STRATEGIES FOR PROMOTING GENDER EQUALITY IN STEM EDUCATION

Anthonia Ngozi Ngwu (PhD), Chidinma Blessing Anita Ugwu (PhD), Ifeanyichukwu Victor Ukah

Abstract


This paper examined the under-representation of females in STEM education, issues bothering on gender inequality as well as innovative instructional strategies that can help to promote gender mainstreaming. Efforts were made in this work to provide the meaning of gender, gender equality, gender mainstreaming and STEM education. An overview of the innovative instructional strategies for mainstreaming gender in STEM education which include peer tutoring, concept mapping, blended learning, games and simulations were discussed. Some  recommendations were made among which is; that STEM teachers should be encouraged to use innovative instructional strategies which are gender friendly in delivering science instructions to encourage student active participation in classroom activities and enhance their academic achievement.


Keywords


Gender, Gender equality, Gender mainstreaming, STEM education and Innovative instructional strategies.

Full Text:

PDF

References


Abdelraheem, A. Y. & Ahmed, A. M. (2015). Effects of activity based blended learning strategy on prospective teachers’ achievement and motivation. i-manager’s Journal on School Educational Technology, 11(1), 10-19

Abimbola, I. O. (2013). The misunderstood word in science towards a technology of perfect understanding of all. 123rd Inaugural Lecture of University of Ilorin, 22-31.

Adetola, S. (2018). Nigeria and the quest for comprehensive literacy: STEM solution. Premium Times, December, 7. Retrieved from; https://opinion.premiumtimesng.com/2018/12/07/nigeria-and-the-quest-for-comprehensive-literacy-the-st

Agommuoh, P. C. & Ndirika, M. C. (2018). Strategies for promoting gender equality in stem towards sustainable development. Journal of the Nigerian Academy of Education, 14(1), 63-73

Aniaku, O. L., Ngwu, A. N. & Ugwu, T. U. (2021). Innovative pedagogies: Means for redefining contemporary education for mastery learning of secondary school Biology. Journal of curriculum organization of Nigeria, 28(1), 30-39.

Babajide, V. F. T. (2010). Generative and predictive-observe-explain instructional strategies as

determinants of senior secondary school students’ achievement and practical skill in

physics. (Unpublished Ph.D Thesis). University of Nigeria, Nsukka.

Danmole, B. T. (2011). Emerging issues on the universal basic education curriculum in Nigeria: Implication for the science and technology component. Pakistan Journal of Social Sciences, 8(1), 62-68. Retrieved on 7/4/11 from www.madewelljournals.com

Ezenwosu, S. U. and Nworgu, L. N. (2012). Efficacy of peer tutoring and gender on student’s achievement in Biology. International Journal of Science and Engineering Research, 4(12), 944-947.

Ezeh, D. N. (2013). Science without women a paradox. 75th inaugural lecture. University of Nigeria, Nsukka: University of Nigeria senate ceremonial committee.

Federal Ministry of Education (FME) (2013). The development of education. National Report of Nigeria, Abuja.

Flynn, J. (2012). Are we getting Smarter? Rising IQ in the twenty-first century.University of Otago.

Horansky, C. (2020). The state of women in STEM: Global Talent Submit. https://www.globaltalentsummit.org/articles/the-state-of-women-in-stem

Hott, B., Walker, J. and Sahni (2012). Peer tutoring, council for learning disabilities. Retrieved @ http://www.c/dinternational.org

Kamen, J. (2013). ‘Creativity is the missing ingredient in education’. www.wired.co.uk/magazine/archive/2013/08/ideas-bank/stem-education-needs-some-steambehindit

Kizlik, R (2017) Instructional methods information for new and future teachers. Retrieved @ http: //www.adprims.com.

Madia, R., Sukarmanb, S. S. and Yoke, M. C. K. (2014). Fostering creativity through innovation engagement in science and technology education: case study of UniversitiTecknologi MARA students. Precedia-social and Behavioral Sciences, 59, 256-260.

Mamman, A. W (2019). Innovation in STEM education: Missing link in Nigeria. Proceedings of the 60th Annual conference of Science Teachers Association of Nigeria. 3-26.

Ngwu, A .N. (2021). Metacognitive and interpersonal skills as correlates of Biology teachers’ competency in implementing guided inquiry teaching method. (Unpublished Ph.D thesis). Department of Science Education, University of Nigeria Nsukka

Nworgu, L. N. (2009). Fundamental Principles and Methods of teaching Biology. Global publishers Nigeria, Enugu.

Oguama, B. E. & Ede, M. N. (2014). Female enrolment and interest in Physics among secondary school students: Implication for sustainable development, NJMDE, 1(1), 151-159.

Oguama, B. E., Onuoha, L. & Ugwuoke, U. D. (2019). Effect of self-questioning instructional strategy on students’ achievement in Physics. Proceedings of the 60th Annual conference of Science Teachers Association of Nigeria. 496-506.

Ogundola, P.I. (2017). Effects of peer tutoring strategy on academic achievement of senior secondary school students in technical drawing in Nigeria. British Journal of Education, Society & Behavioural Science, 19(1), 1-10

Ogunleye, B.O and Babajide, V.F. (2011) .Commitment to science and gender as determinants of students’ achievement and practical skills in Physics. Unpublished Article

Oyedeji, S. O. (2015) Lapses in education policy formulation process in Nigeria: Implication for the standard of education. Journal of Education and Practice, 6(29). Retrieved @ iiste.org 24/10/2020.

Prensky, M. (2014). The goals of education. www.edweek.orgle/articles/2014/05/06/30prenskyep.h33.html

Sakiyo, J. & Waziri, K. (2015). Concept mapping strategy: An effective tool for improving students’ academic achievement in Biology. Journal of Education in Science, Environment and Health, 1(1), 56-62

Sibani, C. M. (2017). Gender inequality and its challenge to women development in Nigeria: The Religious Approach. Unizik Journal of Arts and Humanities, 18(2), 432-449

Udoh, A. I. & Udo, M. E. (2020) Effects of blended learning and expository instructional strategies on senior secondary school students’ performance based on the concept of atomic structure. International Journal of Multidisciplinary and Current Educational Research, 2(5), 361-371

Ugboduma, S. O. Ezeamaenyi, M. O. N. & Ogbu, S. (2012). Effect of simulation- game cards on the teaching and learning of simple interest, profit and loss in Enugu state junior secondary schools. Global Journal of Educational Research, 11(2), 115-122

Ugwuada, A. O. (2011). Strategies for reforming science, technology, engineering and mathematics (STEM) teaching and learning in schools. Proceedings of the 52nd Annual Conference of the Science Teachers Association of Nigeria (STAN) pp.60-65.

UNESCO (2021). International day of women and girls in science: addressing and transforming the gender gap. https://en.unesco.org/news/international-day-women-and-girls-science-addressing-and-transforming-gender-gap

UNICEF (2017). Gender equality glossary of terms and concepts. UNICEF Regional Office for South Asia Lainchaur, Lekhnath Marg, Kathmandu, Nepal. www.unicef.org/rosa

UNICEF (2020). Towards an equal future: Reimagining girls education through STEM, New York. www.unicef.org/education

UN WOMEN (2001). United Nations Entity for Gender Equality and the Empowerment of Women. https://www.un.org/womenwatch/osagi/conceptsandefinitions.htm


Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Anthonia Ngozi Ngwu (PhD), Chidinma Blessing Anita Ugwu (PhD), Ifeanyichukwu Victor Ukah

 

 

 

 ISSN (PRINT):    2734 - 2522

 ISSN (ONLINE):  2734 - 2514

 

 

 

   

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.