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Gender Disparity, Implications to Students’ Academic Performance in Science Subjects in Secondary Schools in Buea Sub-Division, Cameroon

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Gender Disparity, Implications to Students’ Academic Performance in Science Subjects in Secondary Schools in Buea Sub-Division, Cameroon


Mary-Ann Awasiri Takwe



Mary-Ann Awasiri Takwe "Gender Disparity, Implications to Students’ Academic Performance in Science Subjects in Secondary Schools in Buea Sub-Division, Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5, August 2019, pp.1541-1567, URL: https://www.ijtsrd.com/papers/ijtsrd26763.pdf

The study examined gender disparity, implications in students’ academic performance in biology, chemistry, physics and mathematics in secondary schools in Buea Sub-Division, Cameroon. The Sustainable Development Goal 4 which focused “Ensure inclusive and equitable quality education and promote lifelong learning for all on adopted in September 2015 by the United Nations marked a paradigm shift in education goal which previously focussed on ensuring access to education to equitable quality education. The research objective was to investigate; students-related causes of gender disparity in students’ academic performance in biology, chemistry, physics and mathematics. The survey design was used and data were collected from participants in nine secondary schools and the Regional Delegation of Secondary Education with a sample size of 251 participants. Instruments used for data collection were questionnaire, interview guide, observation check list and focus group discussion. Data were analysed using thematic analysis, descriptive and inferential statistics. Findings revealed that student related factors like negative attitudes towards science subjects which resulted from low self-esteem, negative stereotype and lack of parental support caused gender disparity in performance. This study informs current discourse on the 21st century science classroom challenges and provides a baseline data for science education reforms.

Gender, Disperity, Implications, Students, Academic Performance, Science Subjects, Secondary


IJTSRD26763
Volume-3 | Issue-5, August 2019
1541-1567
IJTSRD | www.ijtsrd.com | E-ISSN 2456-6470
Copyright © 2019 by author(s) and International Journal of Trend in Scientific Research and Development Journal. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (http://creativecommons.org/licenses/by/4.0)

International Journal of Trend in Scientific Research and Development - IJTSRD having online ISSN 2456-6470. IJTSRD is a leading Open Access, Peer-Reviewed International Journal which provides rapid publication of your research articles and aims to promote the theory and practice along with knowledge sharing between researchers, developers, engineers, students, and practitioners working in and around the world in many areas like Sciences, Technology, Innovation, Engineering, Agriculture, Management and many more and it is recommended by all Universities, review articles and short communications in all subjects. IJTSRD running an International Journal who are proving quality publication of peer reviewed and refereed international journals from diverse fields that emphasizes new research, development and their applications. IJTSRD provides an online access to exchange your research work, technical notes & surveying results among professionals throughout the world in e-journals. IJTSRD is a fastest growing and dynamic professional organization. The aim of this organization is to provide access not only to world class research resources, but through its professionals aim to bring in a significant transformation in the real of open access journals and online publishing.

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