Challenges faced by girls in learning science in mixed sex schools of Marondera East District

Abstract

This study established the perceptions of teachers, pupils and school heads on difficulties girls face in learning science in mixed sex schools. A descriptive survey design was adopted. A Closed-ended questionnaire was administered to female science students. Structured interviews were conducted with male students, science teachers and school heads. The data was analysed using the manual sort and count, grouped, coded, classified, categorized and trends and patterns analysed as they emerged. The study established that teachers are aware of some obvious factors such as teachers biases and preferential treatment of boys as factors that hinder girls progress in science. Teachers were however not clear of the link between subtle cultural norms, the masculine nature of science and the poor performance of girls in science. Girls on their part cited patriarchal values such as hostile class environments, domestic gendered division of labour, and unfriendly teaching styles as some of the constraints to their progress in science. The study proposed the engendering of the teacher education science curriculum as well as in-service of practicing teachers as ways to reduce the burden faced by girls in studying science.