GENDER DIFFERENCES AND ACHIEVEMENT IN INTEGRATED SCIENCE AMONG JUNIOR SECONDARY SCIENCE STUDENTS: A NIGERIAN STUDY by Jegede, O. and Inyang, N. E. U.
The issue of gender differences in achievement in school science is far from resolved, and the inconclusiveness of studies conducted to date provides no solid basis on which changes can be made in teaching and learning. As Tobin (1988) suggests, it is unlikely that teachers will respond until this basis exists. The first question is to resolve whether differences are real and, if so, to what magnitude (Becker 1989). It is then necessary to ascertain the relationship between any differences in science achievement and the actual curriculum transactions in the classroom. These will, in turn, be affected by sociocultural factors.
Becker (1989) concludes that the magnitude of gender differences in science varies according to the subject matter studied. In the Nigerian context it is not possible to make these distinctions since the only science subject taught in the three-year junior secondary school is integrated science. Because of the wide implications for all learners in these schools it is therefore all the more important
to establish from data on which further investigations and decisions can be based.This study sets out to move in this direction, the main objective being to investigate whether differences in integrated science achievement exist at the junior secondary level.
Jegede, O. and Inyang, N. E. U. (1990). “Gender Differences and Achievement in Integrated Science among Junior Secondary Science Students: A Nigerian Study.” International Review of Education, 36(3), July, pp. 365-368.
Prof. Nsedu Inyang
Professor N.E.U. Inyang has always been a teacher. He started as an Assistant Science Master at Duke Town Secondary School, Calabar. From 1976 till date he has taught in various institutions. He was appointed Acting Head, Department of Science Education in Uniuyo from 1994-1998 and promoted Associate and full Professor of Science Education in 1999 and 2002 respectively. He has taught undergraduate courses in Science Education, supervised undergraduate projects and jointly supervised Masters and Ph.D dissertations and theses both in University of Uyo and during his sabbatical leave to Nnamdi Azikiwe University, Awka.
Prof. Nsedu Inyang served in various capacities in the Science Teachers‘ Association of Nigeria (STAN) at both State and National levels. It was during his tenure as Chairman of Akwa Ibom State branch of STAN, He that Akwa Ibom State Branch was adjudged the best branch of the year for an outstanding membership among other achievements. Prof. Inyang served the Akwa Ibom State Government as a resource person at various workshops for primary and secondary school science and mathematics teachers.
Prof. Nsedu Inyang has been engaged in a number of Editorial services. He jointly published Integrated Science Workshop proceedings on the Integrated Science Curriculum in the 3 3 system Secondary Education in 1981. He jointly edited a book of readings on science and society 1997. He is editorial adviser of the integrated Science Education series of Integrated Science Panel of STAN and an author of the Basic Science of the University Press Plc, Ibadan, Nigeria.
To date, Prof. Nsedu Inyang has 45 publications to his credit made up of 22 journal articles and 23 book chapters, many of which can be accessed on this knowledgebase. He attended and presented several the keynote addresses and lead papers at conferences, some of which includes Teacher’s Day in 2009 at the Akwa Ibom State rally of NUT and a motivational talk at the Mobil/NNPC/Akwa Ibom State Science quiz, facilitated by the Akwa Ibom State Branch of STAN etc.
Prof. Nsedu Inyang has played a number of leadership roles in his christian life. He is happily married and is blessed with successful children.
His personal knowledgebase and website can be accessed via www.nseduinyang.com.ng
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