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STEM Education and Gender Parity: A Study on Girls’ Participation in Mathematics, Chemistry and Physics in Public Secondary Schools in Abuja, Nigeria

Friday Oko Orji, PhD, fmimps, fmtt, Franklin Nnanna Ibe, PhD, Udochukwu Chukwuma Ilo, PhD, Mstan, Joseph Afamuefuna Nwosu, Esomnofu Chidiebube

Abstract

STEM (Science, Technology, Engineering, and Mathematics) education has become a central driver of innovation and national development, yet gender disparities persist, especially in girls’ participation in core science subjects at the secondary school level. This study examined the extent of girls’ participation in Mathematics, Chemistry, and Physics in public secondary schools in Abuja, Nigeria, with a view to assessing gender parity within STEM education. Using a descriptive survey design, the study targeted STEM teachers as respondents, relying on their direct estimates of female students’ enrollment in Senior Secondary Two (SS2) classes. A sample of 186 STEM teachers was selected through purposive sampling. Structured questionnaire designed by the researchers was used to collect relevant data, after it was face and content- validated by three experts. A pilot test was conducted with 10 STEM teachers from public secondary schools in Nasarawa State, and assessed through Cronbach’s alpha method for internal consistency of the instrument. A satisfactory reliability coefficient of 0.70 was obtained, confirming the instrument as reliable. Data collection was administered to STEM teachers through individual WhatsApp and email address. Data was analyzed using descriptive statistics, specifically, percentages, column chart, table and mean. These results revealed moderate involvement of female students of SS2 in Mathematics and Chemistry but low participation in Physics classes. Results also showed factors influencing participation to include, but not limited

Keywords

STEM educationgender paritygirls’ participationMathematicsChemistry

References

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