This document summarizes a study on increasing female participation in science and technology careers in Nigeria. It utilized a scale to assess factors influencing science career choices among female students at University of Lagos. The factors included interest, enrollment, masculine image of science, social barriers, role models, school factors, teacher factors, and parental influence. A survey was administered to 375 female students divided into science majors and non-science majors. Results found significant differences between the groups for enrollment, social barriers, and role models, but not for interest, masculine image, school factors, teacher factors, or parental influence. The paper concludes it is a waste of talent if females do not participate equally in science due to barriers.
The Use of Problem-Based Instruction Strategy (PBIS) in Gas Laws Class: A Gen...ijtsrd
The study is an aspect of an unpublished Master thesis which employed quasi-experimental design to investigate the gender academic performance difference in chemistry among senior secondary school students in Nigeria. The study sampled 165 students and used PBIS to teach the gas laws among the sampled students. The research used Gas Law Achievement Test (GLAT) and a researcher-designed problem-based instructional material as instruments. The data obtained were analyzed using the t-test statistical analysis. Only one research question and one hypothesis guided the study. Finding reveals there was no significant difference between male and female students taught the gas laws using PBIS. The study has implications for the teaching and learning of chemistry. Popoola Rachael Adewumi | Olorundare, A. Solomon"The Use of Problem-Based Instruction Strategy (PBIS) in Gas Laws Class: A Gender Academic Performance Difference" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-4 , June 2017, URL: http://www.ijtsrd.com/papers/ijtsrd171.pdf http://www.ijtsrd.com/chemistry/other/171/the-use-of-problem-based-instruction-strategy-pbis-in-gas-laws-class-a-gender-academic-performance-difference/popoola-rachael-adewumi
The Use of Problem-Based Instruction Strategy (PBIS) in Gas Laws Class: A Gen...ijtsrd
The study is an aspect of an unpublished Master thesis which employed quasi-experimental design to investigate the gender academic performance difference in chemistry among senior secondary school students in Nigeria. The study sampled 165 students and used PBIS to teach the gas laws among the sampled students. The research used Gas Law Achievement Test (GLAT) and a researcher-designed problem-based instructional material as instruments. The data obtained were analyzed using the t-test statistical analysis. Only one research question and one hypothesis guided the study. Finding reveals there was no significant difference between male and female students taught the gas laws using PBIS. The study has implications for the teaching and learning of chemistry. Popoola Rachael Adewumi | Olorundare, A. Solomon"The Use of Problem-Based Instruction Strategy (PBIS) in Gas Laws Class: A Gender Academic Performance Difference" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-4 , June 2017, URL: http://www.ijtsrd.com/papers/ijtsrd171.pdf http://www.ijtsrd.com/chemistry/other/171/the-use-of-problem-based-instruction-strategy-pbis-in-gas-laws-class-a-gender-academic-performance-difference/popoola-rachael-adewumi
Yan Zhu_Dissertation PPT_An Assessment of Environmental Literacy in ChinaYan Zhu
Yan Zhu recently completed her dissertation research under the guidance of Dr. Tom Marcinkowski at Florida Institute of Technology. As the first broad assessment of environmental literacy among undergraduate students at two national universities in China, she developed and validated the Undergraduate Students Environmental Literacy Instrument (USELI) based on reviews of environmental literacy frameworks and previous assessments outside China, prior work on the NEP scale by Dunlap et al. (2000), results of pilot studies, reliability and factor analyses, and a validity panel review. The USELI can be used in future assessments of EL within Chinese populations, and this will allow comparisons across studies of this kind. Furthermore, findings from this study and from future studies can provide a research base for developing an EL framework in accordance with political, socio-economic, and ecological conditions in China. Subsequent studies for replicating and extending this research are planned in the future with the goal of conducting a national environmental literacy assessment among various populations in China (e.g., K−12 students, university students, teachers, and other adult populations). Improvements also are planned to develop age-appropriate instruments with a wider range of EL variables in future assessments of Chinese citizens.
The aim of this paper is to examine the range of mathematical abilities of children in Autism Spectrum Disorders. Recent neuroimaging and cognitive studies propose that a particular cognitive pattern which seems to be present in people in the autistic spectrum could be beneficial for the emersion and the development of Savant skills or in the cognitive area of mathematics. Nevertheless, no firm conclusions can be drawn if it could represent a mathematical ability of a superior cognitive level. However, it could be certainly supported that this particular cognitive pattern, could give rise to a special and different way of thinking, in comparison with the neurotypical individuals, as a result of differentiated connectivity, organization and function of the brain regions, where the limited interests, motives and persistent practice enhance the development of special skills
Instructional Model and the Application of Biotechnology Knowledge Critical T...ijtsrd
This study was a pretest and posttest experimental research design which set out to investigate the impact of an Instructional model Ekwale Ada's Instructional Model on the application of biotechnology knowledge by high school students in the Anglophone Subsection of Education in Cameroon. That is to investigate whether students taught with the Ekwale Ada's Instructional Model for Biotechnology Knowledge Application exhibit a higher level of critical thinking in biotechnology than students who were taught without the model traditional methods of teaching . The Ekwale Ada's Instructional Model for Biotechnology Knowledge Application was an instructional package which integrated Inquiry based learning Hands on , collaborative learning Cooperative learning , Demonstrations, increase in the length of time learners are engaged in activities, Scaffolding and Remediation. Ekwale Emilia Ada ""Instructional Model and the Application of Biotechnology Knowledge (Critical Thinking in Biotechnology) by High School Students in the Anglophone Subsection of Education in Cameroon"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30071.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30071/instructional-model-and-the-application-of-biotechnology-knowledge-critical-thinking-in-biotechnology-by-high-school-students-in-the-anglophone-subsection-of-education-in-cameroon/ekwale-emilia-ada
Keynote delivered Sep 30, 2021 for the United Nations General Assembly Science Summit: https://unga76sciencesummit.sched.com/event/mXZ7/ref-pc30-people-centered-internet-and-the-sdgs
Correcting Students’ Chemical Misconceptions based on Two Conceptual change s...iosrjce
The purpose of the study was to correct students’ misconceptions using constru ctivism and analogy
as instructional technique and to evaluate the effect on achievement. The participants in the study included 66
SSII Chemistry Students from two intact classes of a chemistry course instructed by the researchers. One class
was randomly assigned as the experimental group, and was instructed with constructivism and analogy
approach; the other class was assigned as control group and was instructed with lecture method. Chemical
Concept Achievement Test (CCAT) was administered to the experimental the two groups as pre -test and post
test to measure the students’ prior knowledge and achievements respectively. The results showed that students
in the experimental group performed better than those in the control group, using the t-test statistic at (P <
0.05). The correlation coefficient (r) of the pretest and post-test of the experimental group was also significant.
It was concluded that teaching by constructivism and analogy was a better way of correcting students’ chemical
misconceptions. Teachers are therefore, advised to adopt this teaching method. Text writers and curriculum
developers are advised to also change their texts and curriculum designs respectively
SRI Research Study on Project-Based Inquiry Science Curriculum (June 2014)IT'S ABOUT TIME®
New NSF-backed, Independent Research Study Shows Project-Based Inquiry Curriculum Materials Has a Positive Effect on How Students Learn Science and on Leveling the STEM Playing Field.
NSF-backed study is the first to examine use by middle-school teachers and students of science curriculum aligned with the new Framework for K-12 Science Education and Next Generation Science Standards. The study used an NGSS-aligned curriculum called Project-Based Inquiry Science™ published by IT’S ABOUT TIME®.
The most profound finding to come out of the study indicates that students taught using project-based inquiry curriculum aligned with Next Generation Science Standards (NGSS) substantially outperformed students taught using a traditional science curriculum. The results of the research have broad-reaching implications for the entire education spectrum — from classroom and student engagement, to teacher Professional Development, to education policies at the state and national level.
The independent, randomized controlled study conducted by SRI International*, compared the impact of the research-based, NGSS-aligned curriculum called Project-based Inquiry Science™ (“PBIS”), published by IT’S ABOUT TIME® (“IAT”), to traditional science curriculum materials for middle-school students in a large and diverse urban school district. The study focused on two areas of science: earth science (processes that shape the Earth’s surface) and physical science (energy).
3 Big Takeaways
1. Success: Students taught using the Project-based Inquiry Science curriculum materials outperformed students who were taught using standard science curriculum materials.
2. The Great Equalizer: Project-based Inquiry Science curriculum can help close the learning gaps among students of underrepresented demographics in STEM fields and level the field between girls and boys.
3. Teacher/Student Engagement Increases: The study shows that PBIS teachers in the study (who were all new to the curriculum) were more likely to engage their students.
Student Engagement: A Comparative Analysis Of Traditional And Nontradional St...inventionjournals
This study purpose was to offer a perspective on Student Engagement: A Comparative Analysis of Nontraditional and Traditional Students Attending Historically Black Colleges and Universities. This study was designed utilizing secondary data from the National Survey of Student Engagement for the 2014 academic year. In comparing traditional and non-traditional undergraduate students, both descriptive and t-test analyses were utilized to explain the differences between nontraditional and traditional students’ levels of engagement while attending Historically Black Colleges and Universities
Addressing the falling interest in school science in rural and remote areas u...James Cook University
Anderson, N., Courtney,L., Zee, R., & Hajhashemi, K. (2014). Addressing the falling interest in school science in rural and remote areas using experiments and science fairs. World Applied Science Journal (WASJ). 30(12), 1839-1851.
International Journal of Computational Engineering Research(IJCER) ijceronline
nternational Journal of Computational Engineering Research (IJCER) is dedicated to protecting personal information and will make every reasonable effort to handle collected information appropriately. All information collected, as well as related requests, will be handled as carefully and efficiently as possible in accordance with IJCER standards for integrity and objectivity.
Yan Zhu_Dissertation PPT_An Assessment of Environmental Literacy in ChinaYan Zhu
Yan Zhu recently completed her dissertation research under the guidance of Dr. Tom Marcinkowski at Florida Institute of Technology. As the first broad assessment of environmental literacy among undergraduate students at two national universities in China, she developed and validated the Undergraduate Students Environmental Literacy Instrument (USELI) based on reviews of environmental literacy frameworks and previous assessments outside China, prior work on the NEP scale by Dunlap et al. (2000), results of pilot studies, reliability and factor analyses, and a validity panel review. The USELI can be used in future assessments of EL within Chinese populations, and this will allow comparisons across studies of this kind. Furthermore, findings from this study and from future studies can provide a research base for developing an EL framework in accordance with political, socio-economic, and ecological conditions in China. Subsequent studies for replicating and extending this research are planned in the future with the goal of conducting a national environmental literacy assessment among various populations in China (e.g., K−12 students, university students, teachers, and other adult populations). Improvements also are planned to develop age-appropriate instruments with a wider range of EL variables in future assessments of Chinese citizens.
The aim of this paper is to examine the range of mathematical abilities of children in Autism Spectrum Disorders. Recent neuroimaging and cognitive studies propose that a particular cognitive pattern which seems to be present in people in the autistic spectrum could be beneficial for the emersion and the development of Savant skills or in the cognitive area of mathematics. Nevertheless, no firm conclusions can be drawn if it could represent a mathematical ability of a superior cognitive level. However, it could be certainly supported that this particular cognitive pattern, could give rise to a special and different way of thinking, in comparison with the neurotypical individuals, as a result of differentiated connectivity, organization and function of the brain regions, where the limited interests, motives and persistent practice enhance the development of special skills
Instructional Model and the Application of Biotechnology Knowledge Critical T...ijtsrd
This study was a pretest and posttest experimental research design which set out to investigate the impact of an Instructional model Ekwale Ada's Instructional Model on the application of biotechnology knowledge by high school students in the Anglophone Subsection of Education in Cameroon. That is to investigate whether students taught with the Ekwale Ada's Instructional Model for Biotechnology Knowledge Application exhibit a higher level of critical thinking in biotechnology than students who were taught without the model traditional methods of teaching . The Ekwale Ada's Instructional Model for Biotechnology Knowledge Application was an instructional package which integrated Inquiry based learning Hands on , collaborative learning Cooperative learning , Demonstrations, increase in the length of time learners are engaged in activities, Scaffolding and Remediation. Ekwale Emilia Ada ""Instructional Model and the Application of Biotechnology Knowledge (Critical Thinking in Biotechnology) by High School Students in the Anglophone Subsection of Education in Cameroon"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30071.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30071/instructional-model-and-the-application-of-biotechnology-knowledge-critical-thinking-in-biotechnology-by-high-school-students-in-the-anglophone-subsection-of-education-in-cameroon/ekwale-emilia-ada
Keynote delivered Sep 30, 2021 for the United Nations General Assembly Science Summit: https://unga76sciencesummit.sched.com/event/mXZ7/ref-pc30-people-centered-internet-and-the-sdgs
Correcting Students’ Chemical Misconceptions based on Two Conceptual change s...iosrjce
The purpose of the study was to correct students’ misconceptions using constru ctivism and analogy
as instructional technique and to evaluate the effect on achievement. The participants in the study included 66
SSII Chemistry Students from two intact classes of a chemistry course instructed by the researchers. One class
was randomly assigned as the experimental group, and was instructed with constructivism and analogy
approach; the other class was assigned as control group and was instructed with lecture method. Chemical
Concept Achievement Test (CCAT) was administered to the experimental the two groups as pre -test and post
test to measure the students’ prior knowledge and achievements respectively. The results showed that students
in the experimental group performed better than those in the control group, using the t-test statistic at (P <
0.05). The correlation coefficient (r) of the pretest and post-test of the experimental group was also significant.
It was concluded that teaching by constructivism and analogy was a better way of correcting students’ chemical
misconceptions. Teachers are therefore, advised to adopt this teaching method. Text writers and curriculum
developers are advised to also change their texts and curriculum designs respectively
SRI Research Study on Project-Based Inquiry Science Curriculum (June 2014)IT'S ABOUT TIME®
New NSF-backed, Independent Research Study Shows Project-Based Inquiry Curriculum Materials Has a Positive Effect on How Students Learn Science and on Leveling the STEM Playing Field.
NSF-backed study is the first to examine use by middle-school teachers and students of science curriculum aligned with the new Framework for K-12 Science Education and Next Generation Science Standards. The study used an NGSS-aligned curriculum called Project-Based Inquiry Science™ published by IT’S ABOUT TIME®.
The most profound finding to come out of the study indicates that students taught using project-based inquiry curriculum aligned with Next Generation Science Standards (NGSS) substantially outperformed students taught using a traditional science curriculum. The results of the research have broad-reaching implications for the entire education spectrum — from classroom and student engagement, to teacher Professional Development, to education policies at the state and national level.
The independent, randomized controlled study conducted by SRI International*, compared the impact of the research-based, NGSS-aligned curriculum called Project-based Inquiry Science™ (“PBIS”), published by IT’S ABOUT TIME® (“IAT”), to traditional science curriculum materials for middle-school students in a large and diverse urban school district. The study focused on two areas of science: earth science (processes that shape the Earth’s surface) and physical science (energy).
3 Big Takeaways
1. Success: Students taught using the Project-based Inquiry Science curriculum materials outperformed students who were taught using standard science curriculum materials.
2. The Great Equalizer: Project-based Inquiry Science curriculum can help close the learning gaps among students of underrepresented demographics in STEM fields and level the field between girls and boys.
3. Teacher/Student Engagement Increases: The study shows that PBIS teachers in the study (who were all new to the curriculum) were more likely to engage their students.
Student Engagement: A Comparative Analysis Of Traditional And Nontradional St...inventionjournals
This study purpose was to offer a perspective on Student Engagement: A Comparative Analysis of Nontraditional and Traditional Students Attending Historically Black Colleges and Universities. This study was designed utilizing secondary data from the National Survey of Student Engagement for the 2014 academic year. In comparing traditional and non-traditional undergraduate students, both descriptive and t-test analyses were utilized to explain the differences between nontraditional and traditional students’ levels of engagement while attending Historically Black Colleges and Universities
Addressing the falling interest in school science in rural and remote areas u...James Cook University
Anderson, N., Courtney,L., Zee, R., & Hajhashemi, K. (2014). Addressing the falling interest in school science in rural and remote areas using experiments and science fairs. World Applied Science Journal (WASJ). 30(12), 1839-1851.
International Journal of Computational Engineering Research(IJCER) ijceronline
nternational Journal of Computational Engineering Research (IJCER) is dedicated to protecting personal information and will make every reasonable effort to handle collected information appropriately. All information collected, as well as related requests, will be handled as carefully and efficiently as possible in accordance with IJCER standards for integrity and objectivity.
10 Insightful Quotes On Designing A Better Customer ExperienceYuan Wang
In an ever-changing landscape of one digital disruption after another, companies and organisations are looking for new ways to understand their target markets and engage them better. Increasingly they invest in user experience (UX) and customer experience design (CX) capabilities by working with a specialist UX agency or developing their own UX lab. Some UX practitioners are touting leaner and faster ways of developing customer-centric products and services, via methodologies such as guerilla research, rapid prototyping and Agile UX. Others seek innovation and fulfilment by spending more time in research, being more inclusive, and designing for social goods.
Experience is more than just an interface. It is a relationship, as well as a series of touch points between your brand and your customer. Here are our top 10 highlights and takeaways from the recent UX Australia conference to help you transform your customer experience design.
For full article, continue reading at https://yump.com.au/10-ways-supercharge-customer-experience-design/
Science Communication: A Panacea for Addressing Gender-Gap in Nigeria’s STEM ...ijejournal
There is a major concern about the prevalence of the gender gap in Science, Technology, Engineering and Math (STEM) education in some developing countries. Thus, this study examined the existing communication interventions for disseminating information about STEM to women and girls in two universities in Nigeria. It leveraged Roger’s 1962 diffusion of innovations theory. The qualitative method was used, where fifty-six respondents from departments of computer science, engineering and mathematics, were examined to determine their extent of exposure to STEM-related information and their communication preferences for STEM-related messages. Results suggest that the majority of the respondents receive stem information through the mass media of which newspapers and magazinesranked highest. Accordingly, the majority of them would prefer personalized face-to-face communication and social media. The study recommended that change agents should be involved in the door–to–door campaign on STEM education.
SCIENCE COMMUNICATION: A PANACEA FOR ADDRESSING GENDER-GAP IN NIGERIA’S STEM ...ijejournal
There is a major concern about the prevalence of the gender gap in Science, Technology, Engineering and
Math (STEM) education in some developing countries. Thus, this study examined the existing
communication interventions for disseminating information about STEM to women and girls in two
universities in Nigeria. It leveraged Roger’s 1962 diffusion of innovations theory. The qualitative method
was used, where fifty-six respondents from departments of computer science, engineering and mathematics,
were examined to determine their extent of exposure to STEM-related information and their
communication preferences for STEM-related messages. Results suggest that the majority of the
respondents receive stem information through the mass media of which newspapers and magazinesranked
highest. Accordingly, the majority of them would prefer personalized face-to-face communication and
social media. The study recommended that change agents should be involved in the door–to–door
campaign on STEM education.
INVESTIGATING THE FUTURE OF ‘ENGINEER OF 2020’ ATTRIBUTES: MOVING FROM ACCESS...IJCI JOURNAL
Using data from the National Survey of Student Engagement (NSSE), this study seeks to explore the
presence and relevance of NAE’s ‘Engineer of 2020’ competencies and key student learning outcomes
(SLOs) among samples of undergraduate engineering majors (UEMs). Data were analysed using a battery
of statistical tests assessing UEMs achievement of NAE SLOs, the extent to which SLO achievement in NAE
domains influence UEMs’ key outcomes (e.g., grades, satisfaction) and sense of belonging. Follow-up tests
explored meaningful differences among groups by race, gender, disability status, to name a few.
Implications for future engineering education policy, practice, pedagogy and research are highlighted.
Team Teaching Strategy and Students' Interest in Basic Science in Anambra Stateijtsrd
The study investigated the effect of team teaching strategy on students' interest in Basic Science and Technology in Junior Secondary Schools in Anambra State. The quasi experimental design was adopted. The sample consisted of 150 JSS II students from four co educational Schools in Aguata Education Zone of Anambra State Nigeria. The experimental group comprised 76 students made up of 39 boys and 37 girls, while 74 students were used as control comprising 36 boys and 38 girls. The instruments for data collection was Basic Science and Technology interest Scale BSTIS with reliability coefficient of 0.98. Data obtained were analyzed using mean and standard deviation for research questions and analysis of covariance ANCOVA for the hypotheses. The results from the study showed a significant difference in interest scores of students exposed to Basic Science and Technology using team teaching strategy and their counterparts exposed to Basic Science and Technology using conventional teaching strategy. It also revealed gender has significant difference in interest of students exposed to Basic Science and Technology using team teaching strategy in favour of boys. The combined effect of exposing students to team teaching strategy and their gender significantly affected their interest in Basic Science and technology. On the premise of the findings, the study posit that team teaching Strategy has been very effective in teaching and learning of Basic Science and Technology in the classrooms. Thus, teachers are enjoined to use of team teaching strategy to enhance students' interest in the classrooms as well as improve teachers' classroom productivity. Okechukwu, Obiebere Rita | Prof. (Rev Sr) Felicia Opara "Team Teaching Strategy and Students' Interest in Basic Science in Anambra State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47542.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/47542/team-teaching-strategy-and-students'-interest-in-basic-science-in-anambra-state/okechukwu-obiebere-rita
The peer-reviewed International Journal of Engineering Inventions (IJEI) is started with a mission to encourage contribution to research in Science and Technology. Encourage and motivate researchers in challenging areas of Sciences and Technology.
Students’ attitudes towards science have long occupied the interest of the scientific community. The confirmed decline of students’ interest in pursuing the study of science, alongside the increasing recognition of scientific knowledge’s importance and economic utility, makes the issue even more imperative for any society attempting to raise its standards of scientific literacy. Attitudes towards science have been found to depend on variables like instructional teaching and curriculum. The latest research indicates that childhood experiences serve as a major influence on academic interest. The broad recommendation is to concentrate on improving 10 to 14-year-olds’ experience of science. Despite the recent flurry of media interest and the latest research in the scientific community, the school curriculum in most countries is still teaching obsolete science with scarce reference to current, cutting-edge scientific research. There is an urgent need to introduce the concepts of 20th-century Physics within the curriculum and exciting science programs that will enhance the interactive learning experience among students, as is shown by evaluating reports of OECD and PISA results. While this has led to several changes in the curriculum of secondary schooling in some countries, it is still an imperative case for others and definitely for Greece. There are some individual or institutional projects around the globe that introduce modern science and technology to upper primary students, yet of no nationwide effect. This paper aims to review the latest research on students’ attitudes towards science and to present the possible next research steps in amplifying students’ interest and engagement in science.
Similar to Increasing female participation in science and technology careers (20)
The Art of the Pitch: WordPress Relationships and SalesLaura Byrne
Clients don’t know what they don’t know. What web solutions are right for them? How does WordPress come into the picture? How do you make sure you understand scope and timeline? What do you do if sometime changes?
All these questions and more will be explored as we talk about matching clients’ needs with what your agency offers without pulling teeth or pulling your hair out. Practical tips, and strategies for successful relationship building that leads to closing the deal.
Goodbye Windows 11: Make Way for Nitrux Linux 3.5.0!SOFTTECHHUB
As the digital landscape continually evolves, operating systems play a critical role in shaping user experiences and productivity. The launch of Nitrux Linux 3.5.0 marks a significant milestone, offering a robust alternative to traditional systems such as Windows 11. This article delves into the essence of Nitrux Linux 3.5.0, exploring its unique features, advantages, and how it stands as a compelling choice for both casual users and tech enthusiasts.
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
GraphSummit Singapore | The Future of Agility: Supercharging Digital Transfor...Neo4j
Leonard Jayamohan, Partner & Generative AI Lead, Deloitte
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My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
How to Get CNIC Information System with Paksim Ga.pptxdanishmna97
Pakdata Cf is a groundbreaking system designed to streamline and facilitate access to CNIC information. This innovative platform leverages advanced technology to provide users with efficient and secure access to their CNIC details.
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
- A fully editable and extendable library for grid component modelling;
- Visualization tools to display your network;
- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
Enchancing adoption of Open Source Libraries. A case study on Albumentations.AIVladimir Iglovikov, Ph.D.
Presented by Vladimir Iglovikov:
- https://www.linkedin.com/in/iglovikov/
- https://x.com/viglovikov
- https://www.instagram.com/ternaus/
This presentation delves into the journey of Albumentations.ai, a highly successful open-source library for data augmentation.
Created out of a necessity for superior performance in Kaggle competitions, Albumentations has grown to become a widely used tool among data scientists and machine learning practitioners.
This case study covers various aspects, including:
People: The contributors and community that have supported Albumentations.
Metrics: The success indicators such as downloads, daily active users, GitHub stars, and financial contributions.
Challenges: The hurdles in monetizing open-source projects and measuring user engagement.
Development Practices: Best practices for creating, maintaining, and scaling open-source libraries, including code hygiene, CI/CD, and fast iteration.
Community Building: Strategies for making adoption easy, iterating quickly, and fostering a vibrant, engaged community.
Marketing: Both online and offline marketing tactics, focusing on real, impactful interactions and collaborations.
Mental Health: Maintaining balance and not feeling pressured by user demands.
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Explore more about Albumentations and join the community at:
GitHub: https://github.com/albumentations-team/albumentations
Website: https://albumentations.ai/
LinkedIn: https://www.linkedin.com/company/100504475
Twitter: https://x.com/albumentations
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Increasing female participation in science and technology careers
1. Developing Country Studies www.iiste.org
ISSN 2224-607X (Paper) ISSN 2225-0565 (Online)
Vol 2, No.5, 2012
Increasing Female Participation in Science and Technology Careers:
Problems and suggested Interventions from Nigeria
Uchenna Udeani PhD
Department of Science & Technology Education,
University of Lagos, Lagos, Nigeria.
Tel: +234 8037860978 Email: uudeani@unilag.edu.ng
Abstract
The study utilized a modified adaptation of the Science Career Predictor Scale (SCPS) to assess eight factors
involved with science career choices: Interest, Enrolment, Masculine image of science, Social barriers, Role Model,
School factor, Teacher factor and Parental factor. The instrument was administered to a sample of 375 females
enrolled in a general studies programme in the 2010/2011 academic session at the University of Lagos, Nigeria. The
sample was then sub divided into female science major and female non-science major groups. A student’s t-test was
used to compare the responses of the two groups.
Result indicated that the group means were significant for enrolment, social barriers and role models. The group
means for interest, masculine image of science, school, teacher and parental factors were found not to be significant.
The paper concludes that because females and males appear to possess equal potential to develop the skills required
for the pursuit of science it is both a waste of talent and a deprivation to individuals that the two sexes do not
participate equally in science.
Keywords: Female participation in science, Female underrepresentation in science, Science careers, Gender
differences in science.
1. Introduction
In the second half of the 20th century resources have been allocated in many parts of the world for developing
curricula in school science. While initially the rhetoric and practice of many of these developments were directed to
the need for more scientists, an additional thrust toward the provision of “Science for All” has developed more
recently. These directions reflect two of the overriding aims of science education:
x To educate students for careers in science and technology
x To create a scientifically and technologically literate population capable of looking critically at the
development of science and technology and of contributing to democratic decisions about this
development.
In the context of these aims, concern has been expressed since the early 1970s regarding the imbalance between
female and male enrolment in science classes. The concern has focused progressively on the consequences of this
imbalance for universal scientific literacy and for gender equity in the pursuit of science and technology. It is now
widely acknowledged that by the end of schooling the number of females with the motivation and background to
progress into further studies in sciences, into decision-making roles or careers in science and technology and into
activities integral to the application of science and technology for development is much smaller than that of males
with similar motivation and background. Clearly, if science education is to achieve the above aims, it must provide
more equitably than in the past for the access and success of both females and males.
A summary of research findings pertaining to a number of aspects of sex-related differences in science career
enrolment indicates a narrow participation of girls in secondary school subjects of science and technology as well as
low numbers of women who hold a professional career in science or technology (e.g. NAEPT 1983, Lockheed et al.
1985). It also seems that girls who choose to learn science prefer subjects that are different from those favored by
boys. In their studies, Entwisle and Duckworth (1977), Jungwirth (1973) and Tamir (1975) have shown that while
boys are more oriented towards the so-called ‘hard’ sciences (physics, chemistry, etc), girls prefer the ‘soft’ subjects
such as human physiology, plant life, zoology, etc.
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Vol 2, No.5, 2012
In Nigeria, gender differences in enrolment in science, mathematics and technology careers show a lot of disparity,
with females being underrepresented. Table 1a&b presents data on this disparity from two S&T faculties at the
University of Lagos in Nigeria. (Source: University of Lagos, Academic Planning Unit, Enrolment Data for
2010/2011 academic year). The tables indicated that females constitute only 12.4% of the total enrolment in the
Faculty of Engineering and 37.5% of the total enrolment in the Faculty of Science. The picture presented in these
tables are typical of most S&T faculties in Nigeria.
The purpose of the present study, which was exploratory in nature, was to investigate the influence of some of these
factors that have been identified over the years as barriers to female pursuit of science-related careers. The variables
chosen for the study were:
x Interest
x Enrolment
x Masculine image of science
x Social barriers
x Role model
x School factors
x Teacher factors
x Parental influence.
2. Methodology
2.1 Sample and background of subjects.
The sample for the study was drawn from all the females enrolled in the general studies programme in the 2010/2011
session at the University of Lagos, Nigeria (this programme is offered to all students irrespective of their course of
study). A total of 375 females constituted the research sample. The sample was then subdivided into female science
major and female non-science major groups. The students in the faculties of arts, business studies, law and social
sciences were grouped under the non-science major group, while those in the faculties of basic sciences, engineering
and environmental sciences were put in the science major group (Table 2).
2.2 Instrumentation
A modified version of the Science Career Predictor Scale (SCPS) developed by Hill et al. (1990) was used to assess
the relevant contributions of the eight variables in the study in influencing the pursuit of a science career at the
university. The instrument consists of 48 attitude statements (6 statements for each of the 8 variables). A five-point
Likert scale ranging from ‘strongly agree’ to ‘strongly disagree’ was used for the responses to the statements. The
modified instrument was content revalidated by a panel of five science educators to rate the degree to which
agreement with a particular statement was indicative of the presence of an attitude that could discriminate between
someone pursuing a career in science and someone who was not. Their comments were used in modifying some of
the statements before the final version of the questionnaire was produced for distribution.
In order to get more qualitative responses from the respondents, the same questionnaire without the Likert scale was
used on about two-thirds of the respondents. Their responses were used to crosscheck previous responses and also to
obtain more personal information.
2.3 Method of data collection and analysis
Copies of the questionnaire were distributed to all respondents during a class and collected soon after. A score for
each subscale and scale was obtained by summing the scores assigned to each response to an item in a subscale. A
student’s t-test was used to compare the responses of those in the science major group with those in the non-science
major group for each of the subscales.
3. Results, discussions and conclusions
3.1 Results
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The results in Table 3 show that three subscale means were significant and five were not in respect of two groups of
respondents.
3.2 Discussion
The discussion of the findings on each of the subscales is presented below.
3.2.1 Interest
The results from the science and non-science major groups on the interest subscale show that both groups of students
were interested in science. The t-test showed no significant difference between the groups in this subscale. In all the
six subscales items the two groups did not differ in their opinion on their interest in science. These results are
interesting, as they do not corroborate previous research studies. For instance, after an extensive research study, Hill
et al. (1990) found that general lack of interest in science was responsible for lack of participation of females in the
field.
3.2.2 Enrolment
In 1981 Alison Kelly coined the term ‘the missing half’ to describe the under participation of girls in science. Also in
1981 the first GASAT (gender and science and technology) conference was held in Eindhoven in the Netherlands
with participation of representatives from eight countries that shared the problem of low enrolment of girls in
science. In the present study higher mean scores were recorded for the science major group; thus, the t-test was
significant. One interesting result from the subscale items was that 38% of the non-science major group mentioned
that they could not pursue a science career because they failed mathematics at ‘O’ levels. Universities in Nigeria
require a credit pass in mathematics to study any course in science. Thus, it can be inferred from the results that
mathematics proficiency is required to increase female enrolment in science careers. The subscale data on subjects
taken for ‘O’ levels also show that 79% of all the females registered for biology, and 31% for chemistry. Lower
percentages were recorded for physics.
3.2.3 Masculine Image of Science
Masculine image of science is the perception of math and science as masculine is a major barrier to females pursuing
careers in science areas (Bossert 1981, Vockell and Lubonc 1981, Weinreich Haste 1981, Whyte and Kelly 1982) In
the present study students in both science and non-science major groups agreed that science had a masculine image.
There was no significant difference on the t-test for the subscale means. In Nigeria female scientists have had very
low visibility. The masculine image of science is conveyed in the way in which the science curriculum is packaged,
taught and assessed. Of equal importance is that science and math textbooks have helped project the masculine
image of science in that until recently their illustrations were almost entirely male related and work problems
generally dealt with male-oriented mechanical and outdoor examples. Where women were portrayed, they were
usually shown in stereotypical roles such as housewives, helpers or spectators. Even though most publishers make a
conscience effort to remove sexist stereotypes and references from their books, it will probably be years, even with
efforts on all fronts, before this masculine image is changed.
3.2.4 Social barriers
This study viewed social barriers to female representation in science careers from three perspectives:
x Environmental (urban and rural setting)
x Socioeconomic status
x Societal expectations
Significant differences were found on the environmental and socioeconomic factors between the means of the
science and non-science major groups. However no significant difference was found on the societal factor. With
regard to the environmental subscale, 53% of the females who choose science lived in urban environments.
Okebukola and Jegede (1990) found that the general environment in which the learner spends most of their time, i.e.
whether it was predominantly manual or automated, and whether their reasoning pattern was empirical or
superstitious, affected career choices in science. Most rural environments in Nigeria do not have electricity;
consequently most activities are manual.
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Another significant factor in female participation in science careers is the socioeconomic status of the family. In
Nigeria, socioeconomic status classification would be more valid if based on the educational level of parents
(Udeani, 1992). The findings from this study show that 66% of the females with educated parents chose science
careers against 33% for their non-science counterparts.
It is generally believed that societal expectations are a major factor in female underrepresentation in science careers.
The present study showed no significant difference in the means of the students in the science and non-science major
groups in their opinion on societal expectations. The sociocultural forces at work tend to discourage girls from
choosing science careers. The societal expectation of females is marriage oriented and few Nigerian men would wish
to marry a female in the core engineering or science careers (there is a myth that too much education reduces chances
of marriage!). For the females, especially those in the non-science (60%) group, the desire for marriage and children
is more important than the attraction of a high-status career.
3.2.5 Role models
In the Nigerian society at large female scientists have had very low visibility. The study indicated a significant
difference between the students in the science and non-science major groups on all role model subscales. Females in
the science group indicated that their choice of career had been influenced by their interaction with female scientists
such as parents, siblings, relatives or family friends. Researchers (Malcolm et al. 1976; Young and Young 1974)
found that early exposure to and interactions with professional role models in the natural and technical sciences were
critical for recruiting and retaining students’ interest and participation in mathematics and science. The lack of role
models has been suggested as yet another factor that inhibits enrolment of females in sciences (Hill 1983; Pearson
1985). Some 57% of the students in the non-science group had not been acquainted or interacted with a female
scientist at secondary schools.
3.2.6 School factors
School factors in the context of this study were mainly construed as the packaging and presentation of curriculum
materials. The instructional materials used in science classrooms are known to carry implicit messages about the
relationship between gender and science. Research reported by Whyte (1986) demonstrated that, particularly in the
physical sciences, illustrations, examples and applications presented in resource materials are more familiar in
general to the experiences and interests of males than to those of females.
The present study agrees with previous research. The t-test for the subscale means shows no significant difference in
the responses of the two groups. They recognize that the curriculum typically omits references to females. This
researcher has established the deleterious effects of such omissions on female education in science and has
contributed to the recommendations for major reforms (AAUW 1992).
3.2.7 Teacher factors
The predominant pattern of teacher interaction with female and male students is well established. As Kelly (1988)
concludes from her meta-analysis of 81 studies of teachers-pupil interaction, it is now beyond dispute that girls
receive less of the teacher’s attention in class. Teacher-student interaction was explored in this study. The results
show a non-significant t-test for opinions of the females in the two groups (Table 3). The respondents mentioned that
they were under-involved in science lessons. Mahoney (1985) found that teachers unconsciously impede the progress
of girls in science and math classes by encouraging girls to keep their contributions short. In addition Dweck et al.
(1978) reported that boys received more praise and girls more criticism for the quality of their academic work. All
the respondents in this study indicated that their physics teachers had always been male; 74% had male chemistry
teachers, 66% male mathematics teachers, and 21% male biology teachers. These results indicate that most Nigerian
secondary schools have male science teachers, and most are coeducational. Selective interaction patterns favoring the
male student disadvantage the female student in science classes.
3.2.8 Parental factors
Results on parental factors could not be isolated easily due to the fact that most parents did not respond to the
questions. However, the item on parental expectation produced adequate results for analysis. Both groups of females
(81% of the total sample) mentioned that parents had different expectations for their female and male children
irrespective of the children’s demonstrated ability. Agreeing with Eccles (1989) studies, this study shows that parents
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expected sons to do better than daughters in mathematics, and they saw mathematics, physics and chemistry as more
important for sons than for daughters. This state of affairs is prevalent in the Nigerian society were parents are likely
to force their male children to study science even when they perform poorly in the subjects. On the other hand,
female children are not encouraged to take science even if they show exceptional cognitive abilities in the subjects.
4. Intervention initiatives in Nigeria
Over the years, the Nigerian government has paid minimal attention to education. This lack of commitment
prompted a lot of private sector investment in education. Science and technology education, in particular, suffered
because of lack of funds to equip laboratories and workshops. This situation is not very encouraging for girls, since it
makes the learning environment very competitive. Some initiatives have been introduced to facilitate girls’ access to
scientific and technological knowledge. The most prominent are described below:
x Large, nationwide, government-funded projects such as the Junior Engineers, Technologists and
Scientists (JETS) initiative. This is a televised science quiz programme for science students in secondary
schools starting at the zone level. Zonal winners proceed to the national level. The JETS programme had
popularized science, but its effect on increasing female participation in science is yet to be established.
x The establishment of Science, Maths and Technology (SMT) clinics for girls in specified institutions and
locations in Nigeria has reached an advanced stage. The clinics are a comprehensive multiphase
intervention aimed at increasing the number of females prepared at school level to enter science and
engineering studies. Private sector funding is being solicited for this project. The initiative has not taken off
at present due to lack of funds.
x Career counseling is another area where professional associations have had great input. Career days are set
aside periodically in schools to expose students to the career choices available in the many fields of human
endeavour. However, these career days have not specifically targeted females and science. There is a
growing need to expose girls to careers in science, because most girls are not able to relate the science they
do in school to the courses available in tertiary institutions. In this area, role models become very important.
Successful woman scientists in all spheres of life should be encouraged to address students during career
days.
x Information campaigns. Many states in Nigeria organize information campaigns on scientific and
technical occupations to familiarize students and their families with the range of careers and jobs in these
fields. In a few states these campaigns have reached the broad public through intense media coverage.
x Scientific awards and prizes have been targeted at females by scientific professional associations in
Nigeria to encourage greater participation of females in science. Of special mention is the initiative of the
Association of Women Engineers of Nigeria.
x Science fairs. The Science Teachers’ Association of Nigeria (STAN) organizes annual science fairs and
quizzes at state and national levels. These fairs, although not specifically targeted at females, encourage the
production of science projects. Prizes are awarded to winners of the best projects.
5. Conclusions
This paper began with the premise that all young people should be given the opportunity to be part of the pool of
future scientists and technologists and to be scientifically literate citizens. Because females and males appear to
possess equal potential to develop the skills required for the pursuit of science, it is both a waste of talent and a
deprivation to individuals that the two sexes do not participate equally in science. Attempts to remedy the gender
imbalance in participation in Nigeria must target primarily effective and sociocultural aspects. It is also important to
note that unless these programmes are specifically targeted to assess the status, articulate goals and directly target
educational problems of females, they are unlikely to be effective. Finally there is need for systemic support for
equity initiatives. Consistent and sustainable support from the government and the educational system is necessary
for both the implementation and continuance of intervention programmes.
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References.
AAUW. (American Association of University Women). (1992). How schools short changed girls. Commissioned
report prepared by the Wellesley College Centre for |Research on Women. Washington, DC: AAUW Educational
Foundation/National Education Association.
Bosert S. 1981. Understanding sex differences in children’s classroom experiences. Elementary School Journal 81,
254-266.
Dweck S. Davidson W. Nelson S. and Enna B. (1978). Sex differences in learned helplessness. II. The contingencies
of evaluative feedback in the classroom. Development Psychology 14, 268-276.
Eccles J. (1989.) Bringing young women into math and science. In: Crawford M. and Gentry M.(eds) Gender and
thought: psychological perspectives. Springer-Verlag, New York. 36-58.
Entwistle N. and Duckworth D. (1997). Choice of science courses in secondary school: trend and explanation.
Studies in Science Education 4, 63-82.
Hill O.W., Pettus C. and Hedin B.A. (1990). Three studies of factors affecting the attitudes of blacks and females
toward the pursuit of science and science-related careers. Journal of Research in Science Teaching 27, 4, 289-314.
Hell S.(1983). Participation of black students in higher education: a statistical profile from 1970-71 to 1980-81.
National Center for Educational Statistics, Washington, DC.
Kelly A. (1981). Retrieving the missing half. In: Kelly A.,(ed). The missing half. Manchester University Press,
Manchester, UK.
Kelly A.( 1998). Gender differences in teacher-pupil interaction: a meta-analytic review. Research in Education 39,
1-23.
Lockheed M.E., Thorpe M., Brooks-Gunn J., Casserlym P. and Mc Aloon A. (1985). Sex and ethnic differences in
middle school mathematics, science and computer science: what do we know? ERIC Document Reproduction
Service No. ED 303 353. Educational testing Service. (ERIC Document Reproduction Service), Princeton, NJ.
Mahoney P. (1985). School for boys? Hutchinson, London.
Malcom S., Hall P. and Brown J (1976). The double blind: the price of being a minority woman in science.
American Association for the Advancement of Science, Washington, DC.
Okebukola P.A.O. and Jegede O.J. (1990). Eco-cultural influences upon students’ concept attainment in science.
Journal of Research in Science Teaching, 27,7 ,661-669.
Pearson W. and Pearson L.( 1985). Baccalaureate origins of black American scientists: a cohort analysis. Journal of
Negro Education 54, 24-34
Udeani U.N. (1992). Learning outcomes in integrated science as related to teacher and student characteristics and
interaction pattern. PhD thesis, University of Nigeria, Nsukka.
Vockell E. and Lubonr S. (1981). Sex role stereotyping by high school females in science. Journal of Research in
Science Teaching 18,209-219.
Weinreich-Haste H.(1981). The image of science. In: Kelly A.,(ed). The missing half. Manchester University Press,
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TABLE 1
UNIVERSITY OF LAGOS
ACADEMIC YEAR: 2010/2011
TOTAL ENROLMENT OF FACULTY/DEPT., SEX AND LEVEL OF COURSES
Table 1a
FACULTY OF ENGINEERING UNDERGRADUATE COURSES PERCENTAG GRAND
E OF TOTAL
MALE FEMALE FEMALES
(%) (M&F)
CHEMICAL ENGINEERING 258 81 24.1 339
PET. & GAS ENGINEERING 175 27 7.1 377
CIVIL & ENV. ENGINEERING 250 25 9.1 275
ELECTRICAL ENGINEERING 367 45 11.0 412
COMPUTER ENGINEERING 136 24 15.0 160
MECHANICAL ENGINEERING 284 16 5.3 300
MET. & MAT. ENGINEERING 216 21 8.9 237
SURVEYING & 197 25 11.3 222
GEOINFORMATICS
SYSTEMS ENGINEERING 195 30 13.3 223
SUB TOTAL 2,078 294 12.4 2, 372
Table 1b
FACULTY OF SCIENCE UNDERGRADUATE COURSES PERCENTAGE GRAND
OF FEMALES TOTAL
MALE FEMALE (%)
(M&F)
BIOCHEMISTRY 151 143 48.6 294
BOTANY 123 145 54.1 168
MICRO-BIOLOGY 133 195 59.5 328
CELL BIOLOGY & GENETICS 154 178 53.6 332
CHEMISTRY 233 125 34.9 358
COMPUTER SCIENCE 242 65 21.1 307
GEOPHYSICS 66 13 16.5 79
GEOLOGY 69 9 11.5 78
FISHERIES 18 17 48.6 35
MARINE BIOLOGY (SCIENCE) 171 147 46.2 318
MATHEMATICS/STATISTICS 370 111 23.1 481
PHYSICS 358 50 12.3 408
ZOOLOGY 103 117 53.2 220
SUB TOTAL 2,191 1,315 37.5 3,506
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Table 2. Distribution of the students
Faculty Females
Non-science major Science major
Arts 85 -
Business Administration 68 -
Law 75 -
Social Sciences 46 -
Basic Sciences - 43
Engineering - 21
Environmental science - 37
Total 274 101
Tables 3. Responses of the Students to Items on the SCPS.
Subscale Means for S.D Means for SD df t Critical
science non-science statistics value of t
major major
Interest 33.26 8.32 32.02 9.03 373 0.82 1.960
Enrolment 29.44 7.81 24.10 8.43 373 2.43* 1.960
Masculine image of
science 31.86 7.69 32.27 8.32 373 1.10 1.960
Social barriers 34.25 3.21 30.16 6.53 373 2.09* 1.960
Role model 28.59 9.30 23.31 9.30 373 2.54* 1.960
School factors 28.95 7.97 28.80 9.16 373 0.89 1.960
Teacher factor 25.75 8.62 25.16 8.68 373 0.79 1.960
Parental factor 32.32 7.50 32.61 8.90 373 0.81 1.960
*(Significant at 0.05 level)
N for science major = 101
N for non-science major = 274
94
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