The study examined the differences between enrolment and completion of students admitted into
science, technology, engineering and technology based undergraduate courses in Michael Okpara University of
Agriculture, Umudike. The population consists of all students admitted into the university from 2004/2005 to
2005/2006 academic sessions upwards who started graduating from 2008/2009 to 2010/2011. All members of
the population were used for the study. Three research questions were asked and three hypotheses tested to
guide the study. Percentages were used to answer the research questions while t-test was used to test the
hypotheses. Results showed significant differences between male and female students’ enrolment, graduation
and non-completion rates in STEM disciplines in Michael Okpara University of Agriculture, Umudike. It is
recommended that greater attention be given to ameliorate the factors that militate against female participation
in STEM.
The development of science education should be accorded a primal place in the overall framework of stabilizing the Nigerian economy. The paper examines the contributions of science education in the development of Nigerian economy, the paper observes that effective science education help control menaces bedeviling our education system. and practical policies are crucial in advancing Nigeria economically, given the huge challenges facing the giant of Africa. An alternate use of technical or innovative science education from oil which is about to go extinct. Corruption and examination malpractice are identified to be rubbishing every efforts made towards attainment of improved science education that could guarantee sustained national development in Nigeria. This paper attempts to assess the contributions of science education in order to make significant progress in terms of national development and job creation.
The position paper presents the interconnection between demographic and gender
gap dimension in university admission, and the suspected limitations to the success of
STEM curricula in Nigeria. The thoughts presented were supported by archivalreview
of existing literature and empirical descriptive analysis of university enrolment
with respect to STEM subjects (science, technology, engineering and mathematics).
The paper was a post-departmental seminar adjusted paper following audience
comments. The presentation emphasised the systematic biases in support for higher
institution with potential to constrain and weaken the humanities, social sciences and
consequently discourage universities (especially the private) from advertising for
humanities and social sciences courses. The result of analysis shows that the 4-year
cumulative admission (2005-2008) for courses like agriculture, medical science,
sciences and engineering was higher than the preceding 4-year (2001-2004)
cumulative admission. The opposite was recorded in administration, arts, education
and law, that range from 14.7% in 2006 to 18.5% in 2008. The social sciences
witnessed 20% and 8.0% admission cut down in 2005 and 2008 respectively.
Male/female enrolment gap range from 13.6% to 21.1%. The position is that STEM
could be a dependable programme for technological advancement but the persistence
gender gap in university enrolment could sustain the existing low economic status of
women with possible potential for more socio-economic vices such as high fertility
rate, infant and maternal morbidity and mortality, unemployment and poor family
wellbeing. The authors recommend intervention programme that could boost women
university enrolment in STEM subjects in Nigeria without relegating the humanities
and social sciences.
PSYCHOLOGICAL WELLBEING INTENDED FOR HEALTHY LONGEVITYIAEME Publication
Human body has multidimensional ability to perceive consciousness and has infinite
capacity to change, heal and renew by itself which is called rejuvenation. The estimation
of Life Expectancy based on data from World Health Organization (WHO) and World
Development Indicators (WDI) 2015, ranked 145/187 for India reflects poor life
expectancy
Teachers’ perceptions on challenges faced by rural secondary schools in the i...Premier Publishers
The paper analysed the teachers’ perceptions on challenges faced by rural secondary schools in the implementation of the technical and vocational education and training policy in Nkayi District in Zimbabwe. This study sought to investigate the challenges confronting teachers of rural secondary schools in Zimbabwe using the quantitative methodology. The study adopted the descriptive survey design. The target population comprised all secondary school teachers in Nkayi District. The sample consisted of 120 teachers of which 68 were female and 52 were male. The data were gathered through a questionnaire. The study revealed that most teachers had a positive attitude towards the TVET programme. It also revealed that schools faced many challenges as they tried to implement TVET. The study recommends that there should be more allocation of financial, material and human resources towards TVET in secondary schools.
The development of science education should be accorded a primal place in the overall framework of stabilizing the Nigerian economy. The paper examines the contributions of science education in the development of Nigerian economy, the paper observes that effective science education help control menaces bedeviling our education system. and practical policies are crucial in advancing Nigeria economically, given the huge challenges facing the giant of Africa. An alternate use of technical or innovative science education from oil which is about to go extinct. Corruption and examination malpractice are identified to be rubbishing every efforts made towards attainment of improved science education that could guarantee sustained national development in Nigeria. This paper attempts to assess the contributions of science education in order to make significant progress in terms of national development and job creation.
The position paper presents the interconnection between demographic and gender
gap dimension in university admission, and the suspected limitations to the success of
STEM curricula in Nigeria. The thoughts presented were supported by archivalreview
of existing literature and empirical descriptive analysis of university enrolment
with respect to STEM subjects (science, technology, engineering and mathematics).
The paper was a post-departmental seminar adjusted paper following audience
comments. The presentation emphasised the systematic biases in support for higher
institution with potential to constrain and weaken the humanities, social sciences and
consequently discourage universities (especially the private) from advertising for
humanities and social sciences courses. The result of analysis shows that the 4-year
cumulative admission (2005-2008) for courses like agriculture, medical science,
sciences and engineering was higher than the preceding 4-year (2001-2004)
cumulative admission. The opposite was recorded in administration, arts, education
and law, that range from 14.7% in 2006 to 18.5% in 2008. The social sciences
witnessed 20% and 8.0% admission cut down in 2005 and 2008 respectively.
Male/female enrolment gap range from 13.6% to 21.1%. The position is that STEM
could be a dependable programme for technological advancement but the persistence
gender gap in university enrolment could sustain the existing low economic status of
women with possible potential for more socio-economic vices such as high fertility
rate, infant and maternal morbidity and mortality, unemployment and poor family
wellbeing. The authors recommend intervention programme that could boost women
university enrolment in STEM subjects in Nigeria without relegating the humanities
and social sciences.
PSYCHOLOGICAL WELLBEING INTENDED FOR HEALTHY LONGEVITYIAEME Publication
Human body has multidimensional ability to perceive consciousness and has infinite
capacity to change, heal and renew by itself which is called rejuvenation. The estimation
of Life Expectancy based on data from World Health Organization (WHO) and World
Development Indicators (WDI) 2015, ranked 145/187 for India reflects poor life
expectancy
Teachers’ perceptions on challenges faced by rural secondary schools in the i...Premier Publishers
The paper analysed the teachers’ perceptions on challenges faced by rural secondary schools in the implementation of the technical and vocational education and training policy in Nkayi District in Zimbabwe. This study sought to investigate the challenges confronting teachers of rural secondary schools in Zimbabwe using the quantitative methodology. The study adopted the descriptive survey design. The target population comprised all secondary school teachers in Nkayi District. The sample consisted of 120 teachers of which 68 were female and 52 were male. The data were gathered through a questionnaire. The study revealed that most teachers had a positive attitude towards the TVET programme. It also revealed that schools faced many challenges as they tried to implement TVET. The study recommends that there should be more allocation of financial, material and human resources towards TVET in secondary schools.
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
Education remains the greatest tool for the development of any nation, no matters how well-outlined goals of education were, there would be no impact without the necessary support from the government. The past and present governments came as a result of the efforts of education, but it had not given education the necessary support to enhance democratic stability. The education policy of Nigeria was a great effort on the part of the formulators but the reality on ground did not match the policy on paper. No nation can hope to develop without sound education. This paper therefore examined the problems of education, so as to ensure quality education for sustainable democracy in Nigeria.
The work investigated private sectors participation and educational development of Secondary school in Abia State.
The work investigated private sectors participation and educational development of Secondary school in Abia State.
The term private connotes personal and that which belongs to an individual, group of people and not by the government
- Private sectors therefore are those parts of the economy which are owned by individuals.
Examples are wealthy individuals, Non-Governmental Organizations (NGOs), Alumni associations, Community Based Organizations (CBOs) etc.
The need for TVE is increasing as a result of so many factors: technological advancement,
globalization process, knowledge economy, changes in modes of production in the work place, growing
economic openness and competitiveness. TVE is very vital to the sustenance of technological development of
every nation in the present 21st century. For Nigeria to become developed greater emphasis must be placed on
technology education in order to improve on its quality for sustainable national development. This paper
discussed extensively on quality assuranceon TVE for sustainable national development in the 21st century. The
paper highlights on the concept of TVE and discusses on the status of TVE in Nigeria. Issues on sustainable
development and rationale for enhancing the quality of TVE in Nigeria in the 21st century were explained.
Conclusions were drawn and recommendations made amongst which are that: Government should introduce
sustainable financing scheme for TVE and increase the percentage of total expenditure on education to TVE and
also grant financial aids to trainees who are interested in pursuing TVE programs at whatever level and also
the involvement of major Nigerian stakeholders in the provision of workshop tools, equipment and other
infrastructural facilities for TVE graduates skills acquisition for sustainable national development.
The study examined the basic ICT facilities available for teaching and learning in Ekwusigo LGA of Anambra State, Nigeria. A survey research design was adopted for the study. Three research questions guided the study while the population of the study was three hundred and twenty five (325) teachers in secondary schools in the area. Using simple random sampling technique, two hundred (200) teachers were drawn and used for the study. A structured questionnaire with 15 items was the instrument for data collection that was duly validated by 3 experts and its reliability determined using Cronbach Alpha Procedure. An index value of 0.73 was obtained showing that the instrument was reliable for the study.Mean statistic and standard deviation were used to analyze the data collected. The findings showed that there were basic ICT facilitated in the schools and that the interest and performance of the students were enhanced using these facilities to teach and learn. The study also revealed obvious challenges in the application of these facilities. Implications of the study were drawn and recommendations made to enhance proper utilization of the facilities to boost learners’ interest.
Socio Economic Status and Female Enrollment in Engineering and Technology Pro...ijtsrd
Educational goals and systems around the world differ in many respects. The concerns to meet up with the science educational goals regarding the supply of human resources originate from the decreasing number of qualified female candidates for admission into the field of science and engineering in tertiary education in Cameroon. The objective of this study was to investigate the impact of socio economic status on female enrolment in Engineering and Technology programmes in Anglo Saxon state universities of Cameroon. The study used a cross sectional research design, and multi stage sampling technique was used to randomly select 276 respondents from the universities of Bamenda and Buea. Both quantitative and qualitative data were collected using structured questionnaire and interview schedules with 10 parents whose children are admitted in engineering and technology programs in the English speaking state universities. Descriptive statistics, point biserial and binary logit regression analysis were performed to achieve the stated specific objectives of the study. Content analysis was used to analyse the qualitative data. The findings revealed that, socio economic status of parents correlate significantly to students’ enrolment in engineering and technology. The null hypothesis tested was rejected. It is recommended that parents should feature prominently in future educational activities of their children. Nfor Julius Cheny "Socio-Economic Status and Female Enrollment in Engineering and Technology Programmes in Anglo-Saxon State Universities of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30789.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/30789/socioeconomic-status-and-female-enrollment-in-engineering-and-technology-programmes-in-anglosaxon-state-universities-of-cameroon/nfor-julius-cheny
Labour Market Core Skills Requirements And University Graduate Soft Skills Co...ResearchWap
Education is a means of empowerment to an individual and the society. Also, it is a solid tool for developing human capacity needed for a sustainable national development. Tertiary education, which comprises universities, polytechnics, colleges of education and mono technics, has been recognised as a means of developing human capacity required for sustainable national growth and development. Categorically, universities are saddled with the responsibility of developing high-level manpower within the setting of the requirements of the nation. As a result of the globalisation, data innovation and revolution in the present-day learning-based economy, so much prospect has been placed on universities in creating, outfitting and transmitting information for sustainable development and improved standard of living. Consequently, the university plays a critical part in engendering the human capacities with respect to authority, administration and technical expertise.
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
Education remains the greatest tool for the development of any nation, no matters how well-outlined goals of education were, there would be no impact without the necessary support from the government. The past and present governments came as a result of the efforts of education, but it had not given education the necessary support to enhance democratic stability. The education policy of Nigeria was a great effort on the part of the formulators but the reality on ground did not match the policy on paper. No nation can hope to develop without sound education. This paper therefore examined the problems of education, so as to ensure quality education for sustainable democracy in Nigeria.
The work investigated private sectors participation and educational development of Secondary school in Abia State.
The work investigated private sectors participation and educational development of Secondary school in Abia State.
The term private connotes personal and that which belongs to an individual, group of people and not by the government
- Private sectors therefore are those parts of the economy which are owned by individuals.
Examples are wealthy individuals, Non-Governmental Organizations (NGOs), Alumni associations, Community Based Organizations (CBOs) etc.
The need for TVE is increasing as a result of so many factors: technological advancement,
globalization process, knowledge economy, changes in modes of production in the work place, growing
economic openness and competitiveness. TVE is very vital to the sustenance of technological development of
every nation in the present 21st century. For Nigeria to become developed greater emphasis must be placed on
technology education in order to improve on its quality for sustainable national development. This paper
discussed extensively on quality assuranceon TVE for sustainable national development in the 21st century. The
paper highlights on the concept of TVE and discusses on the status of TVE in Nigeria. Issues on sustainable
development and rationale for enhancing the quality of TVE in Nigeria in the 21st century were explained.
Conclusions were drawn and recommendations made amongst which are that: Government should introduce
sustainable financing scheme for TVE and increase the percentage of total expenditure on education to TVE and
also grant financial aids to trainees who are interested in pursuing TVE programs at whatever level and also
the involvement of major Nigerian stakeholders in the provision of workshop tools, equipment and other
infrastructural facilities for TVE graduates skills acquisition for sustainable national development.
The study examined the basic ICT facilities available for teaching and learning in Ekwusigo LGA of Anambra State, Nigeria. A survey research design was adopted for the study. Three research questions guided the study while the population of the study was three hundred and twenty five (325) teachers in secondary schools in the area. Using simple random sampling technique, two hundred (200) teachers were drawn and used for the study. A structured questionnaire with 15 items was the instrument for data collection that was duly validated by 3 experts and its reliability determined using Cronbach Alpha Procedure. An index value of 0.73 was obtained showing that the instrument was reliable for the study.Mean statistic and standard deviation were used to analyze the data collected. The findings showed that there were basic ICT facilitated in the schools and that the interest and performance of the students were enhanced using these facilities to teach and learn. The study also revealed obvious challenges in the application of these facilities. Implications of the study were drawn and recommendations made to enhance proper utilization of the facilities to boost learners’ interest.
Socio Economic Status and Female Enrollment in Engineering and Technology Pro...ijtsrd
Educational goals and systems around the world differ in many respects. The concerns to meet up with the science educational goals regarding the supply of human resources originate from the decreasing number of qualified female candidates for admission into the field of science and engineering in tertiary education in Cameroon. The objective of this study was to investigate the impact of socio economic status on female enrolment in Engineering and Technology programmes in Anglo Saxon state universities of Cameroon. The study used a cross sectional research design, and multi stage sampling technique was used to randomly select 276 respondents from the universities of Bamenda and Buea. Both quantitative and qualitative data were collected using structured questionnaire and interview schedules with 10 parents whose children are admitted in engineering and technology programs in the English speaking state universities. Descriptive statistics, point biserial and binary logit regression analysis were performed to achieve the stated specific objectives of the study. Content analysis was used to analyse the qualitative data. The findings revealed that, socio economic status of parents correlate significantly to students’ enrolment in engineering and technology. The null hypothesis tested was rejected. It is recommended that parents should feature prominently in future educational activities of their children. Nfor Julius Cheny "Socio-Economic Status and Female Enrollment in Engineering and Technology Programmes in Anglo-Saxon State Universities of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30789.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/30789/socioeconomic-status-and-female-enrollment-in-engineering-and-technology-programmes-in-anglosaxon-state-universities-of-cameroon/nfor-julius-cheny
Labour Market Core Skills Requirements And University Graduate Soft Skills Co...ResearchWap
Education is a means of empowerment to an individual and the society. Also, it is a solid tool for developing human capacity needed for a sustainable national development. Tertiary education, which comprises universities, polytechnics, colleges of education and mono technics, has been recognised as a means of developing human capacity required for sustainable national growth and development. Categorically, universities are saddled with the responsibility of developing high-level manpower within the setting of the requirements of the nation. As a result of the globalisation, data innovation and revolution in the present-day learning-based economy, so much prospect has been placed on universities in creating, outfitting and transmitting information for sustainable development and improved standard of living. Consequently, the university plays a critical part in engendering the human capacities with respect to authority, administration and technical expertise.
The presentation is a position paper on the interconnections between the
education policy, curriculum choices on science, technology, engineering and
mathematics and the place of demography. The study is aggregate of thoughts
complemented with archival review of existing literature and empirical analysis on
admission trends and population growth. It was also firstly presented in one of the
several departmental seminars. The study emphasised that demographic trends and
growth are the main engine for technological progress. The study portrays
demographic trends as crucial engine for technological progress and also works as
the drivers of human capital towards achievement of economic prosperity. The result
revealed wider gender gap that range from 41.4% to 51.5% in both pre-and post-
STEM policy, though it finally stablised at 41.5% in 2009. The study positioned
demographers as the conduit for delivery of optimum population or population
explosion via assisted fertility technology e.g. in-vitro fertilization (IVF),
preimplantation genetic diagnosis, human reproductive cloning, fetal DNA in
maternal plasma, and genetic diagnosis). Therefore, while the pursuit of science,
technology, engineering and mathematics is crucial for growth, the neglect of the
sources of supply of human drivers or the demographic-based pull-and-push factors
could engender wobbling and crawling structure of technological advancement. The
authors however recommends adequate knowledge of these interplays for plausible
Curriculum Crisis in ICT and its Impact on Sustainable Science Education, Res...ijtsrd
Globally, Information and Communication Technology ICT curriculum is significant in realising sustainable science education. Despite this laudable global impact, curriculum crisis in ICT have plagued sustainable science education in Nigeria. The Unified Theory of Acceptance and Use of Technology UTAUT was adopted as the conceptual framework in this study. UTAUT model claims that the benefits of using technology and the factors that drive users’ decision to use it, is what determines users’ acceptance behaviour. The authors explored a narrative review, analysis, and synthesis of vast works of literature that revealed significant information on impact of curriculum Crisis in ICT on sustainable science education in Nigeria. The authors also used some keywords such as “Curriculum Crisis in ICT” , “ICT curriculum Crisis effect on science education” , and so on, to extract peer reviewed articles within the last five years. Results revealed that inclusion of good ICT curriculum design, policies, guidelines, equipment, motivations, high speed internet, etc., may leverage curriculum crisis in ICT. Results from this study may positively impact research and innovations in Nigerian following the absence of curriculum crisis in ICT resulting from inclusion of ICT policies, laws, guidelines. Obiokafor, Ifeyinwa Nkemdilim | Dr. Felix Chukwuma, Aguboshim | Abana, Chinenye Helen O "Curriculum Crisis in ICT and its Impact on Sustainable Science Education, Research and Innovations in Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35860.pdf Paper URL : https://www.ijtsrd.com/computer-science/other/35860/curriculum-crisis-in-ict-and-its-impact-on-sustainable-science-education-research-and-innovations-in-nigeria/obiokafor-ifeyinwa-nkemdilim
Effect of Government Spending on the Nigerian Educationijtsrd
Over the years, the quality of education offered in Nigeria has been affected by poor attendance and inadequate preparation by teachers at all levels. The morale of teachers has been low due to poor condition of service, low salaries and poor physical facilities such as libraries, laboratories, modern communication and Information technology equipments. The research work investigates the effect of government expenditure on the growth of the education sector in Nigeria. The research work employs both descriptive and inferential statistical analysis particularly the multiple regression estimating technique. Two models are formulated to examine this. The first model used average school enrollment as proxy for education growth while the share of the education sector in the GDP is used to proxy education sector growth in the second model. The independent variables are recurrent the total government recurrent expenditure, the total capital education and the GDP. The study made use of secondary data from 1987 2019. The result shows that recurrent expenditure does not have significant impact on the share of education sector in the GDP while it has significant and negative relationship with average school enrollment. On the other hand capital expenditure does not have significant impact on the average school enrolment but it does on share of education sector in the GDP. The implication of the result is that enrollment growth in the education sector in Nigeria does not correspond with the recurrent expenditure in Nigeria. Also the capital expenditure in terms of provision of educational and infrastructural facilities has not been having significant impact on the volume of school enrollment in Nigeria. This study has added to the literature calling for the increase in funding of the education sector in Nigeria. Oguntuase, Adeniyi "Effect of Government Spending on the Nigerian Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49484.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49484/effect-of-government-spending-on-the-nigerian-education/oguntuase-adeniyi
Education is necessity for both human and societal development, the more sophisticated it is the more
quality products it provides. One of the major problems facing higher education in Nigeria is under-funding.
Recently, the government investment in higher education was little bit increased as result of the total shutdown
of higher education institutions by the joint higher education academic union (ASUU,ASUP AND COASU)
strike action. In response to the report of the needs assessment of Nigerian Universities conducted in 2012, the
federal government earmarked N1.3trtillion for special intervention in the Nigerian public universities over the
next Six(6)years, of which N200billion out of the amount has been released. This paper attempts to examine the
trend in funding of higher education in Nigeria and the attendant effect between 2009 and 2013. The paper
observed some gaps in the funding and in the expenditure of available funds. The paper was concluded by
making appropriate recommendations to addressing the identified challenges.
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.
Arising from the questions “Would all types of human capital affect economic growth identically? And which type of schooling - primary, secondary, or tertiary – should public policy promote?”, this study examines the nexus between different educational levels and Indonesia’s economic growth over a reference period 1984-2014. During this period, education expansion took place at all three levels of education reflecting structural changes tied within the policies under the Millennium Development Goals (MDG’s) as the key and powerful factor for sustainable economic development. The study applies the augmented Lucas endogenous growth model and employs the autoregressive distributed lag model. The empirical analysis reveals a long-run relation between education and economic growth. The estimated long-run and short-run elasticity of different education levels reveal that, overall, human capital structure in Indonesia is still at the stage of promoting economic growth and identifies tertiary education as the main level for development. The findings reveal that education level matters to economic growth. Further, the empirical evidence helps shed light on why empirical studies have failed to find a significant relationship between schooling and economic growth.
An Examination of Effectuation Dimension as Financing Practice of Small and M...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Does Goods and Services Tax (GST) Leads to Indian Economic Development?iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Childhood Factors that influence success in later lifeiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Emotional Intelligence and Work Performance Relationship: A Study on Sales Pe...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Customer’s Acceptance of Internet Banking in Dubaiiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
A Study of Employee Satisfaction relating to Job Security & Working Hours amo...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Consumer Perspectives on Brand Preference: A Choice Based Model Approachiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Student`S Approach towards Social Network Sitesiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Broadcast Management in Nigeria: The systems approach as an imperativeiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
A Study on Retailer’s Perception on Soya Products with Special Reference to T...iosrjce
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Women in STEM: Closing the Gender Gap to National Transformation
1. IOSR Journal of Research & Method in Education (IOSR-JRME)
e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 5, Issue 2 Ver. III (Mar - Apr. 2015), PP 08-15
www.iosrjournals.org
DOI: 10.9790/7388-05230815 www.iosrjournals.org 8 | Page
Women in STEM: Closing the Gender Gap to National
Transformation
Akanwa, U. N.1
, Kalu-Uche, N.2
1,2
Department of Science Education, College of Agricultural and Science Education, Michael Okpara University
of Agriculture, Umudike, P.M.B. 7267, Umuahia, Abia State, Nigeria
Abstract: The study examined the differences between enrolment and completion of students admitted into
science, technology, engineering and technology based undergraduate courses in Michael Okpara University of
Agriculture, Umudike. The population consists of all students admitted into the university from 2004/2005 to
2005/2006 academic sessions upwards who started graduating from 2008/2009 to 2010/2011. All members of
the population were used for the study. Three research questions were asked and three hypotheses tested to
guide the study. Percentages were used to answer the research questions while t-test was used to test the
hypotheses. Results showed significant differences between male and female students’ enrolment, graduation
and non-completion rates in STEM disciplines in Michael Okpara University of Agriculture, Umudike. It is
recommended that greater attention be given to ameliorate the factors that militate against female participation
in STEM.
Keywords – Gender gap, STEM, National Transformation, Women.
I. Introduction
Globally, Science and Technology is acknowledged as the pivot of any nation’s development. Nations
touted to be the most developed (world powers) such as the United States of America, Germany and France are
nations who boast of several scientific and technological inventions and achievements. These nations’ scientific
and technological prowess are associated with rapid economic development as well as modern gadgets to make
their citizens live comfortably, have a longer life-span and, having other nations depend on them for the
existence of their own people. In recognition of this all-important function of Science and Technology,
developing and developed nations around the world are increasingly relying on the development of their human
capital in Science, Technology, Engineering and Mathematics (STEM) for attaining their long-term prosperity.
Contemporary policy makers consider widespread STEM literacy, as well as specific STEM expertise, to be
critical human capital competencies for a 21st century economy. This is evidenced by their making the
production of a robust STEM-proficient workforce a priority (National Science Foundation (NSF) 2010,
Gonzalez and Kuenzi 2012; Indiana Department of Education (IDOE) 2012; Osama, 1995).
The Nigerian nation also acknowledges that education, particularly education in STEM is the most
crucial factor in stimulating its socio-economic development and transformation. The provisions of the National
Policy on Education (FRN 2004) and the Science, Technology and Innovation Policy (FRN 2012) provide
strong platforms for Science and Technology development for the purpose of promoting sound economic
transformations that are citizen centred. Furthermore, the National Policy on Science, Technology and
Innovation (ST&I) (FRN 2012), seeks to evolve a nation that harnesses, develops and utilises ST&I to build a
large, strong, diversified, sustainable and competitive economy that guarantees a high standard of living and
quality of life for Nigerian citizens. This mission statement translates to Nigeria desiring to be a self-sufficient
nation. These aspirations clearly indicate that the Nigerian nation recognizes Science and Technology as an
instrument for national development and transformation – which is a complete change and growth towards
improvement of the attitudinal, behavioural, conceptual, patriotic, psychological, mental, physical, material,
institutional and organizational orientation and wellbeing of the nation (Walter 2008, Okafor 2012).
STEM is an approach to teaching and learning that integrates the content of Science, Technology,
Engineering and Mathematics with behaviours needed for success in the 21st century workforce. These
behaviours include: engagement in inquiry, logical reasoning, collaboration, communication, investigation and
creativity (A+
Educators, 2012). STEM Education typically includes educational activities across all grade levels
– from pre-school to post-doctorate – in both formal (classrooms) and informal (after-school programmes)
settings. Tsupros 2009 in Okpala (2012), refers to STEM education as an interdisciplinary approach to learning
where rigorous academic concepts are coupled with real life lessons with a view to ensuring that students apply
science, technology, engineering and mathematics in contexts that make connections among school, community,
work and the global enterprise maximally harnessed to enable the development of STEM literacy and with the
ability to compete in the new economy. For Rider-Bertrand 2007 in IDOE (2012), STEM education is an
intentional, meta-disciplinary approach to teaching and learning, in which students uncover and acquire a
2. Women in STEM: Closing the Gender Gap to National Transformation
DOI: 10.9790/7388-05230815 www.iosrjournals.org 9 | Page
cohesive set of concepts, competencies, and dispositions of science, technology, engineering, and mathematics
that they transfer and apply in both academic and real-world contexts, in order to be globally competitive in the
21st century. Thus, STEM education provides individuals with strong scientific, technological, engineering and
mathematical background to enhance skills development across STEM disciplines for the future workforce.
STEM requires that students become knowledgeable in many areas and be able to readily transfer this
knowledge in various scenarios.
The Nigerian education system recognizes the vital role of STEM Education in achieving sustainable
growth and development. This is evidenced by government’s commitment to ensuring that learning outcomes
emphasize STEM skill acquisition at all levels of the educational system. The National Policy on Education
(FRN, 2004) stipulates the compulsory teaching and learning of Mathematics, Basic Science and Basic
Technology, computer education, and agricultural science among other subjects for the first nine years of
compulsory schooling. For the 3 years of senior secondary schooling, students are expected to be taught
Mathematics, Biology, Chemistry, Physics, Agricultural Science, Applied Electricity, Electronics, Technical
Drawing, Computer Education, Auto mechanics, Food Science and Nutrition, Health Science, Building
Construction amongst other subjects. At the tertiary level, the policy specifies that a greater proportion of
expenditure shall be devoted to science and technology; the admission ratio into technology and business
courses shall be weighed in the ratio of 70:30, and that 60% of admissions into conventional universities shall be
allocated to STEM oriented courses, while at least 80% of admissions into universities of technology shall be
allotted to STEM-oriented disciplines.
Despite the NPE (FRN 2004) specification that every Nigerian Child shall have a right to equal
educational opportunities irrespective of any real or imagined disabilities - each according to his or her ability,
gender differences in enrolment in STEM careers show a lot of disparity, with females being underrepresented
(Abe 2012; Salman, Olawoye, & Yahaya 2011). UNESCO (2009) and Abe (2012) report that at the primary
school level, enrolment of boys and girls is almost equal, except in Northeast and Northwest zones. However the
population of girls gradually dwindles with progression through the educational ladder (Okogie 2001 in
Danjuma 2010, Abe 2012). This gap is most worrisome considering the demographic dynamics of Nigeria’s
population. As at 2012, Nigeria’s population stood at 16.62 million. It is currently estimated to be 17.85million
with a ratio of 1.04 males to each female (World Population Review 2014). The 2011 Global Gender Gap
Report of the World Economic Forum ranked Nigeria 120 out of 135 nations in Gender Gap index. Gender gap
refers to the differences between women and men, especially as reflected in social, political, intellectual, cultural
or economic attainments or attitudes. The report’s gender gap sub index pertaining to education is presented in
the table below.
Table 1: Gender Gap Sub indexes – Nigeria 2011
Gender Gap Sub indexes
Rank out of
135 countries Score
Sample
Average Female Male
Female to
male ratio
Educational Attainment 125 0.809 0.928
Literacy Rate 122 0.69 0.86 50 72 0.69
Enrolment in Primary Education 125 0.90 0.98 58 64 0.90
Enrolment in Secondary Education 124 0.77 0.90 22 29 0.77
Enrolment in Tertiary Education 111 0.70 0.86 8 12 0.70
Source: World Economic Forum (2012). Global Gender Gap Report 2011
Furthermore, Research reports indicate apparent differences in the curriculum choices made by boys
and girls. These differences result in consistent under-representation of girls and women in science and
scientific careers (Hill, Corbett and St Rose, 2010). According to Alade 2006 in Alade (2012), there is a wide
disparity in enrolment and academic achievement of boys and girls in some areas of specialization. Female
students tend to drift or be guided towards areas of studies regarded as feminine and thus shy away from
scientific and technological fields. Nnaka & Anaekwe’s (2006) report bears witness to this observation.
Students’ enrolment in the 2004 Senior School Certificate Examination indicates a disparity in male and female
students’ enrolment in science and technology inclined subjects. The table below culled from Nnaka &
Anaekwe (2006) shows that at the secondary school level, males prefer technical subjects while female
enrolment was skewed towards home sciences.
Table 2: Enrolment Pattern of candidates in STM subjects in the 2004 Senior Secondary School
Certificate Examination based on sex
STM Subjects Total Number of Candidates Number of males % Number of females %
Further Mathematics 18557 14732 79 3825 21
General Mathematics 832689 446907 54 385782 46
Agricultural Science 656599 369893 56 286706 44
Biology 821966 439358 53 382608 47
3. Women in STEM: Closing the Gender Gap to National Transformation
DOI: 10.9790/7388-05230815 www.iosrjournals.org 10 | Page
Chemistry 269774 159533 59 110241 41
Health Science 12306 5586 45 6719 55
Physics 265262 158402 59 106860 41
Applied Electricity 389 337 87 52 13
Auto Mechanics 169 166 98 3 2
Building Construction 200 178 89 22 11
Electronics 245 200 82 45 18
Metal works 570 562 99 8 1
Technical Drawing 7490 6462 86 1028 14
Wood Work 499 488 98 11 2
Clothing and Textile 541 15 3 436 97
Food and Nutrition 16903 1196 7 15707 93
Home Economics 11066 475 4 10591 96
Source: Nnaka and Anaekwe (2006)
Furthermore, Udeani (2012) reports 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. Abe’s (2012) study on gender
disparity in course offering and graduate output in Nigeria report that in the University of Lagos, girls were very
much concentrated in the so-called ‘female traditional subject areas’ of liberal arts and a disproportionate few
were found in Engineering, Medicine, and Law. This seemingly continued insignificant enrolment of women in
STEM related disciplines seem to undermine Nigeria’s focus on Science and Technology as the key to national
development and transformation. It is against this background that the researchers sought to investigate the
differences in enrolment and completion rate of male and female undergraduates in STEM disciplines in
Michael Okpara University of Agriculture Umudike (MOUAU).
Research Questions
1. What are the differences in male and female students’ enrolment into STEM disciplines in Michael Okpara
University of Agriculture Umudike (MOUAU)?
2. What are the differences in the completion rate of male and female students’ in STEM disciplines in
Michael Okpara University of Agriculture Umudike (MOUAU)?
3. What are the differences in the non-completion rate of male and female students’ in STEM disciplines in
Michael Okpara University of Agriculture Umudike (MOUAU)?
Hypotheses
1. There is no significant difference in the enrolment of male and female students in STEM disciplines in
Michael Okpara University of Agriculture, Umudike.
2. There is no significant difference in the completion rate of male and female students in STEM disciplines in
Michael Okpara University of Agriculture, Umudike.
3. There is no significant difference in the non-completion rate of male and female students in STEM
disciplines in Michael Okpara University of Agriculture, Umudike.
II. Method
The study adopted a combination of Ex Post Facto and correlation Research designs. This research
design does not include any form of manipulation or measurement; rather it studies facts that have already
occurred to determine if there are relationships between the variables. The study was carried out in Michael
Okpara University of Agriculture, Umudike. The study sought to scrutinize data on students’ enrolment (from
2004/2005 to 2005/2006) and graduation from 2008/2009 to 2010/2011 sessions to find out if there are
differences in male and female students enrolment and graduation in STEM disciplines. The data was collected
from the Registry of the university and analyzed using descriptive statistics.
III. Results
Research Question 1: What are the differences in male and female students’ enrolment into STEM disciplines
in Michael Okpara University of Agriculture Umudike (MOUAU)?
4. Women in STEM: Closing the Gender Gap to National Transformation
DOI: 10.9790/7388-05230815 www.iosrjournals.org 11 | Page
Table 3: Enrolment and graduation of male and female students in STEM inclined disciplines in Michael
Okpara University of Agriculture, Umudike from 2008/2009 to 2010/2011 academic session
Source: Registry, Michael Okpara University of Agriculture, Umudike
Legend: CAFST-College of Food Processing and Storage Technology; CCSS-College of Crop and Soil
Science; CNREM-College of Natural Resources and Environmental Management; CEET-College of
Engineering and Engineering Technology; CAERSE-College of Agricultural Economics, Rural Sociology and
Extension; CNAS-College of Natural and Applied Sciences; CASAP-College of Animal Science and Animal
Production.
Table 3: Male and female enrolment trends in STEM-oriented disciplines in Michael Okpara University
of Agriculture, Umudike
COLLEGE
TOTAL ENROLMENT
2008-2011 SESSIONS MALE ENROLMENT (%) FEMALE ENROLMENT (%)
CAFST
(5 YEARS)
661 230 (34.8%) 431 (65.2%)
CCSS
(4 YEARS)
288 176 (61.1%) 112 (38.9%)
CNREM
(4 YEARS)
131 63 (48.1%) 68 (51.9%)
CEET
(5 YEARS)
1177 1083 (92.0%) 94 (8.0%)
CAERSE
(5 YEARS)
493 258 (52.3%) 235 (47.7%)
CNAS
(4 YEARS)
1416 857 (60.5%) 559 (39.5%)
CASAP
(4 YEARS)
169 88 (52.1%) 81 (47.9%)
TOTAL 4335 2755 (63.6%) 1580 (35.4%)
Table 3 shows that generally, there were more males (63.6%) enrolling in STEM-oriented disciplines than
females (35.4%). Notably, 92% of all enrolments into the college of engineering were males. However, there
were consistently more females enrolling into the College of Food Processing and Storage Technology for the
three sessions.
Research Question 2: What are the differences in the completion rate of male and female students’ in STEM
disciplines in Michael Okpara University of Agriculture Umudike (MOUAU)?
Table 4: Male and female graduation trends in STEM-oriented disciplines in Michael Okpara University
of Agriculture, Umudike
COLLEGE
TOTAL GRADUATION
2008-2011 SESSIONS MALE (%) FEMALE (%)
CAFST
(5 YEARS)
136 44 (32.4) 92 (67.6)
CCSS
(4 YEARS)
92 44 (47.8) 48 (52.2)
CNREM
(4 YEARS)
71 33 (46.5) 38 (53.5)
CEET 136 121 (89.0) 15 (11.0)
5. Women in STEM: Closing the Gender Gap to National Transformation
DOI: 10.9790/7388-05230815 www.iosrjournals.org 12 | Page
(5 YEARS)
CAERSE
(5 YEARS)
120 58 (48.3) 62 (51.7)
CNAS
(4 YEARS)
411 260 (63.3) 151 (36.7)
CASAP
(4 YEARS)
51 26 (51.0) 25 (49.0)
TOTAL 1017 586 (58%) 431 (42%)
Table 4 shows male and female graduation trends in STEM-oriented disciplines in Michael Okpara
University of Agriculture, Umudike
Generally, more males (58%) than females (42%) graduated successfully within the stipulated duration
of the various STEM programmes. When considered separately, based on ratio of male to female enrolments,
more males graduated/completed their programme within the set duration of the programmes; except in CCSS
(2008-2011 sessions), CAFST (2008-2010 sessions), CAERSE (2008/2009 session), CASAP (2009/2010
session) and in CNAS (2008-2010 sessions) where there were significantly more females graduating.
Research Question 3: What are the differences in the non-completion rate of male and female students’ in
STEM disciplines in Michael Okpara University of Agriculture Umudike (MOUAU)?
Table 5: Non-completion rate in STEM disciplines as at stipulated programme duration
Session 2008/2009 2009/2010 2010/2011
Sex Male Female Male Female Male Female
College
(duration
of
programme)
Numberon
admission
Numbernot-
graduating(%)
Numberon
admission
Numbernot-
graduating(%)
Numberon
admission
Numbernot-
graduating(%)
Numberon
admission
Numbernot-
graduating(%)
Numberon
admission
Numbernot-
graduating(%)
Numberon
admission
Numbernot-
graduating(%)
CAFST
(5 YEARS)
50
40
(80)
116
82
(70.7)
119
103
(86.6)
165
135
(81.8)
61
43
(70.5)
150
122
(81.3)
CCSS
(4 YEARS)
55
45
(81.8)
13
5
(38.5)
23
7
(30.5)
28
8
(23.6)
98
80
(81.6)
71
51
(71.8)
CNREM
(4 YEARS)
32
25
(78.1)
31
19
(61.3)
20
7
(55)
23
11
(47.8)
11
-2
(-18.2)
14
0
(0)
CEET
(5 YEARS)
261
218
(83.5)
22
17
(77.3)
362
327
(89.5)
27
21
(77.8)
460
420
(90)
45
41
(91.2)
CAERSE
(5 YEARS)
106
92
(86.8)
70
53
(75.7)
66
43
(65.2)
80
54
(67.5)
86
65
(75.6)
85
66
(77.6)
CNAS
(4 YEARS)
305
227
(73.5)
195
139
(71.3)
337
242
(71.8)
183
136
(74.3)
215
128
(59.5)
181
133
(73.5)
CASAP
(4 YEARS)
34
0
(0)
25
0
(0)
26
8
(30.8)
23
5
(21.7)
28
20
(71.4)
33
26
(78.8)
Table 5 shows non-graduation trends of male and female students in STEM disciplines in Michael Okpara
University of Agriculture, Umudike
Hypothesis 1: There is no significant difference in the enrolment of male and female students in STEM
disciplines in Michael Okpara University of Agriculture, Umudike.
Table 6: Summary of t-test analysis of difference in male and female students’ enrolment into STEM
disciplines in Michael Okpara University of Agriculture, Umudike.
Variable N mean t-cal t-crit Remark
Male 2755 393.5714
16.77 1.895 significantfemale 1580 225.7143
The calculated t-test value of 16.77 is greater than the tabulated t-test value of 1.895 at degree of
freedom of 6 and 0.05 level of significance. Since the critical t-value is less than the calculated t-value, the null
hypothesis that there is no significant difference in the enrolment of male and female students in STEM
disciplines in Michael Okpara University of Agriculture, Umudike is rejected and the alternative hypothesis that
there is a significant difference in the enrolment of male and female students in STEM disciplines in Michael
Okpara University of Agriculture, Umudike is upheld.
Hypothesis 2: There is no significant difference in the completion rate of male and female students in STEM
disciplines in Michael Okpara University of Agriculture, Umudike.
6. Women in STEM: Closing the Gender Gap to National Transformation
DOI: 10.9790/7388-05230815 www.iosrjournals.org 13 | Page
Table 7: Summary of t-test analysis of difference in male and female students’ completion rate in STEM
disciplines in Michael Okpara University of Agriculture, Umudike
Variable N mean t-cal t-crit Remark
Male 586 83.71
4.744 1.895 significant
female 431 61.57
The calculated t-test value of 4.744 is greater than the tabulated t-test value of 1.895 at degree of
freedom of 6 and 0.05 level of significance. Since the critical t-value is less than the calculated t-value, the null
hypothesis that there is no significant difference in the completion rate of male and female students in STEM
disciplines in Michael Okpara University of Agriculture, Umudike is rejected and the alternative hypothesis that
there is a significant difference in the completion rate of male and female students in STEM disciplines in
Michael Okpara University of Agriculture, Umudike is upheld.
Hypothesis 3: There is no significant difference in the non-completion rate of male and female students in
STEM disciplines in Michael Okpara University of Agriculture, Umudike.
Table 8: Summary of t-test analysis of difference in male and female students’ non-completion rate in
STEM disciplines in Michael Okpara University of Agriculture, Umudike
Variable N mean t-cal t-crit Remark
Male 2138 305.43
17.65 1.895 significant
female 1024 146.28
The calculated t-test value of 17.65 is greater than the tabulated t-test value of 1.895 at degree of
freedom of 6 and 0.05 level of significance. Since the critical t-value is less than the calculated t-value, the null
hypothesis that there is no significant difference in the non-completion rate of male and female students in
STEM disciplines in Michael Okpara University of Agriculture, Umudike is rejected and the alternative
hypothesis that there is a significant difference in the non-completion rate of male and female students in STEM
disciplines in Michael Okpara University of Agriculture, Umudike is upheld.
IV. Discussion Of Findings
The trend in undergraduate enrolment in STEM disciplines examined for the three sessions (2008-
2011) showed that overall, male enrolment was higher (63.6%) than female enrolment (35.4%). However, a
closer scrutiny highlights the higher enrolment of females (65.2%) than males (34.8%) in the College of Food
Processing and Storage Technology and also in the College of Natural Resources and Environmental
Management with 51.9% female enrolment and 48.1% male enrolment. This enrolment inclination corroborates
Nnaka and Anekwe’s (2006) report that females tended to enrol in home and biological sciences in WAEC
examinations. Conversely, male enrolment in all the remaining five STEM-inclined colleges was consistently
higher than female enrolment. The College of Crop and Soil Science had overall 61.1% male enrolment and
38.9% female enrolment while, the College of Engineering and Engineering Technology had 92% of male
enrolment and only 8% of female enrolment. These male and female enrolment trends are significantly
different. This finding agrees with Sowers’ (2013) report that enrolment in most STEM major courses are often
exclusively male dominated. It also corroborates Hassan, Boladale, Oloapa and Oladipo’s (2012) report that
females were underrepresented in science and technology in tertiary education as well as Ekine’s (2013) report
that from 1998/1999-2001/2002, women made up only 23% of students in technology courses and 26% of
students in science courses in 12 Nigerian states. This report is similar to Salman’s (2001) finding that the
percentage of females enrolled in Mathematics and Science disciplines in University of Ilorin in 1995/96 to
1997/98 sessions were smaller than male enrolments.
A variety of factors have been blamed for women’s poor participation in STEM disciplines. These
factors for Alade (2012) are primarily rooted in the religious and cultural beliefs surrounding the role of women
in the society. Danjuma (2010) opines that the girl-child’s access to STM is hindered by large family size,
poverty and parents’ low educational background. Societal structures such as traditional values and practices set
up social norms, social status and perceptions that place limitations on the girl-child’s participation in Science,
Technology and Mathematics (STM) Education. Lack of female mentors and role models in STEM has also
been held culpable for the persistently low enrolment and participation of women in STEM (Harry 2014,
Atuahene and Owusu-Ansah 2013).
There was also a significant difference in male and female students’ graduation rate in STEM
disciplines in Michael Okpara University of Agriculture, Umudike. This finding aligns closely with Hango’s
(2013) report that women were proportionately under-represented among STEM graduates, compared with
7. Women in STEM: Closing the Gender Gap to National Transformation
DOI: 10.9790/7388-05230815 www.iosrjournals.org 14 | Page
other fields in Canada and Boladale, Oloapa and Oladipo’s (2012) assertion that only a few female graduate
employees in Nigeria had science and technology background.
However, a more worrisome trend is the decline in completion rate of students, especially female
students, in STEM disciplines in Nigerian Universities. Data collected on the enrolment and completion rate of
students in STEM disciplines in Michael Okpara University of Agriculture, Umudike suggests that Nigeria is
not only saddled with the problem of attracting females to STEM disciplines but also with the challenge of
retaining females in STEM. Several studies such as Elechi (2010), Eze & Kalu-Uche (2013), Book (2011) and
Hill, Corbett and St. Rose (2010) have been able to put into perspective, the marginalization of women in
STEM, and have suggested strategies such as: gender stereotyping, gender mainstreaming, single-sex education
and career counseling among others for improving women recruitment in STEM education and disciplines,
there seems to be no documented evidence that these strategies have succeeded in retaining girls in STEM
disciplines in Nigeria.
These findings suggest that the female members of the Nigerian nation are underrepresented in STEM
disciplines and as such are not contributing to Nigeria’s socio-economic growth. For Nigeria to attain national
transformation, its teeming female population needs to participate maximally in STEM so as to close the gender
gap threatening the nation’s development and transformation.
V. Conclusion
In view of the similarities in female participation in STEM fields across the nation, as suggested by
various research reports, more objective analyses of the factors militating against female participation in STEM
are required. This will ultimately lead to the identification, formulation and enactment of policies that will
assure enrolment, retention, graduation and employment of Nigerian women in STEM disciplines. Nigerian
women have the potential to contribute 50% of the human capital in STEM required for Nigeria’s
transformation. Thus, their enrolment and retention in STEM fields should be a policy priority.
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