Causes of Girls' Poor Academic Performance in Science Subjects Kibaale District, Uganda
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Date
2010-08
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Kampala International University, Diploma in Primary Education
Abstract
This study aimed to determine why girls perform poorly in science subjects. The main objective of
the study ·was to investigate why girls perform poorly in science subjects in Kibaale District. The
respondents to the research ·were students as 'well as the teachers of the sampled secondary
schools in Kibaale District.
One of the findings of the present study relates to the method of teaching normally employed in the
science classrooms at secondary level in Uganda. The method was teacher-centered, and
student 's ·were passive and on the receiving end,learning algorithms to apply to solve science
problems. It seems that insufficient opportunities are provided to girls to be involved in their own
learning, and emphasizes the algorithmic procedures used for solving mathematics problems . .
Teachers were found to be playing a fundamental role in influencing students learning of sciences.
It was also found that teachers were seen to be strict, and that student's appreciated the strictness,
claiming that this helped them to have a disciplined class in ·which to learn mathematics.
Achievements, concerning success or failure in sciences, it. was found that students attributed
success primarily to efforts-evidence con-zing from the transcripts of pupils interviews as
discussed. These findings agreed with the findings of money and Thornton
Description
A Research Report Submitted to the Institute of Open And Distance learning in Partial Fulfillment of the Requirements for the Award of a Diploma in Primary Education of Kampala International University
Keywords
Girls' Poor Academic Performance, Science Subjects, Kibaale District, Uganda