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36 OLUGBUYI P.O.
Journal of Children in Science and Technology. (JOCIST) Vol. 10(1), pp 36 -43October, 2016. Available
online at http://www.cistng.org
ISSN 1597 – 133
GENDER INFLUENCE ON SCIENCE TEACHERS’ PERCEPTION OF
THEIR NEEDS IN SECONDARY SCHOOLS INONDO STATE, NIGERIA
OLUGBUYI, PETER OLUBUNMI
DEPARTMENT OR SCIENCE EDUCATION, EKITI STATE UNIVERSITY, ADO EKITI.
Abstract
This study investigated the influence of gender on theperceived academic and incentive
needs ofsecondary school science teachers using survey design. Participants were 200
science teachers selected from 90 out of 190 privately owned and government owned
schoolsusing simple random sampling techniqueacross the three senatorial districts in
Ondo State.The instrument titled Teachers’ Needs Questionnaire was used to collect data
from the respondents. Data collected were analysedusing chi square.The results of the
findings showed that there is a significant difference between science teachers’ gender
and their perception of their academic needs while there is no significant difference
between science teachers’ gender and their perception of their incentive needs.It is
recommended that needs assessment and evaluation be carried out regularly at every level
of education via research, to create awareness for school administrators in identifying the
areas to focus on for improvement and to help science teachers to teach effectively.
Introduction
Need can be defined as anything that is
necessary but lacking; a condition requiring
relief. However, needs as regards this research
means the essentials materials and qualities that
science teachers are lacking. Science teachers’
needs are the conscious drive, interest, or desired
results in part, perceived by Science teacher as
the assistance which is needed in order to do a
better job of teaching. Science teachers’ needs
are enormous and are of different priorities from
one individual to the other. Teachers, just like
any other categories of professionals, have
things they cherish which, if weighed, may
differ from one individual to another. Some of
Science teachers’ needs can be categorised as;
personal needs, basic needs, academic needs,
incentive needs, social needs, curricula needs,
among others.
Academic needs in this study are the conditions,
requiring relief but are lacking in the
classrooms, which will help the teacher to
function better.Incentive is any factor (financial
or non-financial) that enables or motivates a
particular course of action, or counts as a reason
for preferring one choice to the alternatives
(Steven, 2003). It is an expectation that
encourages people to behave in a certain way.
Teachers’ incentive can therefore be defined as
the factor that enables or motivates a course of
action in teaching. Since human beings are
purposeful creatures, incentive structure is
central to the study of all activities (both in
terms of individual decision-making,co-
operation and competition within a larger
institutional structure) (Steven, 2003). Science
teachers’ incentives in this study involve
increase in salary, bonuses, allowances,
promotion and sponsorship to attend seminars
and workshops. Excellence in scholarly
activities gives rise to excellent teaching, and the
benefit of this is excellent learning on the part of
Science students. Science teachers should be
Journal of Children in Science and Technology. (JOCIST) 37
sponsored to conferences, workshops and
seminars. Attendance at such programmes builds
the capacity of science teachers to cope with
current challenges in the world of teaching and
learning. These incentive needs, if attended to,
will improve science teaching and learning.
Teaching, being the basis and foundation for all
other professions, is an art of instructing and
imparting knowledge. Science teachers, being
the most important resource in education, will
determine the quality and structure ability of
science education(Ngman-Wara, Thomasand
Sylvester,2015). The practice of science
education has been increasingly informed by
research into science teaching and learning.
Research in science education relies on a wide
variety of methodologies, borrowed from many
branches of science and engineering such as
computer science, cognitive science, cognitive
psychology and anthropology. Science teachers
aim to define or characterize what constitutes
learning in science and how it is brought about
(Berube, 2008).Modupe (2005) identified some
characteristics of an effective teacher, which
include knowledge of subject matter,
organisation and clarity of presentation,
instructor – learner interaction and level of
enthusiasm. Others are; use of extension workers
(resource persons) in teaching, provision of
feedback to learners and help in the transfer of
learning to life outside the classroom. To make
teachers effective, certain honours/provisions
needed to be accorded teachers in order to help
bring forth the best in them.
A number of empirical studies have shown that
gender has influence on teaching performance
(Connell, 2002 and 2005, Abigail and Nnenna
2015). Gender issues are prevalent in this part of
the world (ArigbabuandMji, 2004).Hall and
Carter, (1999) and Halpern, (2000) opined that
there is gender difference in behavior, attitude
and interest of human beings.Nauert, (2015)
investigated the influence of gender on
perception, he asserts that there is significant
difference between gender and perception. In
light of this, it is therefore important to show the
influence of gender on science teachers’
perception of their academic and incentive
needs.
Statement of the Problem
Science teachers, as well as the educational
community as a whole have come under much
criticism over the past few years regarding the
competence of their teaching. This criticism, in
part, results from the growing emphasis on
accountability of science teachers in their mode
of teaching. In light of these persistent
criticisms, it is essential that attention be
directed towards the identification of the areas of
needs which secondary school science teachers
feel will improve their teachings.
Purpose of the Study
This study aimed at identifying the influence of
gender on science teachers’ perception of their
academic and incentive needs. Teachers’ needs
are inexhaustible, more so when it involves
different individuals with different homes and
educational backgrounds and socio – cultural
affiliations. This researcher, however, believed
that among science teachers’ needs, some
common needs could be identified from their
incentive and academic needs. This study
therefore sought to gather the response of a cross
– section of science teachers in Ondo state so as
to assert the effect of gender on their perception
of their needs.
Research Question
The following questions were raised to guide
this study:
1. What are the perceived academic and
incentive needs of science teachers?
2. Does gender influence the perceived
academic needs of science teachers?
3. Does gender influence the perceived
incentive needs of science teachers?
Methodology
This research was a descriptive study of the
survey type. 200 teachers selected from
90privately owned and government owned
schools (Federal, State and Local) from thethree
senatorial zones of Ondo State using stratified
random sampling technique constituted the
sample for the study. The sample entailed all the
science teachers in the selected schools. The
questionnaire was in form of an assessment
profile consisting of a list of statements which
had been designed to tap a wide range of science
38 OLUGBUYI P.O.
teachers’ needs. Necessary modifications were
made on the instrument based on the experts’
suggestions to assert its validity.
For reliability of the instrument, the final version
of the questionnaire was tested using the test re –
test method and a coefficient of 0.60 was
obtained. This enabled the researcher to
consider that the weakness in the instrument was
minimised. Chi square was used to determine
the significant difference between science
teachers’ gender and their incentive and
academic needs in science education, at 0.05
level of significance.
Result
1. Research Question 1.What are the
perceived academic and incentive needs of
science teachers?
Table 1: The number and percentages of Science Teachers’ responses to contents pertaining to
academic needs
S/NO
CONTENTS
Highly
Needed
Moderately
Needed
Not
Needed
Total
No. of teachers (%)
1.
More Periods to be allotted for science
teachers.
32 (16.0)
86 (43.0)
82 (41.0)
200
2.
Science teachers be involved in the
selection of topics for teaching.
59 (29.5)
98 (49.0)
43 (21.5)
200
3.
Classroom organization be decided by
teachers, e.g. small group, large group,
etc.
64 (32.0)
91 (45.5)
45 (22.5)
200
4.
Specification of minimum requirements
before students can progress to the next
level be decided by teachers.
92 (46.0)
90 (45.0)
18 (9.0)
200
5.
Science teachers to undergo in – service
training.
173 (86.5)
27 (13.5)
-
200
6.
Science teachers need practical
knowledge on how to use multimedia
resources for teaching
171 (85.5)
27 (13.5)
2 (1.0)
200
7.
Resource personnel needed in the
laboratories.
168 (84.0)
29 (14.5)
3 (1.5)
200
8.
Science teachers need to be creative in
methods of teaching.
122 (61.0)
71 (35.5)
7 (3.5)
200
9.
Science Teachers need online teaching
resource for teaching.
103 (51.5)
82 (41.0)
15 (7.5)
200
10.
Science laboratories need to be equipped
and updated with reagents and chemicals
180 (90.0)
20 (10.0)
-
200
Overall average responses to academic
needs
116 (58.0)
62 (31.0)
22(11)
200
Journal of Children in Science and Technology. (JOCIST) 39
The above table shows the number and
percentages of respondents with regards to the
items as pertaining to their academic needs. All
(100 percent) science teachers in Ondo state
believe that there is need for science teachers to
undergo in – service training and science
laboratories need to be equipped and updated
with reagents and chemicals. 99 percent science
teachers agreed to the need for practical
knowledge on how to use multimedia resource
for teaching while 98.5 percent agreed to the
need for resource teachers in the laboratories.
Also, over 90 percent science teachers agreed to
the need to be creative in their method of
teaching and the need for online teaching
resource.
Table 2: The number and percentages of Science Teachers’ responses to contents pertaining to
incentive needs
S/NO
CONTENTS
Highly
Needed
Moderately
Needed
Not
Needed
Total
No. of teachers (%)
1.
Allowances for Senior School
Certificate practical
examinations.
154 (77.0)
34 (17.0)
12 (6.0)
200
2.
Need for different Salary
Structure from other teachers
(non science).
65 (32.5)
127 (63.5)
8 (4.0)
200
3.
Government to sponsor Seminars
and Workshops both in and
outside the state.
184 (92.0)
16 (8.0)
-
200
4.
Accommodation to be closer to
the school.
22 (11.0)
62 (31.0)
116 (58.0)
200
5.
Increase in the rate of promotion.
152 (76.0)
45 (22.5)
3 (1.5)
200
Overall average responses to
incentive needs.
115 (57.5)
57 (28.5)
28(14)
200
The above table shows the number and
percentages of respondents with regards to the
items as pertaining to their incentive needs. 100
percent science teachers agreed that they should
be sponsored for seminars and workshops both
in and outside the state. 98.5 percent science
teachers agreed to increase in the rate of
promotion. While over 90 percent science
teachers agreed for different salary structure
from non-science teachers (although they did not
strongly subscribe to it), they also agreed to the
provision of allowances for senior school
certificate practical examinations.
Research Question 2.Does science teachers’
gender influence their academic needs?
40 OLUGBUYI P.O.
Table 3: Chi- square Analysis of the Responses of Male and Female Science Teachers to contents
pertaining to academic needs
S/NO
Gender
Highly
Need
Moderately
Needed
Not
Needed
TOTAL
2
df
REMARK
Observed No. of teachers (Expected)
1.
Male
Female
0 (18.2)
32 (13.8)
38 (49.0)
48 (37.0)
76 (46.7)
6 (35.3)
114
86
90.778
2
S
2.
Male
Female
19 (33.6)
40 (25.4)
59 (55.9)
39 (42.1)
36 (24.5)
7 (18.5)
114
86
27.738
2
S
3.
Male
Female
29 (36.5)
35 (27.5)
52 (51.9)
39 (39.1)
33 (25.7)
12 (19.4)
114
86
8.466
2
S
4.
Male
Female
35 (52.4)
57 (39.6)
64 (51.3)
26 (38.7)
15 (10.3)
3 (7.7)
114
86
25.893
2
S
5.
Male
Female
96 (98.6)
77 (74.4)
18 (15.4)
9 (11.6)
-
114
86
1.190
1
NS
6.
Male
Female
91 (97.5)
80 (73.5)
21 (15.4)
6 (11.6)
2 (1.1)
0 (0.9)
114
86
7.263
2
S
7.
Male
Female
92 (95.8)
76 (72.2)
19 (16.5)
10 (12.5)
3 (1.7)
0 (1.3)
114
86
3.465
2
NS
8.
Male
Female
47 (69.5)
75 (52.5)
62 (40.5)
9 (30.5)
5 (4.0)
2 (3.0)
114
86
44.222
2
S
9.
Male
Female
52 (58.7)
51 (44.3)
58 (46.7)
24 (35.3)
4 (8.6)
11 (6.5)
114
86
13.723
2
S
10.
Male
Female
100 (102.6)
80 (77.4)
14 (11.4)
6 (8.6)
-
114
86
1.532
1
NS
S = Significant, NS = Not Significant
From the above table, majority of the responses
showed level of significance, seven (7)
responses out of ten (10) (70%) showed level of
significance while three (3) (30%) showed no
level of significance.80 female teachers (93%)
wanted increase in periods allotted for science
compared to 38 (33.3%) of their male
counterpart while(79) (92%) wanted be involved
in the selection of topics for science teaching
compared to 78 (68%) of their male counterpart.
Decision on the classroom organization,
decision on the specification of minimum
requirements before students can progress to the
next level, practical knowledge on how to use
multimedia resources for teaching science
showed a level of significance. Also on
availability of resource teachers in the science
laboratory and need to be creative in methods of
teaching science and the use online teaching
resources for teaching science. All the teachers
wanted in – service training and the laboratory
to be updated which is not significant.
41 OLUGBUYI P.O.
Table 4:Chi-square analysis of average overall of the responses of Male and Female science
teachers to contents pertaining to academic needs
Gender
Highly Need
Moderately
Needed
Not Needed
TOTAL
2
D.F.
REMARK
Observed No. of teachers (Expected)
Male
Female
56 (66.34)
60 (50.06)
41 (35.4)
22 (26.7)
17(12.26)
4(9.26)
114
86
74.435
1
S
S = Significant
From Table 5, the Chi-square calculated (
2
)
was 74.435, which is greater than the table value
of 3.84 at 0.05 alpha level of significance, with 1
degree of freedom. This shows that the there is
significant difference in the perceptions of
science teachers on their academic needs with
respect to their gender.
Research Question 3.Does science teachers’
gender influence their incentive needs?
Table 5: Chi- square Analysis of the Responses of Male and Female Science Teachers to contents
pertaining to incentive needs
S/NO
Gender
Highly Need
Moderately
Needed
Not Needed
TOTAL
2
D.F.
REMARK
Observed No. of teachers (Expected)
1.
Male
Female
88 (87.8)
66 (66.2)
16 (19.4)
18 (14.6)
10 (6.8)
2 (5.2)
114
86
4.767
2
NS
2.
Male
Female
7 (37.1)
58 (28.0)
102 (72.4)
25 (54.6)
5 (4.6)
3 (3.4)
114
86
84.945
2
S
3.
Male
Female
102 (104.9)
82 (79.1)
12 (9.1)
4 (6.9)
-
114
86
2.299
1
NS
4.
Male
Female
18 (12.5)
4 (9.5)
44 (35.3)
18 (26.7)
52 (66.1)
64 (49.9)
114
86
17.476
2
S
5.
Male
Female
102 (86.6)
50 (65.4)
12 (25.7)
33 (19.4)
0 (1.7)
3 (1.3)
114
86
27.203
2
S
S = Significant, NS = Not Significant
From the above table, two (2) of the needs showed no level of significance while three (3) showed level
of significance.
Journal of Children in Science and Technology. (JOCIST) 42
Table 6:Chi-square analysis of average overall of the responses of Male and Female science
teachers to contents pertaining to incentive needs
Gender
Highly Need
Moderately
Needed
Not Needed
TOTAL
2
D.F.
REMARK
Observed No. of teachers (Expected)
Male
Female
64 (65.78)
52 (49.64)
37 (32.38)
20 (24.44)
13 (15.84)
14 (11.96)
114
86
0.031
1
NS
NS = Not Significant
From Table 6, the Chi-square calculated (
2
)
was 0.031, which is less than the table value of
3.84 at 0.05 alpha level, with 1 degree of
freedom. This shows that the there is no
significant difference in the perceptions of
science teachers on their incentive needs with
respect to their gender.
Discussion
This study reiterates the fact that evaluation of
science teachers’ needs is important for effective
teaching which agrees with Modupe (2005) and
Alan (2007) as both opined that needs affects
performance in teaching as it distracts and
reduces the effectiveness of science teaching.
The incentive needs where gender perspectives
were not significant but important are
preparation of allowances for senior school
certificate practical examinations and
sponsorship by Government to attend seminars
and workshops. While the academic needs
where gender perspectives were not significant
but important are in – service training,
availability of resource teachers in the laboratory
and update laboratory with reagent and
chemicals.
Scholars opined that in – service training is
essential for science teachers to be effective in
the classroom which had been shown in this
research that in – service training is a common
need between male and female science
teachers(Modupe, 2005,Lilia,
Kamisah,SubahanandMeerah, 2006, Beasley,
2000, Kazemi,andAshrafi, 2014 and Ngman-
Wara,Thomas and Sylvester,2015).
Academic needs where gender perspectives
showed significant difference are increase in
periods allotted for science teachers,
involvement of science teachers in selection of
topics, decision on the type of classroom
organisation, decision on the specification of
minimum requirements for students’ promotion
by teachers. Others are practical knowledge on
how to use the multimedia resources, creativity
in methods of teaching and online teaching
resources for teaching.
Incentive needs where gender perspectives
showed significant difference are different salary
structure and need for increase in the rate of
promotion.
Conclusion
Based on the findings of this study, it can be
concluded there is a significant difference
between male and female science teachers’
perception of their academic needs, while there
is no significant differences between male and
female science teachers’ perception of their
incentive needs.
Recommendations
Based on the findings of this research, needs
assessment and evaluation should be carried out
frequently via research to attend to the pressing
needs in science education.It is recommended
that gender differences should be taken into
consideration where science teachers’ needs are
reviewed. This research therefore serves as a
guide to the review of science teachers needs
with respect to sex differences and it is essential
to the advancement of science education and
should not be constrained.
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