Gender Differences in Performance of Chemistry Practical Skills Among Senior Six Students in Kampala District PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Gender Differences in Performance of Chemistry Practical Skills Among Senior Six Students in Kampala District PDF full book. Access full book title Gender Differences in Performance of Chemistry Practical Skills Among Senior Six Students in Kampala District by Fredrick Ssempala. Download full books in PDF and EPUB format.
Author: Fredrick Ssempala
Publisher: Universal-Publishers
ISBN: 1599427001
Category : Education
Languages : en
Pages : 107
Get Book Here
Book Description
The aim of this study was to determine if there were gender differences in the performance of Chemistry practical skills among senior six girls and boys in selected mixed secondary schools in Kampala District from February to March 2004. The study participants were drawn from five mixed secondary schools in the district. A total of fifty students participated, half of them girls and the other half boys. A cross sectional descriptive research design was used involving both quantitative and qualitative research strategies. The instruments of data collection were a Chemistry practical test (Quantitative analysis), student questionnaires and in-depth interviews. Questionnaires were filled out by all students and forty randomly selected students were interviewed by the researcher. The following were the findings: 1. There were no statistical significant differences between girls and boys in their ability to manipulate the apparatus/equipment, take observation, report/record results correctly, and compute/interpret/analyze results during the Chemistry practical. 2. Both female and male students perceived interpreting/analyzing results to be the most difficult skill to perform, whereas manipulation of apparatus/equipment was perceived to be the easy skill to perform during Chemistry practical by both gender. 3. Girls had a poor self-confidence in their ability to perform Chemistry practical, as most of them (90%) believed that boys are better than them. Although girls performed slightly better than boys overall, the skills in which boys performed slightly better than girls in recording/reporting results correctly, and computing/interpreting/analyzing results, contributed a higher percentage in the assessment of Chemistry practical examinations by the UNEB examiners. Hence, it may be the reason why boys perform better than girls in UNEB Chemistry practical examinations, and in 'A' Level Chemistry examinations generally. The recommendations were that Chemistry teachers in 'O' Level should make sure that students are taught mole concept, volumetric analysis and Ionic Chemistry, and balancing equations early enough so that both girls and boys are able to compute/interpret/analyze results. Also, further research should be done on gender and Chemistry practical skill performance, considering qualitative analysis practical for both 'O' and 'A' Level, so that more knowledge is gained about the effect of gender on performance of Chemistry practical skills.
Author: Fredrick Ssempala
Publisher: Universal-Publishers
ISBN: 1599427001
Category : Education
Languages : en
Pages : 107
Get Book Here
Book Description
The aim of this study was to determine if there were gender differences in the performance of Chemistry practical skills among senior six girls and boys in selected mixed secondary schools in Kampala District from February to March 2004. The study participants were drawn from five mixed secondary schools in the district. A total of fifty students participated, half of them girls and the other half boys. A cross sectional descriptive research design was used involving both quantitative and qualitative research strategies. The instruments of data collection were a Chemistry practical test (Quantitative analysis), student questionnaires and in-depth interviews. Questionnaires were filled out by all students and forty randomly selected students were interviewed by the researcher. The following were the findings: 1. There were no statistical significant differences between girls and boys in their ability to manipulate the apparatus/equipment, take observation, report/record results correctly, and compute/interpret/analyze results during the Chemistry practical. 2. Both female and male students perceived interpreting/analyzing results to be the most difficult skill to perform, whereas manipulation of apparatus/equipment was perceived to be the easy skill to perform during Chemistry practical by both gender. 3. Girls had a poor self-confidence in their ability to perform Chemistry practical, as most of them (90%) believed that boys are better than them. Although girls performed slightly better than boys overall, the skills in which boys performed slightly better than girls in recording/reporting results correctly, and computing/interpreting/analyzing results, contributed a higher percentage in the assessment of Chemistry practical examinations by the UNEB examiners. Hence, it may be the reason why boys perform better than girls in UNEB Chemistry practical examinations, and in 'A' Level Chemistry examinations generally. The recommendations were that Chemistry teachers in 'O' Level should make sure that students are taught mole concept, volumetric analysis and Ionic Chemistry, and balancing equations early enough so that both girls and boys are able to compute/interpret/analyze results. Also, further research should be done on gender and Chemistry practical skill performance, considering qualitative analysis practical for both 'O' and 'A' Level, so that more knowledge is gained about the effect of gender on performance of Chemistry practical skills.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 992
Get Book Here
Book Description
Author: UNESCO
Publisher: UNESCO Publishing
ISBN: 9231002333
Category :
Languages : en
Pages : 82
Get Book Here
Book Description
This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.
Author: Elizabeth Hegarty-Hazel
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 440
Get Book Here
Book Description
Author: Peter Barrett
Publisher: World Bank Publications
ISBN: 1464813787
Category : Education
Languages : en
Pages : 71
Get Book Here
Book Description
'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)
Author: Jack Hassard
Publisher: Routledge
ISBN: 1135890005
Category : Education
Languages : en
Pages : 577
Get Book Here
Book Description
The Art of Teaching Science emphasizes a humanistic, experiential, and constructivist approach to teaching and learning, and integrates a wide variety of pedagogical tools. Becoming a science teacher is a creative process, and this innovative textbook encourages students to construct ideas about science teaching through their interactions with peers, mentors, and instructors, and through hands-on, minds-on activities designed to foster a collaborative, thoughtful learning environment. This second edition retains key features such as inquiry-based activities and case studies throughout, while simultaneously adding new material on the impact of standardized testing on inquiry-based science, and explicit links to science teaching standards. Also included are expanded resources like a comprehensive website, a streamlined format and updated content, making the experiential tools in the book even more useful for both pre- and in-service science teachers. Special Features: Each chapter is organized into two sections: one that focuses on content and theme; and one that contains a variety of strategies for extending chapter concepts outside the classroom Case studies open each chapter to highlight real-world scenarios and to connect theory to teaching practice Contains 33 Inquiry Activities that provide opportunities to explore the dimensions of science teaching and increase professional expertise Problems and Extensions, On the Web Resources and Readings guide students to further critical investigation of important concepts and topics. An extensive companion website includes even more student and instructor resources, such as interviews with practicing science teachers, articles from the literature, chapter PowerPoint slides, syllabus helpers, additional case studies, activities, and more. Visit http://www.routledge.com/textbooks/9780415965286 to access this additional material.
Author: Aidan G Mulkeen
Publisher: World Bank Publications
ISBN: 0821380710
Category : Political Science
Languages : en
Pages : 224
Get Book Here
Book Description
Teachers are at the heart of good education, and good teacher policies are essential to ensure adequate supply, deployment and management of teachers. Enrollment in primary education has grown rapidly in Sub-Saharan Africa. Yet teacher policy in the region has oft en evolved without clear planning; in the absence of an overall strategy, countries have experienced serious problems with teacher supply and deployment, as well as with the quality of teaching. Based on case studies of education systems and practices in eight English-speaking African countries, 'Teachers in Anglophone Africa: Issues in Teacher Supply, Training, and Management' closely examines issues of teacher supply, deployment, management and finance. The book suggests that these issues are closely interrelated. Low numbers of qualified teaching graduates may result in teacher shortages; these shortages may make it difficult to deploy teachers effectively. Problems with teacher deployment may result in inefficient utilization of the teachers available, and those teachers' effectiveness may be further reduced by weak teacher management and support systems. The book identifies policies and practices that are working on the ground, noting their potential pitfalls and pointing out that policies designed to address one problem may make another problem worse. 'Teachers in Anglophone Africa: Issues in Teacher Supply, Training, and Management' offers a useful synthesis of the issues and draws together a series of promising practices, which can serve as positive suggestions for countries seeking to improve their teacher policies. The book should be of great assistance to education ministries and their development partners throughout the region as they address the challenges of the next phases of expansion in education.
Author: John Carnduff
Publisher: Royal Society of Chemistry
ISBN: 9780854043781
Category : Education
Languages : en
Pages : 48
Get Book Here
Book Description
This books surveys existing materials for pre-laboratory and post-laboratory exercises in the chemical sciences.
Author: Fiona E. Leach
Publisher: Oxfam
ISBN: 9780855984939
Category : Social Science
Languages : en
Pages : 176
Get Book Here
Book Description
This companion applies the Harvard framework, women's empowerment approach, gender analysis matrix and social relations approach to analysis of a variety of educational contexts, including national education policies and projects, schools, colleges, ministries, teaching and learning materials, and school and teacher training curricula.
Author: World Bank Group
Publisher: World Bank Publications
ISBN: 1464810982
Category : Education
Languages : en
Pages : 482
Get Book Here
Book Description
Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.
