Tanzania Secondary School Science Teachers Perception and Reaction to Gender Difference in Performance in Science

Abstract

For some time now, the Advanced Certificate of Secondary Education
Examination (ACSEE) results have revealed that the average percentage of
girls failing in the science subjects was about 6% higher than that of boys
(Physics, Maths and Chemistry). Poor enrolment of girls in science subjects at
the University of Dar es Salaam and Sokoine University has also been cause for
concern. Girls have continued to account for only about 10.0% of the total
admission in science. The ratio of girls to boys enrolled in science or technical
areas in tertiary institutions has also continued to be very low.
A study was conducted in 1995 which intended to give a careful description
of gender difference in performance in science from the perspective of
secondary school science teachers' views. The relevance of teachers'
perception stems from their pivotal influence on girls' self-image, motivation,
and attitudes to science. The study. sought to suggest ways in which girls
learning outcome and enrolment could be improved, I.e., by minimising
gender~related barriers to girls' successful learning and performance in science.
The s~dy also sought to reduce the gap on research in the University of Dar es
Salaam directed to this particular area.