African Journal of Gender and Women Studies

African Journal of Gender and Women Studies ISSN: 2736-1578, Vol. 10 (2), pp. 001-008, February, 2025. Available online at www.internationalscholarsjournals.org © International Scholars Journals

Full Length Research Paper

Examining Gender Differences in Self-Efficacy Beliefs in School Children: Perspectives of Students and Educators

Jane Webb-Williams

School of Education, University of South Australia.

Received 21 April, 2024; Accepted 4 August, 2024; Published 10 October, 2024

Abstract

This small scale study examined gender differences in self-efficacy. 24 girls and 28 boys aged between 10 and 12 years completed self-efficacy questionnaires and attainment tests. The study was conducted in two primary school classrooms in England and the results indicated that gender differences in self-efficacy were significant with boys holding a lower sense of self-efficacy than girls coupled with lower performance. Boys’ self-efficacy scores were significantly correlated with performance but this relationship was lower than that of the girls. Interviews with the two teachers involved in this study showed a lack of understanding and awareness of the self-efficacy beliefs of their students and the impact it potentially had on their students’ performance. Implications for teachers are discussed.

Key words: Primary classroom, self-efficacy, gender, correlation, attainment.

African Journal of Gender and Women Studies ISSN: 2736-1578, Vol. 10 (1), pp. 001-009, January, 2025. Available online at www.internationalscholarsjournals.org © International Scholars Journals

Full Length Research Paper

Addressing Gender Needs in Infrastructure Development: A Study of Kampala’s Urban Landscape 

Buyana Kareem¹* and Shuaib Lwasa²

¹Department of Socio-economic Sciences, Cavendish University, Uganda.
²Department of Geography, Geoinformatics and Climatic Sciences, Makerere University, Uganda.

Accepted 30 December, 2024

Abstract

Urban service delivery in cities of Africa is undergoing transformation in the quest to improve access and coverage while reducing the urban infrastructure deficit. This is mainly signaled by the gradual shift to integrated urban planning functions and decision-making spheres within the institutional set-up of city authorities. This paper builds on a triangulated study in Kampala city to argue that urban planning functions should not only be integrated but also responsive to gender needs, as an inclusive pathway to sustained provision of infrastructure. The study found out that the utilization of infrastructure and the associated aspects of service delivery are socially preconditioned by socio-economic preferences that are based on gender differentials in mobility needs. Women preferred infrastructure that offers personal security, flexible mobility, hygiene and physical comfort, whereas men were primarily concerned about alternative travel routes for punctuality, safety while on the road, convenience and quicker connectivity to public utilities. But planning at city level has neither integrated nor transcended the physical, economic and environmental accounts of infrastructure and service provision to include gender responsiveness. This ultimately leads to delivery outcomes that are less aligned to variations in women’s compared to men’s end-user expectations. The paper concludes with a step-wise framework for conceptualizing how urban planning can be gender responsive together with examples on real-life applications in the context of African cities.

Key words: Infrastructure, services, gender, urban planning, African cities.
 

African Journal of Gender and Women Studies ISSN: 2736-1578, Vol. 9 (3), pp. 001-009, March, 2024. Available online at www.internationalscholarsjournals.org © International Scholars Journals

Full Length Research Paper

Gender disparity analysis in academic achievement at higher education preparatory schools: Case of South Wollo, Ethiopia

Amogne Asfaw Eshetu

Department of Geography and Environmental studies, Wollo University, Ethiopia. E-mail: [email protected].

Received 24 October, 2023; Accepted 17 December, 2023

Abstract

Gender is among the determinant factors affecting students’ academic achievement. This paper tried to investigate the impact of gender on academic performance of preparatory secondary school students based on 2014 EHEECE result. Ex post facto research design was used. To that end, data were collected from 3243 students from eight purposively selected schools. The analysis has been undertaken quantitatively using independent samples t-test, one sample t-test, Pearson correlation coefficient, Chi-square test, ANOVA and linear multiple regression. The findings revealed that there is statistically significant difference between male and female students favoring the former. Sample mean is statistically higher than regional and zonal mean scores. A statistically significant difference among sampled schools has been observed. Younger students have scored significantly higher result than the older ones. The proportion of male students in the upper achieving groups was significantly higher than females and the opposite was true for low achieving groups. More effort is needed by concerned bodies so as to narrow the gender disparity. Furthermore, additional studies should be conducted to investigate the performance differences among schools.

Keywords: Gender, academic achievement, preparatory secondary schools, t-test.
 

African Journal of Gender and Women Studies ISSN: 2736-1578, Vol. 9 (2), pp. 001-013, February, 2024. Available online at www.internationalscholarsjournals.org © International Scholars Journals

Full Length Research Paper

Co-educational tutorial classes and their significance on gendered test scores of Wollo University students: A before-after analyses

Mu’uz Gidey

Wollo University, Ethiopia. E-mail: [email protected] /[email protected].

Received 17 May, 2015; Accepted 31 October, 2023

Abstract

This action research is carried out in a practical class room setting to devise an innovative way of administering tutorial classes to improve students’ learning competence with particular reference to gendered test scores. A before-after test score analyses of mean and standard deviations along with t-statistical tests of hypotheses of second year Civics and Ethical Studies Students administering 18 hours tutorial classes had been carried out. The findings showed the hitherto upheld gender gap based view that the average female student scores lag behind their male counter parts. Test scores have improved significantly for female students than male after tutorial. The significance test as to whether tutorial classes have gendered correlates showed high pedigree, contrary to common expectations, towards female students indicating the need for rearticulating gender sensitivity to the needs of male students. The study has shown tutorial classes meant to improve students’ test scores fall prey of committing unintentional error of femininizing tutorial programs; that in turn cause fallback of male students’ scores; that made them fail to benefit from their comparative strengths. Thus, it is commendable to take note of both male and female students’ needs not only to empower and enable them benefit from their learning weakness but also from their strengths: gendering tutorial programs inclusive of male students.

Keyword: Tutorial, test scores, gender, Wollo University.

African Journal of Gender and Women Studies ISSN: 2736-1578, Vol. 9 (1), pp. 001-007, January, 2024. Available online at www.internationalscholarsjournals.org © International Scholars Journals

Full Length Research Paper

Knowledge level of youth farmers on climate change in Benue State of Nigeria

Nwobodo C. E.¹* and Agwu A. E.²

Department of Agricultural Extension, University of Nigeria, Nsukka, Enugu State, Nigeria. *Corresponding author. E-mail: [email protected]; [email protected]

Received 3 March, 2023; Accepted 16 November, 2023

Abstract

This study examines the knowledge of youth farmers in Benue State of Nigeria on climate change. Multi-stage sampling technique was used to select 120 respondents from two agricultural zones in the study area. Data was collected using interview schedule. Descriptive and inferential statistics were used in data analysis. Results show that majority (92.4%) of the respondents had moderate knowledge of climate change, major sources of climate change information include: radio (85.0%), friends and neighbours (60.8%), personal observation (55.8%), and family members (46.7%). The socio-economic factors affecting knowledge of climate change by youth farmers include: sex (t = 2.353; p ≤ 0.022) and household size (t = 3.888; p = 0.000). It was recommended that the knowledge level of youth farmers on climate change should be improved by providing them relevant information through the mass media, movies; and by providing climate change educational platforms in schools and through outreaches.

Key words: Climate change, knowledge level, youth farmers, rural farming, socio-economic, Benue State.

African Journal of Gender and Women Studies ISSN: 2736-1578, Vol. 8 (7), pp. 001-008, July, 2023. © International Scholars Journals

Full Length Research Paper                                     

A qualitative visual semiotic analysis of symbolic violence against female characters in selected South African television soaps

Moyahabo Molefe

Department of Communication Science, University of Zululand (Richards Bay campus). [email protected]

Accepted 13 June, 2023

Abstract

South African (SA) television is awash with myriad television genres, one of which is soap operas. Soap opera is a serial show that highlights related storylines revolving around the lives of various characters. Soap operas are popular with audiences because they provide human tales that are immersed into concrete or fictitious social reality.  However, symbolic violence against female characters becomes a common feature of the genre. Female characters are often portrayed as occupying the periphery of the constructed social hierarchies. Such depictions construct a female character who is vulnerable and envious of the success of their male counterparts. In desperate attempt to succeed, female characters resort to betrayal, deception, witchcraft and promiscuity. The purpose of this paper was to undertake a qualitative visual semiotic analysis of two SA television soaps, Imbewu and Uzalo to understand how images were used to deploy subtleties of violence against female characters in SA context. The study was situated within Feminist Theory; content/thematic (visual semiotics) was used to analyse data.The study found that television images and other related signs in soap operas were used to disperse narratives that entrenched subjugation, stereotypes and sexist acts that constituted symbolic violence against female characters in SA context.

Keywords: Television Soap, Feminism, Symbolic Violence, Semiotics.