African Journal of Gender and Women Studies

African Journal of Gender and Women Studies ISSN 2736-1578 Vol. 6 (3), pp. 001-007, March, 2021. © International Scholars Journals

Key words: Multiliteracies, postcolonial education, Africa.

African Journal of Gender and Women Studies ISSN 2736-1578 Vol. 6 (2), pp. 001-005, February, 2021. © International Scholars Journals

Full Length Research Paper

A study of Cuisenaire Rods’ approach on some Nigeria primary pupils’ achievement in decimal fractions

M. S. C. Kurumeh¹* and E. E. Achor²

¹Science and Mathematics Education Unit, Department of Curriculum and Teaching, Benue State University, Makurdi, Benue State, Nigeria.

²Science and Mathematics Education Unit, Department of Curriculum and Teaching, Benue State University, Makurdi.

Accepted 04 November, 2020

Abstract 

This study determined the effect of Cuisenaire Rods’ approach on some Nigeria primary pupils’ achievement in decimal fractions. Three hypotheses guided the study. A total of 200 Primary six pupils (that is, 6^th grade) from randomly selected schools in Makurdi metropolis of Benue State of Nigeria served as the sample for the study. A Mathematics Achievement Test on Decimal Fractions (MATDF) developed by the researchers and validated by three experts with a reliability coefficient of 0.89 using K-R _21, was used for data collection. Two way Analysis of Covariance was used for analyzing the data. The results revealed that there was a significant difference between pupils taught fractions using Cuisenaire Rods’ approach and those taught fractions using conventional approach with Cuisenaire rod approach being more facilitative (F_{1, 199} = 12.231; p < 0.05). Secondly, there was no significant difference between male and female pupils taught using Cuisenaire Rods approach (F_{1, 199} = 3.453; p >.05). However, there was no significant interaction effect of method and gender on achievement (F_{1, 199} = 1.424; p > 0.05) It was therefore recommended among others that teachers of mathematics should adopt Cuisenaire Rods approach in teaching mathematics in primary schools in the study area to ensure hands-on-activities and thereby contributing to enhanced understanding.

Key words: Cuisenaire Rods, pupils’ achievement in mathematics, manipulative activities, hands-on, concrete materials, abstract materials, decimal fractions.

African Journal of Gender and Women Studies ISSN 2736-1578 Vol. 6 (1), pp. 001-007, January, 2021. © International Scholars Journals

Full Length Research Paper

Emerging gender issues as correlates to sustainable vocational agriculture education in Taraba State, Nigeria                                                                    

¹Wombo, A.B. and ²Azuaga, C.I.

¹Department of Agricultural Education, Federal University of Agriculture, Makurdi, Nigeria.

²Department of Vocational and Technology Education, Taraba State University, Jalingo, Nigeria.

Abstract

Accepted 30 January, 2021

This study examined emerging gender issues as correlates to sustainable vocational agriculture education in Taraba State, Nigeria. Four specific objectives and research questions guided the study. The study used correlational survey research design. The population was 171 respondents, comprising 17 Agriculture Education Lecturers and 154 undergraduate students of Agricultural Education in Taraba State. The entire population was used as the sample. The instrument for data collection was a 39-item questionnaire which had four point response options. The instrument was validated by three experts and the instrument had a reliability coefficient of 0.87. The researchers and two research assistants administered the instrument. Mean, standard deviation and Pearson Product Moment Correlation Coefficient (r) were used for analyzing the data. Findings indicated the need for mainstreaming gender issues for sustainable vocational agriculture education. It was recommended that, curriculum planners and teachers should prioritize emerging gender issues that could enhance sustainable vocational agriculture education.

Keywords: Gender issues, correlation, vocational agriculture education, sustainability, gender equality.

African Journal of Gender and Women Studies ISSN 2736-1578 Vol. 6 (1), pp. 001-007, January, 2021. © International Scholars Journals

Full length Research Paper

Evaluation of gender, personality and self-assessed intelligence

*Tomas Chamorro-Premuzic and Adrian Furnham

*Department of Psychology, Goldsmiths College, University of London.

Department of Psychology, University College London.

Accepted 21 November, 2020

Abstract

This paper examines the extent to which self-assessed intelligence (SAI) may be a function of personality traits, gender, and “actual” intellectual ability (as measured through psychometric g ) in a sample of 188 (119 female) UK university students. Participants completed three cognitive ability tests and the “Big Five” personality inventory after estimating their own multiple intelligences. Psychometric g (extracted from the three ability test scores) was a significant predictor of SAI (extracted from self-assessed multiple intelligences), accounting for 10% of the variance. When personality was added to the regression model, the percentage of variance explained increased to 22%, whilst gender accounted for an additional 7% (total = 29%). Emotional Stability (rather than Neuroticism) and Extraversion (rather than Introversion) were associated with higher SAI. Theoretical implications with regard to the taxonomic position of SAI, and practical implications with regard to educational and occupational assessment and performance are discussed.

Keywords: self-assessed intelligence, personality traits, psychometric intelligence, gender.

African Journal of Gender and Women Studies ISSN 2736-1578 Vol. 6 (1), pp. 001-004, January, 2021. © International Scholars Journals

Full Length Research Paper

Gender inequality in science achievement among senior secondary school students in Makurdi Metropols

Joel O. Eriba¹ and Sesugh Ande²

¹Senior Lecturer and Head, Ddepartment of Curriculum and Teaching, Faculty of Education, Benue State University, Makurdi.

²Lecturer, Department of Chemistry, Federal University of Agriculture, Makurdi.

Accepted 3 August, 2006

Abstract

Over the years there exists gender inequality in science achievement among senior secondary school students the world over. It is observed that the males score higher than the females in science and science- related examinations. This has created a big psychological alienation or depression in the minds of female students towards science and science- related subjects. This paper attempted to find out if sex differences exist in calculating reacting masses from a set of chemical equations among secondary school students in Makurdi metropolis. A Calculation Achievement Test (CAT) was administered to thirty students randomly selected from Government secondary school, North- Bank, Makurdi. The t-test statistic for independent samples was used to analyse the data obtained. The study established that boys performed better than girls on the achievement test. Recommendations to address the gender disparity in students’ performance in chemistry were made. These include: teaming up of chemistry and mathematics teachers to ensure integrative learning, transfer and application of knowledge among the females by giving them more attention/time during classes.

Key Words: Gender, Achievement, Reacting Masses and Chemical equation.

African Journal of Gender and Women Studies Vol. 5 (6), pp. 001-007, June, 2020. © International Scholars Journals

Perspective

African Women/Girls and HIV/AIDS: The Issue of Justice

Emmanuel Adu Addai

Doctoral Candidate, Neiswanger Institute for Bioethics Loyola University Chicago Strict School of Medicine 2160 S. First Avenue Maywood, IL 60153 [email protected].

Accepted 03 June, 2020

Abstract 

Ethics in the social, cultural, political, or economic contexts govern the behavior of individuals to attain the goal of the well-being of individuals. Meanwhile, in some societies characterized by gender biases, these moral principles may be absent. Severe consequences to a minor group describe their absence. The alarming number of cases of HIV/AIDS infections in sub-Saharan Africa among women and girls have raised many questions. This paper aims to address the issue of gender-related injustices as the primary cause of the situation. Most of the countries in the region are characterized by aspects such as patriarchal systems, polygamy, and early child marriage, which affect women and girls significantly. Meanwhile, various stakeholders are called upon to intervene and offer remedies to the situation by applying ethical principles. Such interventions include prevention, educational, and vocational training programs. However, these interventions should encompass ethical principles to sustain and promote the well-being of marginalized groups, in this case, women and girls.

Keywords: HIV/AIDS Prevention, Sub-Saharan Africa, Justice.