African Journal of Gender and Women Studies

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.

African Journal of Gender and Women Studies ISSN: 2736-1578, Vol. 8 (6), pp. 001-005, June, 2023. © International Scholars Journals

Review

Reforms in Nigeria's science education: implications for science teachers

Daso Peter Ojimba

Department of Technical Education, Ignatius Ajuru University of Education, Rumuolumeni, Port – Harcourt, Rivers State. E-mail: [email protected]

Accepted 07 May, 2023

Abstract

In this paper, the reforms in science education were discussed with special reference to the country Nigeria. Issues such as science curriculum development in Nigeria, features of American Association for the advancement of science, challenges of the science education reforms, and implications for science education in Nigeria were discussed. However, the paper particularly delved into highlighting the implications for the professional development of science teachers in Nigeria. In particular, attention was given to science literacy, society and technology as basic indices of science education at all levels of the educational system. Hence, conclusions and recommendations were made.

Keywords: Science, Science Education, Reforms, Science Teachers, Implications.

African Journal of Gender and Women Studies ISSN: 2736-1578, Vol. 8 (6), pp. 001-007, June, 2023. © International Scholars Journals

Full Length Research Paper

Policy implications of farmers' perceptions of their level of extension participation in Ethiopia

Berhanu Nega Wasihun¹*, Joseph A. Kwarteng² and Ernest L. Okorley²

¹School of Environment, Gender and Development Studies, Hawassa University, Hawassa, Ethiopia.

²Department of Agricultural Economics and Extension, University of Cape Coast, Cape Coast, Ghana.

Accepted 30 March, 2023

Abstract

This study examined farmers’ perception of their level of participation in Public Agricultural Extension Service (PAES) in Soddo-zuria Woreda in Southern Ethiopia vis-à-vis seven selected farmers’ characteristics; namely, sex, age, educational status, wealth status, farming experience, experience with extension and frequency of contact with extension agents. For this study, 225 farmers were randomly selected and interviewed with a semi-structured questionnaire. The study showed that farmers in Soddo-zuria Woreda perceived their level of participation to be low, and had significant correlation with sex, educational status, wealth status and frequency of contact with extension agents. Female, illiterate and poor farmers’ perception of participation in the PAES was found to be lower than their male, literate and resource-rich counterparts. In a regression analysis, sex, educational status and wealth status explained 42.2% of the variance in farmers’ perceived level of participation in the PAES, with educational status alone contributing about 35%. To enhance farmers’ participation in the PAES, the Soddo-zuria Woreda Bureau of Agriculture and Rural Development need to properly mainstream gender, combine pro-poor development strategies and integrate literacy programmes into the routine extension activities.

Key words: Ethiopia, farmers‟ perception, farmers‟ participation, public agricultural extension, gender disparity.