Promoting girls’ participation in science education: a Tanzanian secondary schools’ perspective
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Date
2025
Journal Title
Journal ISSN
Volume Title
Publisher
Educational Dimension.
Abstract
This qualitative study explored teachers’ roles in promoting girls’ partici-
pation in science education in Tanzanian secondary schools. A phenomenography
research design was adopted to capture the experiences of 40 participants involved
in the teaching and learning processes. Data analysis followed Braun and Clarke’s
six stages of thematic analysis. Findings from observations, interviews, focus group
discussions and documentary review indicated that teachers’ roles for promoting
girls’ motivation to learn include: providing girls opportunities to learn, commitment
in teaching, providing career advice, preparing well before teaching, evaluating learn-
ing and providing feedback, promoting girls’ self-efficacy and upgrading knowledge.
However, teachers faced challenges as they played their roles in making girls learn.
The study recommends that the teaching and learning environment be improved.
Adequate teaching facilities should be provided to teachers to ease their efforts in
making girls learn Science. Studies with larger samples must be conducted across
different educational levels in the country.
Description
This article was published by educational dimension in 2025