Environmental Factors Influencing Girls’ Participation in Science Education in Tanzanian Secondary Schools
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Date
2025
Journal Title
Journal ISSN
Volume Title
Publisher
Science Education Quarterly
Abstract
This paper examines the environmental influences on girls’ participation
in science education in Tanzanian secondary schools. A multiple qualitative case
study research design was adopted to capture the experiences of 40 participants
involved in the teaching and learning processes. Data analysis followed Braun and
Clarke [8] six stages of thematic analysis. Findings from observations, interviews,
focus group discussions, and documentary reviews indicated that girls faced differ-
ent environmental challenges, resulting in their poor participation in the related
fields. However, teachers improved the participation of girls in science by creating a
conducive learning environment by providing personal advice, creating a friendly
learning environment, providing girls with opportunities to learn, using motivational
techniques, and building confidence in girls in science. The study recommends
collaborative efforts to improve girls’ participation in learning the subjects. In
addition, a larger sample investigation should be conducted to understand better
the situation in different educational settings in the country.
Description
This Journal article was published by Science Education Quarterly in 2025.