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\title{Influence of Gender Stereotyping on Achievement in basic Science among Upper basic School Students}
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             \author[1]{Umar, Usman  Sani}

             \author[2]{Samuel, Ruth  Iwanger}

             \affil[1]{  Nasarawa State University}

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\date{\small \em Received: 7 December 2017 Accepted: 2 January 2018 Published: 15 January 2018}

\maketitle


\begin{abstract}
        


The study examined the influence of gender stereotyping on achievement in Basic Science among Upper Basic Education School (UBES) students in Toto LGA, Nasarawa State, Nigeria. The study was a descriptive survey design. The population of the study consisted of all the public upper basic III students. The study employed a sample size of 300 students drawn from the population using simple random sampling. A researcher designed questionnaire titled ?Gender Based Questionnaire on Students? Achievement in Basic Science? (GBQSABS) was used for data collection. Data was analysed employing descriptive statistics to answer the research question while, Chi Square statistics was used to test the research hypothesis at alpha = 0.05.The finding of the study show that gender stereotyping has no significant influence on students? achievement in Basic Science.

\end{abstract}


\keywords{basic science; gender stereotyping; achievement}

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\let\tabcellsep& 	 	 		 
\section[{Introduction he influence of gender stereotyping in Basic}]{Introduction he influence of gender stereotyping in Basic}\par
Science education is an important issue especially, in creating awareness in its field of study. Basic Science education is a predominant cancer in the fabrics of students' achievement in the subject where there exists significant gender stereotyping \hyperref[b15]{(Umar \& Samuel, 2018)}. Researches on gender stereotyping in Basic Science education have provided report indicating that there are no longer gender differences in the cognitive and psychomotor domains of students (Ola, Richter \& Kotowska, 2014; Jusruk \& Kalipeni, 2012 and Patten \& Parker, 2012) though, others indicate that male students show higher achievement than their female counterparts \hyperref[b11]{(Oscar, Luis \&}\hyperref[b11]{Miguel, 2018 and}\hyperref[b10]{Oludipe, 2012)}. Certain careers have been traditionally associated as males' domain, while others are associated as female's domain. For instance, careers in medicine, military or engineering are male dominated, while nursing, secretariat studies and home science are regarded the preserves of female \hyperref[b2]{(Danjuma, Onimode, \&}\hyperref[b2]{Ochedikwu, 2015 and}\hyperref[b3]{Egbochuku, 2008)}.\par
Achievement is the action of accomplishing an academic task successfully. Its purpose is to find out the cognatic position of a student at a given moment  {\ref (Akani, 2017)}. The process has to do with testing the knowledge acquired by the student which helps the teacher and the student to evaluate and predict the degree of learning attained. It is useful in testing the retention of information and skill. It is also a determinant of the efficacy and efficiency of a given instruction (Kabutu, Oloyede \& Bandele, 2015).\par
World globalization and urbanization have brought about transformation in science, technology, social, cultural and economic challenges to humanity in particular and nations, like Nigeria, in general to the extent that such transformations especially, in education have targeted human capital development as their specific goals \hyperref[b15]{(Umar \& Samuel, 2018;}\hyperref[b5]{Ifechukwu, 2013)}.\par
In Researches also show that parents play significant roles in gender stereotyping of their children through socialization processes of the different roles they assign to their male and female children (Vleuten, Jaspers, Maas \&Lippe, 2016 and Fausto-Sterling, 2012). For instance, boys are assigned to attend to the farm, cut overgrown weeds around their compounds and replace depleted tyres of their parents' vehicles, while girls would help in cooking and rearing their younger siblings (Fausto-Sterling, 2012). These gender stereotyping are gradually transferred to the school environment where students choose subjects in line with their gendered aspirations. Gender stereotyping therefore, impacts on students' achievements in Basic Science. A research by \hyperref[b15]{Umar and Samuel (2018)} shows that there is no significant gender stereotyping influence on students' achievement in Basic Science. Similarly, earlier studies by Tayo-Olujubutu (2014), KorirandLaigong(2014) showed that gender did not influence achievement in the subject thus, suggesting that the more exposed the students are to the subject, the better their performances. 
\section[{Year 2018}]{Year 2018}\par
Volume XVIII Issue X Version I ( G )\par
Global Journal of Human Social Science government instituted two major curriculum reforms that gave birth to the Basic Education Platform \hyperref[b15]{(Umar \& Samuel, 2018;} {\ref Igbokwe, 2015)}. Thus, a 9-year Basic Education Curriculum (BEC) of 2008 to 2014 and a Revised 9-year Basic Education Curriculum of 2014 to date were restructured and integrated to fit the educational challenges at the Basic School levels. The exercise was aimed at encouraging innovative teaching and learning as well as promoting holistic approach to science education.\par
In order to further address the challenges, the National Education Research and Development Council (NERDC) has produced teachers' guides for all the core subjects and the elective ones. This was aimed at ensuring effective implementation. Similarly, series of national workshops using interactive and variety-based methods were organized to train teachers in the operations of the teachers' guide for effective delivery of the Basic Science Curriculum (Obioma, 2011 \& NERDC, 2013). The distribution of subjects in accordance with the BEC curriculum is in Table \hyperref[tab_1]{1}. Basic Science is the first form of science a student encounters at the secondary school level; hence, it prepares students at the Basic School levels for the study of core science subjects at the Senior Secondary school level (Bukunola \& Odowu, 2012). This implies that for a student to study single science subjects at the Senior Secondary school level successfully, such a student must be well grounded in Basic Science at the basic school level \hyperref[b13]{(Samuel, 2017)}.Despite the importance of Basic Science in the country's quest for technological advancement, there has been seeming ineffectiveness in the teaching and learning of the subjects which in turn is strongly affecting the attainment of the country's laudable objectives and goals to developing a scientific and technologically literate citizenry.\par
From the foregoing, Nigeria as a developing nation is in dire need of scientifically and technologically literate citizenry to be able to catapult her to the level of developed nations and to address the aspiration of the country to be among the first twenty economically developed countries in the world by the year 2020  {\ref (Achimugu, 2016)}.\par
The aim of this study was to examine the influence of gender stereotyping on Basic Science achievement among upper basic III students. Specifically, the study explored the influence of gender stereotyping on the achievement of the students in Basic Science. 
\section[{a) Research Question}]{a) Research Question}\par
What is the influence of gender stereotyping on students' achievement in Basic Science? 
\section[{b) Research Hypothesis}]{b) Research Hypothesis}\par
Gender stereotyping has no significant influence on students' achievement in Basic Science. 
\section[{II.}]{II.} 
\section[{Methodology}]{Methodology}\par
Descriptive survey design was employed for the study. The population for the study comprised all public Upper Basic III students in Toto Local Government Area of Nasarawa State, Nigeria. The sample was made up of 300 students drawn from the 16 public UBES in the area using simple random sampling techniques. Out of the 16 schools, 5 were randomly selected from where the 300 students were sample using purposive sampling. The researcher developed as instrument titled "Gender Based Questionnaire on Students' Achievement in Basic Science" (GBQSABS) for data collection. The instrument comprised Sections A to E where, section A elicited personal data from the respondents while, Sections B to E were made up of Likert-type 40-items with options A-D that tested the students' knowledge and application of selected topics in Basic Science.\par
The instrument was validated by experts in Test and Measurement from the Nasarawa State University, Keffi, Nigeria and wastrial tested on a representative sample which did not participate in thefinal study. Cronbach's Coefficient Alpha was used to determine the reliability of SPSAQ and the reliability coefficient was found to be 0.83suggesting that the items had internal consistency levels and were reliable for the study descriptive statistics was used to answer the research  
\section[{Finding}]{Finding}\par
Research Question: What is the effect of gender stereotyping on students' achievement in Basic Science?\par
The result to answer the research question is presented in Table \hyperref[tab_2]{2}. The results on Table \hyperref[tab_2]{2} show the mean responses on the two tests and academic achievement of the students. The male and female students agreed with all the with average mean scores of 3.12 and 3.23 respectively, for male and female students. The results on Table \hyperref[tab_3]{3} reveal that theX 2 -crit (21.03) exceedsX 2 -cal (2.7) at degree of freedom \hyperref[b11]{(12)} with alpha = 0.05. Hence, the null hypothesis was accepted, implying that gender stereotyping has no significant influence on students' achievement in Basic Science.\par
The result of research question one indicates that there is no significant relationship between gender stereotyping and academic achievement of students in Basic Science. This may be a result of insufficient facilities for teaching and learning which has affected the extent of students' achievement. This finding agreed with the view of \hyperref[b15]{(Umar \& Samuel, 2018;} {\ref Faisal, Shinwari \& Hussain, 2017;} {\ref Ogbianigene, 2014 and}\hyperref[b7]{Kola, 2013)}. Thus, for the educational system to acquire the expected goals and objectives there is need for sufficient provision of the necessary facilities that will enhance effective teaching and learning among the students. 
\section[{III. Conclusion and Recommendations}]{III. Conclusion and Recommendations}\par
Based on the finding, it is concluded that gender stereotyping does not influence students' achievement in Basic Science. It is therefore, recommended that gender stereotyping should be provided for adequate teaching and learning processes/procedures. More so, it should be provided to students by helping them to generate independent learning for sustainability irrespective of gender stereotyping socialisation. \begin{figure}[htbp]
\noindent\textbf{1} \par 
\begin{longtable}{P{0.24784394250513345\textwidth}P{0.4747433264887063\textwidth}P{0.12741273100616016\textwidth}}
\multicolumn{3}{l}{Upper Basic Education Curriculum (Basic 7-9)}\\
\tabcellsep Core compulsory subjects\tabcellsep Elective subjects\\
1\tabcellsep English Language\tabcellsep Agriculture\\
2\tabcellsep One Major Nigerian Language(Hausa, Igbo or Yoruba)\tabcellsep Home Economics\\
3\tabcellsep Mathematics\tabcellsep Arabic Language\\
4\tabcellsep Basic Science\tabcellsep Business Studies\\
5\tabcellsep Social Studies\tabcellsep \\
6\tabcellsep Civic Education\tabcellsep \\
7\tabcellsep Cultural \& Creative Arts\tabcellsep \\
8\tabcellsep Christian /Islamic\tabcellsep \\
\tabcellsep Religious Studies\tabcellsep \\
9\tabcellsep Physical and Health\tabcellsep \\
\tabcellsep Education (PHE)\tabcellsep \\
10\tabcellsep Basic Technology\tabcellsep \\
11\tabcellsep Computer\tabcellsep \\
\tabcellsep Studies/ICT\tabcellsep \\
\multicolumn{3}{l}{Source: National Educational and Research Development}\\
\multicolumn{2}{l}{Council (NERDC), Nigeria (2008).}\tabcellsep \end{longtable} \par
 
\caption{\label{tab_1}Table 1 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{2} \par 
\begin{longtable}{P{0.45\textwidth}P{0.125\textwidth}P{0.0625\textwidth}P{0.09999999999999999\textwidth}P{0.1125\textwidth}}
Subject\tabcellsep Male\tabcellsep \tabcellsep \tabcellsep Female\\
\tabcellsep Mean\tabcellsep SD\tabcellsep Mean\tabcellsep SD\\
Basic Science (First test)\tabcellsep 3.24\tabcellsep 0.68\tabcellsep 3.24\tabcellsep 0.720\\
Basic Science (Second test)\tabcellsep 3.00\tabcellsep 0.90\tabcellsep 3.22\tabcellsep 0.750\\
Average mean\tabcellsep 3.12\tabcellsep \tabcellsep 3.23\tabcellsep \end{longtable} \par
 
\caption{\label{tab_2}Table 2 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{3} \par 
\begin{longtable}{P{0.19557522123893806\textwidth}P{0.052654867256637164\textwidth}P{0.09026548672566372\textwidth}P{0.09778761061946903\textwidth}P{0.01504424778761062\textwidth}P{0.0827433628318584\textwidth}P{0.09778761061946903\textwidth}P{0.12787610619469028\textwidth}P{0.09026548672566372\textwidth}}
Variable\tabcellsep N\tabcellsep Mean\tabcellsep SD\tabcellsep Df\tabcellsep X 2 -cal\tabcellsep X 2-crit\tabcellsep Level of Sig.\tabcellsep Remark\\
1 st test\tabcellsep 150\tabcellsep 3.22\tabcellsep \multicolumn{2}{l}{0.97 12}\tabcellsep 2.7\tabcellsep 21.03\tabcellsep 0.05\tabcellsep Accept\\
2 nd test\tabcellsep 150\tabcellsep 1.38\tabcellsep 0.35\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_3}Table 3 :}\end{figure}
 			\footnote{© 2018 Global Journals} 		 		\backmatter  			  				\begin{bibitemlist}{1}
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\end{document}
