Promoting girls' participation in science education: a Tanzanian secondary schools' perspective

Stella Fulgence Toto; Daniel Mbonea Mngarah; Huruma Olofea Bwagilo

doi:10.55056/ed.933

Authors

Stella Fulgence Toto The University of Dodoma https://orcid.org/0009-0002-5066-246X
Daniel Mbonea Mngarah The University of Dodoma https://orcid.org/0000-0002-5634-4860
Huruma Olofea Bwagilo The University of Dodoma https://orcid.org/0000-0002-8336-3370

DOI:

https://doi.org/10.55056/ed.933

Keywords:

science, girls, education

Abstract

This qualitative study explored teachers' roles in promoting girls' participation 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 Brawn 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 learning 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.

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