MST-Department of Educational Management Policy & Curriculum Studies

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Browsing MST-Department of Educational Management Policy & Curriculum Studies by Subject "Abubakar Tafawa"

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    Determinants of Female Students Enrolment in Science,Technology, Engineering and Mathematics in Abubakar Tafawa Balewa University, Nigeria
    (Kenyatta University, 2021) Magaji, Isah; Purity Muthima; Nobert Ogeta
    The Nigerian National Policy on Education emphasizes the importance of university education to national development as well as educational equity to all citizens of the country irrespective of their gender, race, class or disabilities. Although there have been so many international development policies to promote gender equity in education in many countries, women continue to experience a wide range of gender disparity in enrolment essentially in Science, Technology, Engineering and Mathematics (STEM) courses in Nigeria. The study wish; to establish the extent to which Nigeria’s admission policies contribute to female enrolment in Abubakar Tafawa Balewa University; to determine the extent to which students, parents and lecturers’ perception contribute to female enrolment in the university, to establish the extent to which motivation contribute to female enrolment in Abubakar Tafawa Balewa university. The study adopted Bakers’ theory of Human Capital on educational enrolment and decision to invest in education. The study employed mixed method approach and descriptive research survey design. The target population of the study consisted of 2025 students, 6 Deans of faculties, 77 Lecturers and 60 students’ parents. Data was obtained by use of questionnaire and interview schedule. Content and face validity of the instruments ware determined expert judgment. Test re-test technique was used to ascertain the reliability of the instruments using Cronbach’s reliability analysis and a coefficient of 0.8 was achieved. Data was collected after obtaining a permit from Kenyatta University graduate school and Abubakar Tafawa Balewa University. Quantitative data was analyzed using descriptive statistics and regression analysis through SPSS. Analyzed data was presented in tables and graphs. Qualitative data were analyzed thematically guided by the objectives of the study. The study revealed that lack of proper admission policies contributes significantly towards low female enrolment to STEM. Furthermore, negative perceptions of parents, teachers and students on female education in STEM contributed to low female enrolment in STEM; the study also revealed that lack or negative motivation from parents and teachers contribute significantly towards low female enrolment to STEM. The study recommends that there is need for development of policy guideline by the Ministry of Education on STEM to ensure gender parity in STEM. Sensitization programs can be organized for the communities on the importance of STEM education. Lastly sensitization programs should also be organized for both the parents and teachers so as to have a change in attitude towards the education of the females so as to motivate more females to enroll in STEM related courses