Physics classroom discourse favors boys more than girls: a myth or reality?
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Date
2015-07
Authors
Wambua, Joseph M.
Twoli, N. W.
Maundu, J. N.
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Abstract
Mode of instruction used in teaching is key to the understanding of the concepts and skills to
be learned. Instruction in classrooms is controlled to a larger extend by the interaction
patterns involving teachers, learners and resources. Some interaction patterns seem to
promote learning especially science subjects. In Kenya, enrolment and performance of girls
in Physics has been comparatively low for a long period of time when compared to their male
counterparts. This concern was one of the objectives that prompted a study on interactions in
Physics lessons with the aim of determining the common patterns that can aid in drawing
possible inferences on the effects of instruction in Physics. The study was descriptive in
nature and five schools in Matungulu district (Kenya) were used. The main instrument was
modified Flanders’ Interaction Analysis Categories (FIAC) that was used in Physics lessons.
Data was analyzed using ratios, percentages and chi-square. It was observed that there
exists a significant difference in the teachers’ verbal behavior patterns in the boys’ and girls’
schools. Teachers in girls’ schools used patterns related to ‘direct’ methods that created
autocratic climate in class and hence limited participation in girls during lessons. On the
other hand, patterns in the boys’ schools related to ‘indirect’ methods which encouraged boys
to ask questions and interact with resources more, thus creating a more democratic learning
climate. It is therefore important for teachers to give equal attention during classroom
discourse in Physics to both boys and girls.
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Citation
Proceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015