Achieving gender equity in science class: Shift from competition to cooperative learning
Multicultural Education & Technology Journal
ISSN: 1750-497X
Article publication date: 15 November 2011
Abstract
Purpose
This study aims to verify the impact of cooperative learning as an intervention strategy towards the achievement of peace, equality and equity in the science classroom as part of the democratic process necessary for sustainable development.
Design/methodology/approach
The study sample comprised 56 SSS 2 students in one public co‐educational secondary school in Lagos State. Using a students' gender equity and peace questionnaire, results indicate that cooperative learning is effective in achieving a good measure of equity and peace between sexes in the biology classroom. Furthermore, cooperative learning was observed not to have differential impact on students of different ability levels with respect to their achievement of gender equity in the biology classroom.
Findings
The study concludes that cooperative learning mode is a gender friendly interaction pattern for all and should be encouraged at the secondary school level in order to empower all students to begin early to imbibe democratic values and behaviors necessary for peaceful coexistence and sustainable development.
Originality/value
The study provides a unique insight into cooperative learning and gender equity in Lagos, Nigeria.
Keywords
Citation
Esiobu, G.O. (2011), "Achieving gender equity in science class: Shift from competition to cooperative learning", Multicultural Education & Technology Journal, Vol. 5 No. 4, pp. 244-257. https://doi.org/10.1108/17504971111185081
Publisher
:Emerald Group Publishing Limited
Copyright © 2011, Emerald Group Publishing Limited