1.1 Introduction
Basic science encompasses the foundational scientific subjects taught at the junior secondary school level, typically including biology, chemistry, physics, and earth science. These subjects aim to provide students with a broad understanding of scientific principles and methods (UNESCO, 2017). Education is a vital tool for the development of individuals and societies, and active participation in the classroom is essential for effective learning. However, students' participation in Basic Science classes can be significantly influenced by various cultural factors. in the context of junior secondary schools, these cultural factors encompass beliefs, values, traditions, and societal norms that can either promote or hinder students' engagement in science education.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of the Study
The 1980s and 1990s saw a growing awareness of gender disparities in science education. Studies during this period highlighted how societal expectations and gender roles affected girls' participation in science and mathematics. Researchers such as Shulamit Kahn and Donna Ginther explored the systemic biases and cultural barriers that hindered female students' engagement in these fields (Kahn & Ginther, 2017). The exploration of cultural factors influencing students' participation in science education has a long and varied history, reflecting broader societal changes and evolving educational paradigms. The recognition of cultural influences on education dates back to the early 20th century when sociologists and educators began to examine how societal norms and values shape educational outcomes.
The participation of students in Basic Science classes is fundamental to their understanding and appreciation of scientific concepts, which are crucial for their academic and professional futures. However, in many junior secondary schools, student engagement in these classes is often hindered by a variety of cultural factors. These factors can range from societal norms and values to familial expectations and community beliefs, all of which play a significant role in shaping students' attitudes towards education and their behavior in the classroom.
Research has shown that cultural factors significantly impact students' academic performance and participation. For example, gender roles and expectations can influence the degree of encouragement or discouragement students receive from their families and communities. In some cultures, there is a strong bias against girls pursuing science-related subjects, which can lead to lower participation rates among female students in science classes (UNESCO, 2017).
Language barriers also pose a significant challenge. Students who speak a different language at home may struggle to understand and engage with the curriculum, which is typically delivered in the official language of instruction. This language gap can result in decreased participation and lower academic achievement (Cummins, 2001). Additionally, the level of parental involvement and support is a critical factor. Students from families that highly value education and actively support their children's learning tend to participate more in class and perform better academically (Epstein, 2001). Conversely, in communities where education is not prioritized, students may receive little encouragement to participate in class activities.
In recent decades, the focus has expanded to include a broader range of cultural factors. The impact of language, ethnicity, socioeconomic status, and family background on students' educational experiences has been extensively studied. Scholars like James A. Banks and Gloria Ladson-Billings have contributed significantly to our understanding of multicultural education and culturally responsive teaching practices (Banks, 2006; Ladson-Billings, 1995). Specifically, in the context of Basic Science education in junior secondary schools, research has shown that cultural factors continue to play a crucial role in shaping students' participation. Studies have demonstrated that students from culturally diverse backgrounds often face unique challenges that can impact their engagement and achievement in science classes (Cummins, 2001; UNESCO, 2017).
Therefore, in Warri-South district, Delta State where the research was carried out, the activities that was conducted is to know the Influence of Cultural Factors on Basic Science Students' Participation in the Class in Junior Secondary Schools.
1.3 Statement of Problems
Investigation revealed that the participation of students in Basic Science classes is critical for their academic success and future opportunities in science-related fields. However, numerous cultural factors significantly influence students' engagement in these classes, often leading to disparities in educational outcomes. In junior secondary schools, these cultural influences can manifest in various ways, affecting students' attitudes, behaviors, and overall performance in Basic Science.
Firstly, gender roles and stereotypes present a significant barrier to participation, particularly for female students. In many cultures, societal expectations and biases discourage girls from actively engaging in science subjects, which contributes to a persistent gender gap in science education (UNESCO, 2017). This gender disparity not only limits the educational opportunities available to female students but also deprives the scientific community of diverse perspectives.
Secondly, language barriers pose a substantial challenge for students from non-dominant linguistic backgrounds. When the language of instruction differs from the students' home language, comprehension and participation in science classes can be severely hindered. This linguistic mismatch can lead to lower academic achievement and reduced participation in class activities (Cummins, 2001).
Thirdly, cultural attitudes towards education and science can either motivate or demotivate students. In communities where science is highly valued and seen as a prestigious field, students are more likely to be encouraged to participate actively in science classes. However, in communities where education, particularly science education, is undervalued, students may exhibit a lack of interest and engagement (Sjøberg & Schreiner, 2010).
Furthermore, the level of parental involvement and support varies significantly across different cultural contexts. Students from families that highly value education and actively support their learning tend to participate more in class and perform better academically (Epstein, 2001). Hence, it is against this backdrop that this study aims to examine the influence of cultural factors on basic science students' participation in the class in junior secondary schools in Ekiti State.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the influence of cultural factors on basic science students' participation in the class in junior secondary schools in Ekiti State. In achieving this aim, the following specific objectives were set out as follows:
- To assess the impact of parental involvement and support on students' engagement and performance in Basic Science classes;
- To explore how community attitudes towards education and science impact students' interest and participation in Basic Science;
- To analyze the extent to which language barriers affect students' comprehension and participation in Basic Science lessons; and
- To identify the specific cultural factors that affect students' participation in Basic Science classes in junior secondary schools.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Are the differences in participation rates and engagement levels in Basic Science between students from different cultural backgrounds?
- Can culturally responsive teaching practices enhance student participation and success in Basic Science education?
- What is the role of parental involvement and support in influencing students' engagement and performance in Basic Science classes?
- How do community attitudes towards education and science affect students' interest and participation in Basic Science?
- To what extent do language barriers impact students' comprehension and participation in Basic Science lessons?
- What are the specific cultural factors that influence students' participation in Basic Science classes in junior secondary schools?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: Students from communities that highly value education and science do not exhibit higher levels of interest and participation in Basic Science classes than those from communities where education is less prioritized
- H1: Students from communities that highly value education and science exhibit higher levels of interest and participation in Basic Science classes than those from communities where education is less prioritized
Hypothesis Two
- H0: The implementation of culturally responsive teaching practices does not lead to an increase in student participation and academic success in Basic Science classes
- H1: The implementation of culturally responsive teaching practices leads to an increase in student participation and academic success in Basic Science classes
1.7 Significance of Study
The outcome of this research will be significant to the following stakeholders:
- For Educators: This study provides valuable insights into the cultural factors that influence student participation in Basic Science classes. This can lead to improved student engagement, higher academic performance, and a greater interest in science subjects.
- For Students: By identifying and addressing the cultural barriers that affect their participation in Basic Science classes, this study aims to create a more supportive learning environment for students. This can enhance their learning experiences, boost their confidence in participating in class activities, and improve their overall academic achievements.
- For Parents and Families: The study highlights the critical role of parental involvement and support in influencing students' engagement in Basic Science. By understanding the importance of their involvement, parents and families can take proactive steps to support their children's education, encourage their participation in science classes, and help bridge any cultural gaps that may exist.
- For School Administrators: The findings provide school administrators with data-driven insights to develop and implement policies and programs that address cultural disparities in education. This includes initiatives that promote gender equity, support for bilingual education, and community engagement programs that involve parents and families in the educational process.
- For Policymakers: The study offers evidence-based recommendations for policymakers to design and implement policies that promote cultural inclusivity and equity in education. By addressing cultural barriers and supporting initiatives that enhance student participation in Basic Science, policymakers can help build an educational system that better serves diverse student populations and prepares them for future careers in science and technology.
1.8 Scope of Study
The scope of this research is focused on the influence of cultural factors on basic science students' participation in the class in junior secondary schools in Ekiti State.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definition of Terms
Basic Science:
This term encompasses the foundational scientific subjects taught at the junior secondary school level, typically including biology, chemistry, physics, and earth science. These subjects aim to provide students with a broad understanding of scientific principles and methods (UNESCO, 2017).
Participation:
Participation in this study refers to the active involvement of students in classroom activities, including attending classes, engaging in discussions, completing assignments, and collaborating with peers and teachers. High levels of participation are generally associated with better academic outcomes and deeper understanding of the subject matter (Epstein, 2001).
Junior Secondary School:
This educational level typically includes grades 7 through 9 and serves as a bridge between primary education and senior secondary school. It is a critical period for students as they begin to specialize in subject areas and lay the foundation for future academic and career paths (UNESCO, 2017).
Cultural Factors:
These refer to the shared beliefs, values, norms, practices, and traditions that characterize a particular group or society and influence individuals' behaviors and attitudes. in the context of this study, cultural factors include aspects such as gender roles, familial support, and community attitudes towards education (Banks, 2006).
Gender Roles:
Gender roles are the societal norms and expectations that dictate appropriate behaviors and activities for individuals based on their gender. These roles can influence students' attitudes towards subjects like science, often leading to gender disparities in participation and performance (Kahn & Ginther, 2017).
Language Barriers:
These are obstacles to communication and understanding that arise when students' home languages differ from the language of instruction used in schools. Language barriers can significantly impact students' ability to engage with and comprehend the curriculum (Cummins, 2001).
Parental Involvement:
Parental involvement refers to the active participation of parents in their children's education, including activities such as helping with homework, attending school meetings, and encouraging academic pursuits. High levels of parental involvement are linked to improved student outcomes and greater participation in school activities (Epstein, 2001).
Community Attitudes:
Community attitudes encompass the collective views and beliefs of the community regarding education and specific subjects like science. Positive community attitudes towards education can motivate students to participate more actively in school, while negative attitudes can discourage engagement (Sjøberg & Schreiner, 2010).
