1.1 Introduction
Biology is the branch of science that deals with the study of living organisms, their structures, functions, growth, evolution, and interactions with their environments. It is one of the foundational sciences that promote an understanding of life processes and contributes significantly to the development of various fields such as medicine, agriculture, and biotechnology (Okeke, 2017). In the context of senior secondary education, Biology is a core subject that provides students with essential knowledge and practical skills that prepare them for higher education and careers in science-related disciplines (Adebayo, 2018).
Gender refers to the socially constructed roles, behaviors, and expectations that a society considers appropriate for males and females (Umar, 2021). It differs from biological sex, which is determined by physical characteristics. In the educational context, gender differences often influence students' attitudes, learning styles, and academic motivation (Eze & Eze, 2020).
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 Study
Biology, as a branch of natural science, deals with the study of living organisms and their interactions with the environment. It serves as a foundation for understanding life processes and plays a crucial role in the advancement of medicine, agriculture, biotechnology, and environmental management. According to Okeke (2017), Biology provides learners with scientific knowledge and practical skills that are essential for solving problems related to health, food production, and sustainable development. In Nigerian senior secondary schools, Biology is one of the most popular science subjects because it is a prerequisite for many science-related courses in tertiary institutions. However, students' interest in the subject appears to vary significantly across gender lines, prompting concerns among educators and researchers about the factors influencing these differences.
Gender is a social construct that refers to the roles, behaviors, and expectations society assigns to males and females. Adebayo (2018) reported that gender influences students' attitudes, motivation, and academic choices, often shaping the way they perceive and engage with different school subjects. Eze and Eze (2020) asserted that in most educational systems, including Nigeria's, males are typically encouraged to pursue science and technology-related fields, while females are steered toward arts and social sciences. Such gendered perceptions and expectations have long-term implications for students' interest in science subjects, particularly Biology.
Nwosu and Okoli (2019) stated that students' interest in Biology is closely tied to how they perceive the relevance of the subject to their daily lives and future careers. They further affirmed that when students find meaning and personal connection in the content of Biology, their motivation and performance tend to increase. However, the persistence of gender-based stereotypes often discourages one gender, usually females, from developing equal enthusiasm for scientific exploration. On the other hand, some studies have shown that female students exhibit greater interest in Biology because of its connection to human life, health, and caregiving roles, which align more closely with societal expectations of femininity (Akinola & Ajayi, 2020).
Umar (2021) asserted that teachers play a vital role in influencing students' interest in Biology through their instructional methods, classroom interactions, and expectations. Teachers who adopt inclusive and gender-sensitive teaching approaches tend to stimulate higher interest and participation from both male and female students. Conversely, when teachers unknowingly favor one gender by giving more attention, encouragement, or practical tasks the other gender may feel less motivated to engage fully in the learning process. Moreover, classroom climate, parental influence, and cultural beliefs also contribute to shaping students' attitudes toward science subjects.
Adebayo (2018) contended that the imbalance in interest and participation between male and female students in Biology has far-reaching implications for national development. If females are underrepresented in science disciplines due to low interest in foundational subjects like Biology, it limits the country's human resource potential in health, environmental science, and technology-related fields. Promoting gender equity in science education is therefore critical for achieving educational and developmental goals (Adebayo, 2018). Students' interest in Biology is essential because it determines their level of engagement, motivation, and academic achievement. Interest acts as a driving force that propels students to explore concepts deeply and apply scientific knowledge to real-life situations (Nwosu & Okoli, 2019).
In Nigerian secondary schools, Biology remains one of the most popular science subjects because of its relevance to human life and its role in explaining natural phenomena (Adebayo, 2018). Yet, the level of interest shown by male and female students tends to differ across regions, schools, and cultural settings. On the one hand, male students are often encouraged by societal expectations to pursue science and technology-related disciplines. On the other hand, female students may show greater interest in Biology because of its connection to human anatomy, health, and nurturing aspects of life (Okeke, 2017). This study is set against the backdrop of understanding how gender influences students' interest in Biology in senior secondary schools
1.3 Statement of Problems
Investigation revealed that the interest of students in Biology has become a major concern among educators and researchers. Students' interest in learning Biology is influenced by several factors, among which gender has been identified as an important variable. Gender differences in academic performance and subject preference have long been debated in educational research, with studies showing that societal expectations, cultural beliefs, and psychological factors often shape students' interest in specific subjects (Okeke, 2017; Eze & Eze, 2020).
In many Nigerian secondary schools, male students are often perceived to perform better and show more interest in science-related subjects, while female students are believed to favor arts and social sciences. This perception is deeply rooted in gender stereotypes that have persisted in the educational system and society at large (Adebayo, 2018). On the other hand, there are studies suggesting that female students exhibit equal or even greater interest in Biology compared to their male counterparts due to its relevance to human life and health-related topics (Nwosu & Okoli, 2019).
Furthermore, factors such as teaching methods, classroom environment, and societal influences are often intertwined with gender-related attitudes toward science learning. Teachers may unknowingly encourage male students more in science discussions or assign practical tasks that appeal differently to each gender, thereby shaping interest and participation (Umar, 2021). The lack of adequate instructional materials and gender-sensitive teaching strategies also affects how students perceive Biology as a subject (Akinola & Ajayi, 2020). It is against this backdrop that this research study seeks to examine the relationship between gender and students' interest in Biology in senior secondary schools.
1.4 Aim and Objectives of Study
The main aim of the study is to examine the relationship between gender and students' interest in Biology in senior secondary schools. In achieving this aim, the following specific objectives were laid out as follows:
- To determine the level of students' interest in Biology among male and female students in senior secondary schools.
- To identify the factors influencing students' interest in Biology based on gender differences.
- To examine the role of teachers' instructional methods in shaping students' interest in Biology.
- To assess whether societal expectations and cultural beliefs affect gender differences in students' interest in Biology.
- To suggest measures that will enhance equal interest and participation of both genders in Biology.
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:
- What is the level of interest in Biology among male and female students in senior secondary schools?
- What factors influence students' interest in Biology with respect to gender differences?
- How do teachers' instructional methods affect students' interest in Biology among male and female students?
- Do societal expectations and cultural beliefs affect gender differences in students' interest in Biology?
- What measures will promote equal participation and interest in Biology among male and female students?
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: There is no significant relationship between gender and students' interest in Biology in senior secondary schools
- H1: There is a significant relationship between gender and students' interest in Biology in senior secondary schools
Hypothesis Two
- H0: There is no significant effect of teachers' instructional methods on students' interest in Biology based on gender differences
- H1: There is a significant effect of teachers' instructional methods on students' interest in Biology based on gender differences
1.7 Significance of Study
It is believed that at the completion of the study, the findings will contribute to educational research by helping to understand the factors responsible for gender disparities in science learning. The study will also provide evidence that will guide teachers in adopting gender-responsive instructional strategies and motivate curriculum planners to design inclusive science programs.
Furthermore, the study will provide data that will assist them in formulating gender-balanced educational policies and resource allocation. In addition, this research will equally promote gender equity in education and help improve students' engagement, performance, and career aspirations in science-related fields.
Lastly, the study will inform the development of inclusive educational policies that will reduce gender gaps in science-related disciplines.
1.8 Scope of Study
The scope of this study is limited to senior secondary schools within Enugu State, Nigeria. It will cover students' gender-based interest, classroom participation, and motivational factors affecting Biology learning. The study will not extend to other science subjects or tertiary institutions.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- 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).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Gender:
Gender refers to the socially constructed roles, responsibilities, and expectations associated with being male or female in society (Okeke, 2017).
Interest:
Interest is the psychological state of being engaged or motivated toward a particular subject or activity (Nwosu & Okoli, 2019).
Biology:
Biology is a branch of science that studies living organisms, their structures, functions, growth, and interactions with their environment (Akinola & Ajayi, 2020).
Students:
Students are individuals enrolled in educational institutions who engage in learning under the guidance of teachers (Eze & Eze, 2020).
Senior Secondary Schools:
These are educational institutions in Nigeria that provide instruction to students in the final stage of secondary education, typically between ages 15 and 18, before tertiary education (Adebayo, 2018).
Interest in Biology:
This refers to the level of enthusiasm, curiosity, and motivation students show toward learning Biology and engaging in its practical activities (Umar, 2021).
…
