Effects of gender on class participation in drama lessons
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Authors
Ajaps, Christiana Ijeoma
Issue Date
2023
Educational Level
ISCED Level 5 Short-cycle tertiary education
Curriculum Area
Geographical Setting
Nigeria
Abstract
Context: The study was conducted at the Federal College of Education (Technical) in Lagos, Nigeria. It focused on a group of 200 science students in a mixed-gender, tertiary-level English course. Many students had previously attended single-gender schools, making the mixed-gender classroom experience relatively new for them. The research aimed to address gender disparities in class participation, particularly the reluctance of female students to engage actively in drama lessons.
Aims: The primary aim was to explore and understand the reasons behind the low participation of female students in the drama class and to promote inclusive class participation regardless of gender. Specific research questions included investigating desired class participation outcomes, the importance of inclusive participation, students' and colleagues' perceptions of gender disparities, and how these disparities could be addressed.
Methods: Data were collected using questionnaires, interviews, and a reflective journal. A questionnaire was distributed to 50 students to gather opinions on gender disparity, and interviews were conducted with 20 colleagues to understand their perspectives on gender dynamics in their classrooms. The researcher also maintained a reflective journal over six weeks to document class activities and participation patterns. Following data collection, an action plan was implemented over four weeks, including mixed seating arrangements, group work, communication skills training, and introducing reading passages on female role models.
Findings: The study found that gender stereotypes significantly influenced class participation. Female students were generally less active, preferring topics such as cooking, while males were more engaged in discussions related to sports. After implementing the intervention, 80% of students reported increased participation. Mixed seating arrangements and group work helped foster collaboration and reduce gender biases. Reading passages on female role models helped challenge stereotypes and boost female students' confidence and participation.
Implications: The findings suggest that teachers can create more inclusive classrooms by addressing gender stereotypes and promoting equal participation opportunities. The use of mixed seating, collaborative group work, and role models from both genders can help students overcome biases and engage more actively in learning. Other educators might find these strategies useful in fostering inclusive participation in their own classrooms.
Aims: The primary aim was to explore and understand the reasons behind the low participation of female students in the drama class and to promote inclusive class participation regardless of gender. Specific research questions included investigating desired class participation outcomes, the importance of inclusive participation, students' and colleagues' perceptions of gender disparities, and how these disparities could be addressed.
Methods: Data were collected using questionnaires, interviews, and a reflective journal. A questionnaire was distributed to 50 students to gather opinions on gender disparity, and interviews were conducted with 20 colleagues to understand their perspectives on gender dynamics in their classrooms. The researcher also maintained a reflective journal over six weeks to document class activities and participation patterns. Following data collection, an action plan was implemented over four weeks, including mixed seating arrangements, group work, communication skills training, and introducing reading passages on female role models.
Findings: The study found that gender stereotypes significantly influenced class participation. Female students were generally less active, preferring topics such as cooking, while males were more engaged in discussions related to sports. After implementing the intervention, 80% of students reported increased participation. Mixed seating arrangements and group work helped foster collaboration and reduce gender biases. Reading passages on female role models helped challenge stereotypes and boost female students' confidence and participation.
Implications: The findings suggest that teachers can create more inclusive classrooms by addressing gender stereotypes and promoting equal participation opportunities. The use of mixed seating, collaborative group work, and role models from both genders can help students overcome biases and engage more actively in learning. Other educators might find these strategies useful in fostering inclusive participation in their own classrooms.
Description
Keywords (free text)
english as a foreign language , gender dynamics , classroom interaction , gender disparities , educational equity , exploratory action research