Improving female students' performance in fourth grade
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Authors
Diouf, Babacar Gueye
Issue Date
2023
Educational Level
ISCED 3: Upper secondary education
Curriculum Area
Geographical Setting
Senegal
Abstract
Context: This study was conducted in a rural junior high school in Mbam, Senegal, where the author noticed a significant decline in participation and motivation among female students in Grade 4. Despite being engaged in earlier grades, many female students ceased participating actively in class discussions, leading to concerns about their academic performance and retention in school.
Aims: The primary aim of the study was to identify the factors contributing to the reduced participation of female students in Grade 4 and to implement strategies to improve their motivation and academic performance. The author sought to create a more inclusive and supportive classroom environment that would encourage these students to re-engage in their education.
Methods: The author employed several methods to gather data, including reflective journals, focus group interviews with 26 female students, and interviews with colleagues. These methods provided insights into the students' perceptions of their academic performance, the challenges they faced, and the attitudes of their teachers. An action plan was then implemented, which included co-teaching with selected female students, interactive lessons, games, and debates on gender-related topics.
Findings: The study revealed that female students' participation was hindered by a lack of confidence, fear of ridicule from male peers, and limited support from home due to cultural norms and household responsibilities. Interactive activities such as co-teaching, games, and debates significantly improved their engagement and confidence. Female students showed increased motivation and willingness to participate in class, especially when they could compete successfully with male students.
Implications: This study suggests that providing varied, interactive learning activities and addressing cultural and social barriers can enhance female students' participation and motivation. Teachers may benefit from incorporating such strategies in their classrooms, especially in contexts where cultural expectations limit female students' engagement. Co-teaching and peer support can be particularly effective in building confidence among female students.
Aims: The primary aim of the study was to identify the factors contributing to the reduced participation of female students in Grade 4 and to implement strategies to improve their motivation and academic performance. The author sought to create a more inclusive and supportive classroom environment that would encourage these students to re-engage in their education.
Methods: The author employed several methods to gather data, including reflective journals, focus group interviews with 26 female students, and interviews with colleagues. These methods provided insights into the students' perceptions of their academic performance, the challenges they faced, and the attitudes of their teachers. An action plan was then implemented, which included co-teaching with selected female students, interactive lessons, games, and debates on gender-related topics.
Findings: The study revealed that female students' participation was hindered by a lack of confidence, fear of ridicule from male peers, and limited support from home due to cultural norms and household responsibilities. Interactive activities such as co-teaching, games, and debates significantly improved their engagement and confidence. Female students showed increased motivation and willingness to participate in class, especially when they could compete successfully with male students.
Implications: This study suggests that providing varied, interactive learning activities and addressing cultural and social barriers can enhance female students' participation and motivation. Teachers may benefit from incorporating such strategies in their classrooms, especially in contexts where cultural expectations limit female students' engagement. Co-teaching and peer support can be particularly effective in building confidence among female students.
Description
Keywords (free text)
gender equality , student motivation , participation , co-teaching , interactive learning , cultural barriers