Girls' passivity in the classroom
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Authors
Ngom, Moussa
Issue Date
2023
Educational Level
ISCED 3: Upper secondary education
Curriculum Area
Geographical Setting
Senegal
Abstract
Context: This study was conducted at a secondary school in Mbouma, Kaolack region, Senegal, where the researcher observed a concerning lack of participation among female students in Grade 4. The passivity of girls in the classroom was attributed to cultural and religious beliefs that discourage female assertiveness in public settings, including the classroom. This issue prompted the researcher to investigate the reasons behind this passivity and to explore strategies to increase female students' engagement in classroom activities.
Aims: The main objective of the study was to understand the reasons behind the low participation of female students in classroom activities and to develop strategies that could encourage them to engage more actively. The study aimed to create a more inclusive classroom environment where both male and female students could participate equally, thereby improving learning outcomes for all.
Methods: The researcher used multiple data collection tools, including a journal to record classroom observations, a questionnaire for 12 female students to gather their opinions on participation, and interviews with colleagues to understand their perspectives. Additionally, classroom observations were conducted by a colleague to evaluate the extent of female participation and to provide external insights into the issue. These methods aimed to provide a comprehensive understanding of the factors contributing to girls' passivity in the classroom.
Findings: The study found that female students were often passive, preferring to work alone and avoiding group activities. This was due to a lack of confidence and unfamiliarity with collaborative work. The girls rarely volunteered to speak or participate in class discussions. The researcher's colleagues confirmed that this passivity was a long-standing issue, partially due to traditional gender roles. However, after implementing an action plan that included mixed-gender group work and lessons on gender equality, there was a noticeable increase in the girls' participation and confidence.
Implications: The findings suggest that creating an inclusive and supportive classroom environment can significantly improve female students' engagement. Teachers might consider using gender-sensitive topics and collaborative activities to foster a sense of equality and encourage all students to participate. Consistent practice in group settings can help build confidence among female students, allowing them to become more active participants in their learning process.
Aims: The main objective of the study was to understand the reasons behind the low participation of female students in classroom activities and to develop strategies that could encourage them to engage more actively. The study aimed to create a more inclusive classroom environment where both male and female students could participate equally, thereby improving learning outcomes for all.
Methods: The researcher used multiple data collection tools, including a journal to record classroom observations, a questionnaire for 12 female students to gather their opinions on participation, and interviews with colleagues to understand their perspectives. Additionally, classroom observations were conducted by a colleague to evaluate the extent of female participation and to provide external insights into the issue. These methods aimed to provide a comprehensive understanding of the factors contributing to girls' passivity in the classroom.
Findings: The study found that female students were often passive, preferring to work alone and avoiding group activities. This was due to a lack of confidence and unfamiliarity with collaborative work. The girls rarely volunteered to speak or participate in class discussions. The researcher's colleagues confirmed that this passivity was a long-standing issue, partially due to traditional gender roles. However, after implementing an action plan that included mixed-gender group work and lessons on gender equality, there was a noticeable increase in the girls' participation and confidence.
Implications: The findings suggest that creating an inclusive and supportive classroom environment can significantly improve female students' engagement. Teachers might consider using gender-sensitive topics and collaborative activities to foster a sense of equality and encourage all students to participate. Consistent practice in group settings can help build confidence among female students, allowing them to become more active participants in their learning process.
Description
Keywords (free text)
gender participation , student engagement , collaborative learning , classroom dynamics , secondary education , gender equality