Environmental factors influencing girls’ participation in science education in Tanzanian secondary schools

Abstract

This paper examines the environmental influences on girls’ participation in science education in Tanzanian secondary schools. A multiple qualitative case study research design was adopted to capture the experiences of 40 participants involved in the teaching and learning processes. Data analysis followed Braun and Clarke six stages of thematic analysis. Findings from observations, interviews, focus group discussions, and documentary reviews indicated that girls faced different environmental challenges, resulting in their poor participation in the related fields. However, teachers improved the participation of girls in science by creating a conducive learning environment by providing personal advice, creating a friendly learning environment, providing girls with opportunities to learn, using motivational techniques, and building confidence in girls in science. The study recommends collaborative efforts to improve girls’ participation in learning the subjects. In addition, a larger sample investigation should be conducted to understand better the situation in different educational settings in the country.