Promoting girls' participation in science education: a Tanzanian secondary schools' perspective

Abstract

This qualitative study explored teachers' roles in promoting girls' participation in science education in Tanzanian secondary schools. A phenomenography research design was adopted to capture the experiences of 40 participants involved in the teaching and learning processes. Data analysis followed Brawn and Clarke's six stages of thematic analysis. Findings from observations, interviews, focus group discussions and documentary review indicated that teachers' roles for promoting girls' motivation to learn include: providing girls opportunities to learn, commitment in teaching, providing career advice, preparing well before teaching, evaluating learning and providing feedback, promoting girls' self-efficacy and upgrading knowledge. However, teachers faced challenges as they played their roles in making girls learn. The study recommends that the teaching and learning environment be improved. Adequate teaching facilities should be provided to teachers to ease their efforts in making girls learn Science. Studies with larger samples must be conducted across different educational levels in the country.