Breaking Gender Stereotypes in Science Education: Empowering Girls in Uganda’s Upper Primary Schools
Abstract
Purpose: This study explored the factors influencing girls’ performance in Integrated Science in upper primary classes in two selected primary schools in Arua District, Uganda. It examined how girls perform in Integrated Science, the factors that shape their performance, and strategies to improve achievement in the subject. Methodology: A qualitative research approach with a case study design was employed. Thirty participants were involved, including two headteachers, four science teachers, and twenty-four girls from Primary Five and Six. Purposive sampling was used to select participants, with girls as the majority. Data were collected through interviews, focus group discussions, observation, and document analysis, and were analyzed analysed thematically. Findings: The study revealed that girls’ performance in Integrated Science was moderate. Facilitators included gender-responsive teaching pedagogies, guidance and counselling, supportive school environments, good syllabus coverage, the presence of role models, and positive teacher attitudes. Barriers included poverty, inadequate provision of basic needs, poor syllabus coverage, low parental education, reliance on traditional teaching methods, and lack of student commitment. Implications: The findings underscore the importance of strengthening gender-responsive pedagogies, enhancing guidance and counselling services, improving school infrastructure and learning resources, and fostering collaboration between schools and parents. Theoretically, the study affirms the relevance of gender-responsive education frameworks. Further research should extend to more schools and regions or adopt mixed and longitudinal designs to build a comprehensive understanding of gender disparities in science education.
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