Girls’ access, participation, and achievement in Grade 10 Physical Science subject in a selected rural school in Limpopo: Sekhukhune district, South Africa

Abstract

Research on girls in the learning of science has focused on issues of access and involvement extending beyond high school and undergraduate studies in the science domain. This study focuses on the construction of girls in a grade 10 Physical Science class in a rural school in Limpopo, South Africa This study seeks to understand the pedagogical practices employed by teachers in rural schools that either facilitate or hinder the participation of girl in a Physical Science classroom and how processes and practices of gender construction manifest within the Physical Science classroom. This study employed a qualitative research design using a case study methodology and was situated in the interpretive paradigm. 13 participants were selected using purposive sampling to determine the sample from which participants were selected. The research data was collected using semi-structured interviews. The study findings revealed that processes and practices of gender construction manifest within the Physical Science classroom through the interactions between teachers and learners, shaping perceptions of abilities and interests associated with specific genders. Furthermore, the study findings revealed that gender construction processes occur in Physical Science classrooms through teacher-learner interactions, influencing perceptions of gender-specific abilities and interests. Gender gaps persist in Physical Science due to factors like gendered aspirations in science, modeling of science roles, pedagogical practices, and the persistence of inequalities in sciences, hindering girls' access and participation. Consequently, the study argues that classroom processes and teachers' pedagogical practices whether consciously or unconsciously play a significant role in shaping girls' perceptions of Physical Sciences. Therefore, the study recommends that interventions for gender equality in education should also focus on helping teachers in devising pedagogical approaches and practices that are gender sensitive and appropriate. Such interventions look into mentorship and professional development designed to give teachers the tools and support they need to understand and handle gender dynamics in the classroom. This means carefully assessing how well current programs are working and coming up with new ideas to promote teaching methods that include and empower girl and boys to work and learn collaboratively and for the common good.