Secondary School Girl’s Experience In Science Subjects Choice: A Case Study Of Northern Cameroon

The gender gap in secondary school girls’ participation in Science continues to impede economic growth,competitiveness and prosperity throughout Africa,notably in Cameroon which is a country in Central Africa.Traditionally,science subjects which include;Mathematics,technology,and engineering have always been perceived by girls as a masculine domain of study in contrary with arts subjects which include;arts,humanities,and languages which have been constructed as a feminine branch of study.The problem of the research is under-representation of girls in science subjects.This study focuses on the urgent need to reform both schools and administrative area with the aim of positively influencing changes in educational practices to improve participation of girls in science fields by increasing their representation.Historically,reforms have taken different forms simply because the motivations of reformers have differed.Education reforms have concentrated on changing the existing system to focus on female gender achievements especially within the 21 st century learning format.Research has consistently found that greater confidence leads to greater interest and vice-versa.The study pinpoints factors that impact the motivation and confidence of secondary school girls in science,which have been characterized as girls’ Science development.Using Bronfenbrenner’s bio-ecological model of human development,it was hypothesized that several factors impact on science girls’ development such as;traditional perceptions,extracurricular science activities,role models,mentorship opportunities,academic preparedness,and the influence of math/science teachers.The purpose of this qualitative study is to provide new strategies to address the under-representation of secondary school girls in science subjects,beginning with a thorough identification of the various barriers that fully inhibit their motivation in science.The results of the study can inform and guide educators,administrators,and policy makers to develop programs and policies which support and encourage participation of secondary school girls in science programs.The study is qualitative,thus making use of both structured and unstructured interviews with parents,students,math and science teachers,administrators,and guidance counselors from four schools;Domayo,Doualare,Kakatare,and Palar Secondary Schools in the capital city of Maroua,northern part of Cameroon.Data collection also involved online interview sessions such as video conferences on platforms such as Zoom and We Chat,short recording debates mode on Whats App,and Whats App video calls with colleagues who graduated as professors from Maroua Normal University in Cameroon.Data was analyzed and transcribed using software such as Nvivo.