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Assessing Gender Differences In A-Level Biology Students’ Perceptions Of Laboratory Environments In Zimbabwean Schools

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dc.creator Tambo, Emmanuel Mark Zororo
dc.date.accessioned 2015-01-06T09:23:24Z
dc.date.accessioned 2015-12-08T10:54:11Z
dc.date.available 2015-01-06T09:23:24Z
dc.date.available 2015-12-08T10:54:11Z
dc.date.created 2015-01-06T09:23:24Z
dc.date.issued 2003-07
dc.identifier Tambo, EMZ (2003) Assessing Gender Differences in A-level Biology Students' Perception of Laboratory Environments in Zimbabwean Schools, ZJER vol. 15, no.2. Harare, Mt. Pleasant: HRRC.
dc.identifier 1013-3445
dc.identifier http://opendocs.ids.ac.uk/opendocs/handle/123456789/5563
dc.identifier.uri http://hdl.handle.net/10646/1861
dc.description.abstract This study assessed gender differences of Zimbabwean A-level students’ perceptions about their actual and preferred biology laboratory environments in relation to cohesiveness, openness, integration between theory and laboratory work, management of laboratory work and the material environment. The Science Laboratory Environment Inventory (SLEI) was used to collect data from a total of 68 students (40 male and 28 female) attending metropolitan High Schools. Results obtained indicated that both female and male students prefer less cohesiveness than there is in current laboratory environments. Both sexes would however prefer more openness and a more conducive material environment. The situation is more pronounced for girls. Females prefer more integration and less controlled management of activities than male students.
dc.language en
dc.publisher Human Resources Research Centre (HRRC); University of Zimbabwe
dc.rights http://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rights University of Zimbabwe
dc.subject Education
dc.subject Gender
dc.subject Science and Society
dc.title Assessing Gender Differences In A-Level Biology Students’ Perceptions Of Laboratory Environments In Zimbabwean Schools
dc.type Article


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