Gender equality in science classrooms: teacher perceptions and teaching-learning practices in government primary schools in Dhaka

Abstract

This is a qualitative study exploring teachers’ influences in gender equality in primary science classes in an urban context. Perceptions and attitudes of teachers in classes directly impact students’ learning in science as early as in third grade. It is important to understand the gender-gap and under-representation of girls in science, both academics and career, in Bangladesh. The research is focussed on teachers’ perceptions and teaching-learning practices that shape distinguished experiences for boys and girls in the classroom. By convenience sampling, eight teachers were selected from four government primary schools in Dhaka and interviewed using an interview-guided approach. Results found that although girls were seen as better students based on assessments and their completion of work, teachers perceived boys as naturally inclined to study in science due to having higher-cognitive abilities desired in science, being more exposed to the outdoors and making more interactions in class to question, participate, and ask for help.