An exploration of the gendering mediating students' attitudes and experiences in the formal academic curriculum at secondary school level in Libya

Hammadi, N.K.B., 2013. An exploration of the gendering mediating students' attitudes and experiences in the formal academic curriculum at secondary school level in Libya. PhD, Nottingham Trent University.

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Abstract

Introduction: The study was conducted to explore the gendering mediating students’attitudes and experiences towards the formal academic curriculum at secondary school level in Libya.The problematic nature of the link between access, quality of schooling and gender equality inthe curriculum in Libya is not sufficiently recognised. Methods: A total of 800 secondary students (ages 15-20), (males=389, females=411), who were from urban (n=360=45%) and rural (n=440=55%) localities of Libya completed a questionnaire designed to respond to a 5-point Likert scale of 19 items to elicit and to find out the key factors that influence students’ gendered perceptions, interests and characteristics of their future subject directions towards the aspects of school academic curriculum. 16 semi-structured interviews were also followed up to gain a deep understanding of the issues and enrich the validity of the questionnaire evidence. The statistical analysis software Statistical Package for Social Sciences (SPSS) was applied. The t-test statistic was used to compare the means and test the significance of any possible differences that existed between male and female responses.

Item Type: Thesis
Creators: Hammadi, N.K.B.
Date: 2013
Rights: [1] Copyright in the text of this thesis rests with the Author. Copies (by any process) either in full, or of extracts, may be made only in accordance with instructions given by the Author. This page must form part of any copies made. Further copies (by any process) of copies made in accordance with such instructions may not be made without the written permission of the Author. [2] The ownership of any intellectual property rights which may be described in this thesis is vested in Nottingham Trent University, subject to prior agreement to the contrary, and may not be made available for use by third parties without the written permission of University, which will prescribe the terms and conditions of any such agreement.
Divisions: Schools > School of Education
Depositing User: EPrints Services
Date Added: 09 Oct 2015 09:34
Last Modified: 09 Oct 2015 09:34
URI: http://irep.ntu.ac.uk/id/eprint/119

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