An assessment of government policies on female participation in STEM in Dukku LGA, Gombe State
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Background of the Study
Government policies play a pivotal role in shaping educational opportunities and ensuring equal access to quality learning, particularly in Science, Technology, Engineering, and Mathematics (STEM). In Dukku LGA, Gombe State, there has been a growing interest in understanding how government initiatives influence female participation in STEM fields. Historically, female underrepresentation in STEM has been attributed to socio-cultural biases, inadequate role models, and limited access to resources. Recent policies, however, have attempted to bridge this gap by incorporating gender-responsive strategies and targeted funding for girls’ education (Obi, 2023; Musa, 2024). These policies include scholarship programs, mentorship initiatives, and community outreach projects that aim to change perceptions and improve female enrollment in STEM courses. The local government’s involvement in policy-making has led to reforms that emphasize not only access but also retention and academic performance of female students in these subjects. Policy documents and educational reforms initiated between 2023 and 2025 indicate a commitment to achieving gender parity in STEM education by creating supportive environments and improving infrastructure that benefits female learners (Akinola, 2023). Despite these progressive measures, challenges persist such as inconsistent implementation, insufficient monitoring, and limited stakeholder engagement. Furthermore, the effectiveness of these policies often depends on the collaboration between government agencies, schools, and communities. In Dukku LGA, while some schools report an increase in female participation, others continue to struggle due to traditional gender norms and resource constraints. This study seeks to assess the extent to which government policies have influenced female participation in STEM by evaluating both quantitative enrollment data and qualitative insights from educators, policymakers, and the students themselves. The research will explore how policy directives are translated into practice at the school level and identify the critical success factors that contribute to improved outcomes for female students. By examining these aspects, the study will contribute to a more nuanced understanding of the interplay between policy, gender, and educational practice in STEM disciplines (Bello, 2024).
Statement of the Problem (300 words)
Despite the introduction of progressive government policies aimed at increasing female participation in STEM in Dukku LGA, there remains a significant disparity in enrollment and academic performance between male and female students. Preliminary data indicate that while policy frameworks exist, their effective implementation is hindered by factors such as inadequate funding, limited professional development for teachers on gender-sensitive pedagogy, and persistent socio-cultural barriers. Many schools report that policy directives do not translate seamlessly into classroom practices, resulting in minimal impact on actual female participation. Educators often highlight that while initiatives such as scholarship schemes and mentorship programs are available, they are sporadically implemented and lack continuous monitoring and evaluation (Chinedu, 2023). Additionally, community attitudes towards gender roles continue to affect the way these policies are received, leading to low uptake among female students. The discrepancy between policy intentions and on-the-ground realities raises critical questions about the efficiency of the current strategies and calls for a systematic evaluation of the barriers to effective policy implementation. This study, therefore, seeks to identify the gaps between policy formulation and implementation, assess the impact of these policies on female students’ engagement in STEM, and determine the factors that hinder or facilitate the success of these interventions. The problem is compounded by a lack of empirical data on the long-term effects of these policies, which makes it challenging for policymakers to refine and adjust their strategies effectively. By investigating these issues, the research aims to provide evidence-based recommendations that can help bridge the gap between government initiatives and actual improvements in female participation in STEM in Dukku LGA (Ibrahim, 2024).
Objectives of the Study
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To evaluate the impact of current government policies on female participation in STEM.
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To identify barriers to effective policy implementation at the school level.
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To propose recommendations for enhancing policy outcomes for female students.
Research Questions
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How have government policies influenced female participation in STEM in Dukku LGA?
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What are the primary barriers to the effective implementation of these policies?
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What strategies can improve policy outcomes for female participation in STEM?
Research Hypotheses
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H1: Government policies have a significant positive effect on female participation in STEM.
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H2: Inadequate resource allocation negatively moderates the impact of government policies on female participation.
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H3: Enhanced community involvement positively correlates with improved policy outcomes for female students.
Significance of the Study
This study is significant as it provides an in-depth evaluation of government policies aimed at enhancing female participation in STEM, thereby informing policymakers, educators, and community leaders. The findings will offer actionable recommendations to improve policy implementation, reduce gender disparities, and foster an inclusive educational environment in Dukku LGA.
Scope and Limitations of the Study
This study is limited to evaluating government policies on female participation in STEM within Dukku LGA, Gombe State. It focuses exclusively on policy analysis, implementation challenges, and their impacts, without extending to other regions or non-governmental interventions.
Definitions of Terms
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Government Policies: Formal directives and strategies formulated by public authorities to guide educational practices.
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Female Participation: The enrollment and active engagement of female students in academic and extracurricular STEM activities.
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STEM Education: An interdisciplinary approach to learning that integrates science, technology, engineering, and mathematics.
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