Teachers' engagement in students’ science competitions: Views from secondary schools in Southern Ethiopia
Science competitions play a critical role in modern education by fostering critical thinking needed to solve societal problems. This study examined how teachers decide to support students in science competitions in secondary schools in Southern Ethiopia. The study employed a mixed-method research de...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2024-01-01
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| Series: | Social Sciences and Humanities Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2590291124003425 |
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| Summary: | Science competitions play a critical role in modern education by fostering critical thinking needed to solve societal problems. This study examined how teachers decide to support students in science competitions in secondary schools in Southern Ethiopia. The study employed a mixed-method research design with the quantitative method being the main data collection and analysis approach. Data were obtained from 242 natural science teachers while interviews were conducted with 10 school principals. Descriptive statistics, Pearson correlation, and Logistic regression were used to analyze and make inferences from the findings. Results revealed that only 40.1% of teachers had mentored students in science competitions. Results linked teachers' low participation to inadequate knowledge in science inquiry and project preparation process. Factors associated with teachers' decisions to participate were; the preparation process (r = .285), stakeholders' support (r = .305), teachers' commitment (r = .286), and teachers' competencies (r = .295). Results further revealed that teachers' decision to participate in science competitions highly depended on their competencies and the support provided by stakeholders. In conclusion, teachers' competencies play a critical role in developing students' science reasoning in the science field, improving the quality of education. Also, teachers’ engagement in student competitions could be enhanced through stakeholder engagement by providing financial support, internet access, provision of guidelines, and having equipped laboratories. Besides, teachers as mentors need opportunities to hone their skills in science inquiry through in-service training, technical support with technologies, and strategic feedback from peers to guide students during science competitions. |
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| ISSN: | 2590-2911 |