Exploration of critical experiences influencing the pursuits of technology-related programmes by students on females in Ghanaian universities a phenomenological study

Abstract

This study investigated the experiences of female students pursuing technology-related programmes in Ghanaian universities. It focused on the exploration of key issues causing low enrolment of female students in five universities and the interventions that could be implemented to offset the imbalance. The study was substantively situated in Burr’s (2015) Social Constructionist’s theoretical framework. The phenomenological qualitative research paradigm was adopted. The main research design was a non-experimental exploratory approach. Fifty-eight (58) participants (comprising 53 students and 5 lecturers) were purposively sampled via snowballing technique. Data were gathered through semi-structured interviews and non-participant observational inductive methods. The data were then thematically analysed and interpreted. The study, inter alia, found that brain laterilization (dichotomy) was not a contributor to females’ choices of technology-related programmes. Again, parents were noted to play significant roles in directing their wards towards programme preferences and choices. With regard to cultural influences, a key challenge and new insight gained from this study, not recorded in the literature, was the restriction placed on females in holding and using basic technological tools such as the saw whilst embarking on Community Service. Additionally, stereotypically-adopted domestic chores were found to hinder the studies of female students. Some participants, especially the females, further complained about boarding commercial vehicles with large equipment such as drawing-boards which made them socially embarrassed. In the observation exercise, it emerged that the most frequently used pedagogical strategy by the lecturers was explanation supported with audio-visual aids. Active interaction in the form of practical demonstration with students was minimal. Some participants also complained about the restrictions on the use of instruments by some lecturers and in some laboratories during demonstration lessons. It is recommended that policy-makers take measures to increase funds allocated to universities to improve infrastructural development. Parents must be sensitised to assist their wards to select the most appropriate courses. Adequate boarding facilities must be provided to female-students to insulate them from labourious domestic chores. Such chores keep them exhausted and prevent them from comprehending spatial disciplines such as Mathematics that is placed early on the time-tables. Technological education should also be given a boost with advertisements on the social media.