View in EDS PDF Full Text

DIFFERENTIAL IMPACTS OF TEACHER-CENTERED INSTRUCTION ON PHYSICS SELF-EFFICACY: A FACTORIAL ANALYSIS OF GENDER IN NIGERIA.

Saved in:
Bibliographic Details
Title: DIFFERENTIAL IMPACTS OF TEACHER-CENTERED INSTRUCTION ON PHYSICS SELF-EFFICACY: A FACTORIAL ANALYSIS OF GENDER IN NIGERIA.
Authors: ESAKPAIDE, Gabriel1 mudnero@gmail.com
Source: Journal Plus Education / Educaţia Plus. 2026, Vol. 40 Issue 1, p318-343. 26p.
Subject Terms: *Didactic method (Teaching method), *Teaching methods, *Science education, *Gender differences in education, *Gender inequality, *Educational support, Self-efficacy
Geographic Terms: Nigeria, Delta State (Nigeria), Africa
Abstract: Gender disparities in science self-efficacy are traditionally attributed to social stereotypes and socialization. However, recent evidence suggests that specific pedagogical frameworks may differentially moderate these gaps. This study utilized a quantitative two-way factorial analysis (N = 176) in Delta State, Nigeria, to examine the interaction between teacher-centered instruction and gender. Results identified a significant interaction effect (F = 5.17 p = 007), where teacher-centered methods correlated with substantial efficacy declines in female students (β = - 0.82, P = .003) but had negligible impact on males. This disparate response by gender is driven by perceived classroom inclusivity, the activation of stereotypes, and attributional patterns. Female students under traditional instruction reported elevated anxiety, fixed-ability attributions, and a diminished sense of belonging. Independent research corroborates these findings: across multiple African contexts (Adler & Reed, 2018; Hazari et al., 2008), female students similarly demonstrate lower self-efficacy and achievement under lecture-based instruction while showing comparable performance when taught through student-centered approaches. Mediation analyses reveal that anxiety (Adebayo, 2018), attribution patterns (Iwuanyanwu, 2022), and classroom belonging (Mosimege, 2015) operate as key psychological mechanisms. We propose a model illustrating how lecture-based physics environments, while ostensibly neutral, create conditions that systematically undermine female efficacy. This research advances the understanding of pedagogy and motivation intersections in sub-Saharan Africa, providing a basis for gender-equitable instructional design. [ABSTRACT FROM AUTHOR]
Copyright of Journal Plus Education / Educaţia Plus is the property of Aurel Vlaicu University of Arad, Gabriela Keleman and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 193442833
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: DIFFERENTIAL IMPACTS OF TEACHER-CENTERED INSTRUCTION ON PHYSICS SELF-EFFICACY: A FACTORIAL ANALYSIS OF GENDER IN NIGERIA.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22ESAKPAIDE%2C+Gabriel%22">ESAKPAIDE, Gabriel</searchLink><relatesTo>1</relatesTo><i> mudnero@gmail.com</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+Plus+Education+%2F+Educaţia+Plus%22">Journal Plus Education / Educaţia Plus</searchLink>. 2026, Vol. 40 Issue 1, p318-343. 26p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Didactic+method+%28Teaching+method%29%22">Didactic method (Teaching method)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Gender+differences+in+education%22">Gender differences in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Gender+inequality%22">Gender inequality</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink><br /><searchLink fieldCode="DE" term="%22Delta+State+%28Nigeria%29%22">Delta State (Nigeria)</searchLink><br /><searchLink fieldCode="DE" term="%22Africa%22">Africa</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Gender disparities in science self-efficacy are traditionally attributed to social stereotypes and socialization. However, recent evidence suggests that specific pedagogical frameworks may differentially moderate these gaps. This study utilized a quantitative two-way factorial analysis (N = 176) in Delta State, Nigeria, to examine the interaction between teacher-centered instruction and gender. Results identified a significant interaction effect (F = 5.17 p = 007), where teacher-centered methods correlated with substantial efficacy declines in female students (β = - 0.82, P = .003) but had negligible impact on males. This disparate response by gender is driven by perceived classroom inclusivity, the activation of stereotypes, and attributional patterns. Female students under traditional instruction reported elevated anxiety, fixed-ability attributions, and a diminished sense of belonging. Independent research corroborates these findings: across multiple African contexts (Adler & Reed, 2018; Hazari et al., 2008), female students similarly demonstrate lower self-efficacy and achievement under lecture-based instruction while showing comparable performance when taught through student-centered approaches. Mediation analyses reveal that anxiety (Adebayo, 2018), attribution patterns (Iwuanyanwu, 2022), and classroom belonging (Mosimege, 2015) operate as key psychological mechanisms. We propose a model illustrating how lecture-based physics environments, while ostensibly neutral, create conditions that systematically undermine female efficacy. This research advances the understanding of pedagogy and motivation intersections in sub-Saharan Africa, providing a basis for gender-equitable instructional design. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal Plus Education / Educaţia Plus is the property of Aurel Vlaicu University of Arad, Gabriela Keleman and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193442833
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 318
    Subjects:
      – SubjectFull: Didactic method (Teaching method)
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Science education
        Type: general
      – SubjectFull: Gender differences in education
        Type: general
      – SubjectFull: Gender inequality
        Type: general
      – SubjectFull: Educational support
        Type: general
      – SubjectFull: Self-efficacy
        Type: general
      – SubjectFull: Nigeria
        Type: general
      – SubjectFull: Delta State (Nigeria)
        Type: general
      – SubjectFull: Africa
        Type: general
    Titles:
      – TitleFull: DIFFERENTIAL IMPACTS OF TEACHER-CENTERED INSTRUCTION ON PHYSICS SELF-EFFICACY: A FACTORIAL ANALYSIS OF GENDER IN NIGERIA.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: ESAKPAIDE, Gabriel
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Text: 2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1842077X
          Numbering:
            – Type: volume
              Value: 40
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal Plus Education / Educaţia Plus
              Type: main
ResultId 1