FEMINISM AND INTERNATIONAL RELATIONS| Asian Journal of Arts, Humanities and Social Studies,

This paper had examined ‘feminism in international relations’. It utilized secondary sources of data with content analysis and guided by the following research questions: 1. what is the nature/characteristic of feminism international relations paradigm? 2. What is new in feminist international relations? 3. Is feminism relevant in the study of international relations? 4. What is the possible scientific classification of feminism international relations? Feminism international relation arose as a result of disciplinary dissatisfaction with the mainstream international relations. They brought gender and gender hierarchy analysis, inclusive policy making and implementation. There are diverse views of feminism international relations but focus on foreign policy and diplomacy, international political economy, war, security and peace and international law dimension. Feminism  international relations emphasis the role of femininity in foreign policy making and implementation, women trafficking and drugs in international political economy, looked at security from individual than state horizon, women involvement in peace making process and inclusion of gender and chances for women in international law, feminism international relations can be classified into classical feminism and neo-feminism.

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EFFECT OF SCAFFOLDING INSTRUCTIONAL STRATEGIES AND GENDER ON PERFORMANCE OF PUPILS IN BASIC SCIENCE AND TECHNOLOGY IN RIVERS STATE, NIGERIA

This study examined the effect of scaffolding instructional strategies and gender on the performance of pupils in Basic Science and Technology in public primary schools in Rivers State. Two specific objectives and two null hypotheses guided the study. Non-randomized pretest, post-test and control group experimental design was adopted for the study. The population size consisted of 42,409 basic four pupils; out of which 147 were drawn as sample size using purposive sampling technique. The instrument for data collection was the Basic Science and Technology Performance Test. The data was analyzed using Analysis of Covariance (ANCOVA). The findings of the study revealed that there is a significant difference in the Basic Science and Technology mean performance scores of pupils taught with scaffolding instructional strategies and those taught with conventional method. The Basic Science and Technology mean performance scores of boys and girls taught with scaffolding instructional strategies does not differ significantly with those taught with conventional method. Recommendations were made which include that scaffolding instructional strategy should be used in classroom teaching/learning interaction to enhance the teaching and learning of pupils as well as improve their performance in all subjects.

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