Sex differences in science education in a developing country: Kenya

Twoli, Nicholas W.

doi:10.1007/bf02356830

Cited by 3 publications

(2 citation statements)

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“…There are also a number of differences in the research studies quoted over the years. For example, Twoli (1986) states that Kenyan girls differ from boys in terms of attitude, achievement, and aspirations in science and found that girls enrol in fewer science courses, perform fewer science activities, perform less well, express more negative attitudes towards physical sciences, and are less likely to embark on a career in science than boys. A more recent study (FAWE/MOE/MTATT, 1995) showed that girls' attitudes to science had become more positive and that girls had high aspirations for higher education, particularly in science-based careers.…”

Section: Science Education In Kenyamentioning

confidence: 96%

Girls’ Attitudes Towards Science in Kenya

Chetcuti

Kioko²

2012

International Journal of Science Education

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This study investigated girls' attitudes towards science in Kenya. It was carried out with 120 girls from four secondary schools in the Eastern province of Kenya. These were an urban single-sex (SS) and co-educational (Co-Ed) school and a rural SS and Co-Ed school. Different schools were chosen in order to explore whether there are any differences in attitudes in SS and Co-Ed schools and in schools in rural and urban areas. The methodology included the use of both questionnaires and focus group interviews. The main aim was to gain insight into the extent and depth of students' attitudes towards science. The findings of the study showed that the majority of Kenyan girls who participated in the study have a favourable attitude towards science. Girls in SS schools were found to have a more favourable attitude than those in Co-Ed schools, while girls in rural area schools were found to find science more relevant than those in urban schools. It emerged from this study that the attitudes of Kenyan girls are influenced by their perceptions of the relevance of science, enjoyment of studying science, perceptions of the suitability of science for a career, and their perceptions of subject difficulty.

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Section: Science Education In Kenyamentioning

confidence: 96%

Girls’ Attitudes Towards Science in Kenya

Chetcuti

Kioko²

2012

International Journal of Science Education

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“…Boys differ from girls in terms of their achievement, attitude, aspirations and expectation in Science. In most societies, girls express more negative attitudes towards Physical Sciences than the boys (Twoli, 1986). Girls in single sex schools excelled because there was no one to intimidate them.…”

Section: Gender and Physics Learningmentioning

confidence: 99%

Influence of ILA and RTM on the Achievement of Boys and Girls in Physics on the Topic: Cells and Simple Circuits

Inzahuli¹

2021

theijhss

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Influence of ILA and RTM on the Achievement of Boys and Girls in Physics on the Topic: Cells and Simple Circuits Statement of the ProblemThere are rapid changes taking place in the manufacturing Industry, Communication, Agriculture and Medicine. The Education sector is a major player in the envisaged industrialization in Kenya by 2030. The curriculum offered at secondary school is expected to address industrialization as a central and cross-cutting theme. Science is instrumental in bringing about changes through the advancement of technology and industrialization. The number of students who enroll to study physics at forms three and four in secondary schools in Kenya is low. For those who enroll, the performance at the end of secondary school leaving Examination is dismal. Poor performance in sciences affects economic, social and political pillars of development. The students generally show little interest and motivation to study Physics. This is despite many efforts by stakeholders aimed at restructuring the curriculum and attempts at prolonged in-service programmes for teachers that are supported by interested stakeholders. The challenge has been to find and apply methodologies that excite the learners. This should lead to motivation to enroll and continue studying Physics throughout the secondary school cycle. Meaningful methodologies should engage learners in cognitive development. In addition, skills that concern psychomotor development should be addressed. This study proposed to investigate the Integrated Learning Approach which targeted cognitive skills and attitudinal development. The study targeted students' learning of cells and simple circuits. The study compared learning developments due to ILA and RTM. ObjectivesFind out the influence of ILA and RTM on the achievement of boys and girls in Physics ScopeOnly form two students participated in this study. The study investigated the achievement of students in two Physics Assessment Tests (PAT1 and PAT2). The first test (PAT1) was set on the relevant Science content taught in standard eight and form one. The second test (PAT2) was set on cells and simple taught during the study period. The tests required respondents to write their responses in spaces provided on question papers. Theoretical FrameworkThis study was guided by Gagne's Conditions of Learning Theory. Gagne's theory deals with three aspects of learning namely: conditions of learning, processes of learning, and outcomes of learning. The conditions of learning are further concerned with external and internal factors of learning. External conditions of learning are caused by other people through motivating or arousing the learner by asking questions in tests, assignments and any other challenging situations in order to determine the level of understanding of that which was taught.Outcomes of learning are concerned with motor skills and cognitive strategies such as: verbal formation which is useful in writing, discussion and dramatizing; intellectual skills in the ability to discriminate and classif...

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