Influence of gender on academic performance in science subjects a case study of Githumu zone Kandara division central Kenya

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Kampala International University, Institute of Open and Distance Learning
A study on Gender and Academic performance in science was carried out in Githumu Zone with the purpose of investigating and establishing the factors influencing Gender and academic performance in the science subject in Githumu Zone. The specific objective of the study were/ to compare out the boys/girls attitude towards the study of science. To identify some cultural practices that affect the performance of learners in the science. To establish whether both sexes participate fully in the science teaching learning situation. To determine whether motivation and the resources affect gender and academic performance of science in Githumu Zone. To identify appropriate intervention measures for the problems. The method used in the investigation were qualitative, and descriptive given the nature of the research problem. Data was obtained mainly from two sources namely the pupils profile and teachers profile where a researcher formulate a questionnaires and distributed to them for assisting him to carry out the study. The population studied consisted of one hundred pupils where girls and boys sampled were equal and thirty teachers, eighteen male teachers and twelve female teachers who handles science subject in their respective schools. Teachers are all trained and obtained various qualifications and grades. A questionnaire was developed from the sampled respondents. This instrument contained level of gender and academic performance. The researcher based his questionnaire in area namely, attitude, social cultural motivation language and teaching resources. Each area contained questions quantified into the following 5: strongly agree, 4: agree, 3: disagree, 2: strongly disagree, 1: undecided. After collection of the data, the researcher calculated the frequency and percentage to determine the level of attitude and academic performance in science in the areas such as social influence on gender performance, Differing attitude towards education by gende0 gender and performance in science classroom interaction and participation, science and learning resource. It was found out that social influence on gender performance, gender and performance in science greatly contribute the performance by gender. The teaching strategies and language used by science teachers were also found to be ineffective classroom intervention and participation was also found to be poor. It was also found that both pupils and teachers have poor attitude toward science by gender. However it was observed that teachers and pupils posed some positive attitude towards science but there is room for improvement
A research report submitted to the Institute of Open and Distance Learning in partial fulfillment of the requirement for the Award of the Bachelor of education in early childhood and primary education of Kampala International University
gender, academic performance, science