Gender and academic performance in science Butiye primary school in Moyale district- Kenya

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Kampala International University, College of Education, Open and Distance Learning
A persistent gender gap exists in science - based learning. This study dwells on the effect of gender on academic performance of boys and girls in science in post primary institutions in Kenya. The study seeks to identify the factors that lead to poor performance and unbalanced gender representation in science - based subjects. The study employs both quantitative and qualitative techniques. The quantitative techniques dealt with data and data analysis based on findings, while qualitative technique was based on un-quantifiable information based on findings. The findings are expected to provide insight to causes of gender imbalance in science. The findings are aimed at equipping all educational stakeholders with information for balanced learning in science, by both girls and boys
Gender, Academic performance, Science, Butiye primary school in Moyale district, Kenya