SE-Gender and Inclusive Education (Equality)

Teaching Load as Classroom Based Predictor on Quality Academic Achievement among Girls in Mathematics as a Subject in Secondary Education in Kisumu County

2020-08-07T08:37:47Z

Teaching Load as Classroom Based Predictor on Quality Academic Achievement among Girls in Mathematics as a Subject in Secondary Education in Kisumu County Agunda, Josephine Adhiambo; Onderi, Henry; Ajowi, Jack The education of females has a profound effect on national development as lack of their education has been linked to poor sanitation and high illiteracy rate. As the world grows even more dependent on technologically driven competencies, girls’ participation in mathematics affects future career and economic opportunities. It is documented that women’s participation in mathematics related fields such as engineering is below 20%. There was therefore need to conduct a study in Kisumu County, Kenya to establish the influence of teaching load as a classroom based predictor as an independent variable on girls’ academic achievement in mathematics in secondary education at form four level. The dependent variable was Kenya Certificate of Secondary Education (KCSE) examination results of girls between 2010 and 2014. The objective of the study was to establish the influence of teaching load on girls’ academic achievement in mathematics at form four level. Correlation research design was applied to examine the degree of influence that exists between two or more variables by use of statistical data. The target population consisted of 142 public secondary schools which presented female candidates for KCSE between 2010 and 2014, 142 Principals, 142 Heads of mathematics department and 390 mathematics teachers who taught the girls under study. Stratified random sampling technique was applied whereby schools were categorized as girls’ secondary schools and mixed secondary schools. Purposive sampling was done to select all the 18 girls’ secondary schools in Kisumu County while systematic random sampling was applied to select 38 out of 124 mixed secondary schools in Kisumu County. The sample constituted 39% of the study population. Data was collected using questionnaires, interviews and document analysis. Instruments of data collection were validated by the researcher’s supervisors and reliability of the instruments was established through test retest method by carrying out a pilot study in 5 schools which were not part of the study sample. Quantitative data was analyzed using descriptive statistics in form of frequency counts, percentages, means, Pearson’s Product Moment Correlation and regression analysis. Qualitative data from interview schedule was analyzed by using thematic analysis. Statistical Package for Social Sciences (SPSS) version 22 was applied to assist in analyzing data. The findings of the study concluded that there was a negative relationship between teaching load and quality academic achievement among girls in mathematics at form four level. The study recommended that more mathematics teachers should be employed to reduce the teaching load for effective classroom performance. An article published in American Research Journal of Humanities and Social Sciences

Gender Differences in Learning Outcomes on the Mole Concept in a Developing Country: Kenya

2020-07-07T08:58:09Z

Gender Differences in Learning Outcomes on the Mole Concept in a Developing Country: Kenya Twoli, Nicholas Wanjala; Akala, Janet B.; Khatete, David W. The gender gap that results from the differential treatment of boys and girls is still noticeable today in their achievement and participation in chemistry education in Kenya and perhaps in every other developing country. Due to its large concept map and sometimes theoretical nature, the Mole Concept has been recognized as one of the most difficult topics to teach and learn within the secondary school chemistry curriculum. The study compared male and female form four secondary school students’ learning outcomes in Mole Concept area of chemistry in Kakamega County, Kenya. The sample consisted of 384 students randomly selected from the three school types: mixed, boys and girls. Two instruments were used viz: Mole Concept Students Attitude Scale (MCSAS) and the Mole Concept Achievement Test (MCAT). Data collected were analysed using t-test. The findings of the research showed that there were significant differences between male and female students in overall chemistry achievement (t = 4.409, p < 0.05) and attitude to science (t = 0.387, p < 0.05). The absolute t-values for spatial and mathematical items 4.780 (p < 0.05) and 4.094 (p < 0.05) respectively were highly significant with boys performing better than girls. It is therefore recommended among others that teachers should use instructional strategies that will enhance gender equality in students’ learning outcomes in chemistry especially in major concepts like the Mole. Proceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015

Physics Classroom Discourse Favors Boys More Than Girls: A Myth or Reality?

2020-07-07T08:05:43Z

Physics Classroom Discourse Favors Boys More Than Girls: A Myth or Reality? Wambua, Joseph M.; Twoli, Nicholas W.; Maundu, John N. Mode of instruction used in teaching is key to the understanding of the concepts and skills to be learned. Instruction in classrooms is controlled to a larger extend by the interaction patterns involving teachers, learners and resources. Some interaction patterns seem to promote learning especially science subjects. In Kenya, enrolment and performance of girls in Physics has been comparatively low for a long period of time when compared to their male counterparts. This concern was one of the objectives that prompted a study on interactions in Physics lessons with the aim of determining the common patterns that can aid in drawing possible inferences on the effects of instruction in Physics. The study was descriptive in nature and five schools in Matungulu district (Kenya) were used. The main instrument was modified Flanders’ Interaction Analysis Categories (FIAC) that was used in Physics lessons. Data was analyzed using ratios, percentages and chi-square. It was observed that there exists a significant difference in the teachers’ verbal behavior patterns in the boys’ and girls’ schools. Teachers in girls’ schools used patterns related to ‘direct’ methods that created autocratic climate in class and hence limited participation in girls during lessons. On the other hand, patterns in the boys’ schools related to ‘indirect’ methods which encouraged boys to ask questions and interact with resources more, thus creating a more democratic learning climate. It is therefore important for teachers to give equal attention during classroom discourse in Physics to both boys and girls. Proceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015

To assess the Influence of Selected Community Based Factors on Girls’ Participation Rate in Public Day Secondary Schools in Naivasha Sub-County, Kenya.

2020-07-06T08:09:26Z

To assess the Influence of Selected Community Based Factors on Girls’ Participation Rate in Public Day Secondary Schools in Naivasha Sub-County, Kenya. Gatere, Janet Waithira; Kiumi, J. Kanjogu; Ngugi, Margaret The purpose of this study was to assess the influence of selected community based factors on girls’ participation rate in public day secondary schools in Naivasha Sub-County, Kenya. Ex-post facto research design was used in the study. A total of 130 respondents (constituting 26 principals and 104 teachers) from 26 schools were randomly sampled for the study. All the targeted respondents participated in the study giving a response rate of 100%. Simple random sampling technique was used to sample the respondents for the study. Data was collected through a self-administered questionnaire where two sets of questionnaires were developed for data collection; one for principals and the other for class teachers. Descriptive statistics such as means, percentages and frequencies were used to analyze the data while inferential statistics such as simple regression analysis was used to determine the predictive power of community factors on girls’ participation in school. The study found that three community-level risk factors that had the most negative effect on girls’ participation in public day secondary schools in the study area including: negative peer influence in the community, high incidences of teenage pregnancies and poverty in the community. Drawing from the computed R value (R2= .406), the study revealed that the selected community factors were lowering the rate of girls participation in public day secondary schools by almost 41%.The study concluded that prevalence of the three community level factors such as: high incidence of teenage pregnancies and poverty had great influence on girls’ participation and progression in public day secondary schools in the study area. It was recommended that school, family and community partnerships would be appropriate in minimizing the effect of community level factor on girls’ participation in schools An Article Published in International Journal of Scientific Research and Management (IJSRM)