Abstract:
National results of Kenya Certificate of Primary Education over the years have shown gender disparity in science achievement among Kenya’s primary school pupils. This study investigated the role of gender stereotyping in science achievement among pupils in public day primary schools. Objectives of the study were derived from three aspects, Pupil’s gender, stereotyping in science activities in and out of school and parents’ level of education. The research design used was a cross-sectional survey. The target population was pupils in public day primary schools in Nakuru municipality, while the accessible population was the class seven pupils. A sample of 160 pupils was used in the study. Simple random sampling was used to select one school in each of the five zones within Nakuru municipality. Purposive sampling was used to select class seven. Simple random sampling was used to select 32 class seven pupils from each of the five participating schools. Two instruments were used for data collection, Science Achievement Test (SAT) and Pupils Questionnaire (PQ). Cronbach’s Alpha Coefficient was used to estimate reliability. The reliability of PQ and SAT were found to be 0.79 and 0.75 respectively and therefore adequate for data collection. The instruments were administered by the researcher with assistance from the science teachers in the participating schools. Both qualitative and quantitative methods of data analysis were used. Statistical analysis was done using t-test and Pearson Product Moment Correlation Coefficient (PPMCC). Statistical significance were tested at alpha is equal to 0.01. The findings of the study indicate a significant gender difference in science achievement among mixed day school pupils in Nakuru municipality. The study found no statistically significant relationship between pupils’ gender and experience in science activities in and out of school. The study further revealed significant gender stereotyping difference in science activities in and out of school among pupils.The study also found no relationship between parents’ level of education and pupils’ highest education level aspiration. The study concludes that curriculum, leaming and teaching materials should be engendered to encourage participatory science learning by both girls and boys so as to assist education stakeholders in challenging gender stereotyping in science. It is recommended that gender difference in science achievement, gender stereotyping in science, causes and remedies be reviewed regularly in order to take into account emerging issues and trends.
