The influence of female teachers on girls perfomance in biology in public secondary schools of Ekerenyo division, Nyamira north district, Nyamira county (Kenya)
Maoga, Charles Maangi
MetadataShow full item record
This study was initiated to find out the influence of female teachers on girls' performance in biology in public secondary schools. The study was based on Albert Bandura's Social Learning Theory which states that we learn through observation. From observation, we acquire a great variety of strategies, outlooks and rules about behavior that we imitate, avoid or modify to our advantage (Worthman & Loftus, 1992).The factors that the study looked into included: the girls' attitudes towards biology, problems they face when learning biology, how teacher characteristics and methodologies influence the girls' performance, how the physical appearance and characteristics of the teacher influence the girls' performance and the effectiveness of the interventions and strategies put in place by the government to enhance girls' performance in the sciences. The research design used was that of causal-comparative. Comparisons were done between female and male teachers' responses, female and male principals' responses and those of the girls taught by female and those taught by male teachers. The participants were from eight secondary schools in Ekerenyo division of Ny..amira North District that were purposively sampled. They included: forms 3 and 4 girls taking Biology, female and male biology teachers and female and male principals. A sample size of 144 respondents (120 biology girls, 16 biology teachers and 8 principals) were selected using simple random sampling technique. Three types of questionnaires were used to collect data. The data was analyzed through descriptive statistics: frequencies, percentages and mean scores. The study found out that girls have a positive attitude towards biology and that some of the problems faced by girls in learning are lack of enough female science teachers to act as role models, that male teachers are less confident in the ability of girls in sciences and poor teaching methodologies. It also found that prefer a teacher who explains details in the topic being taught, ensures assignments are done correctly and takes interest in them and their work. They also prefer a well-dressed, sharp looking teacher who employs student interactive approaches in teaching rather than lecturing. They rated the government's interventions and strategies to enhance their performance in sciences as effective. The study recommended an increase of female science teachers invitation of female science models to talk to girls to boost their morale, creation of more girl-friendly schools, inducting teachers on more learner-centered teaching approaches, encouraging teachers to develop a dressing code and boosting the participation of women in sciences by setting aside for them third of such places in institutions of higher learning. The findings of the study may increase the knowledge of researchers, teachers, school administrators, policymakers, curriculum developers and the community as a whole on the education of the girl child in sciences.