Gender Responsive Language Use Influencing the Performance of Girls in Science Subjects in Secondary Schools, Nairobi City County, Kenya
| dc.contributor.author | Ng’ong’a, Akoth Dorise | |
| dc.contributor.author | Orodho, John. A. | |
| dc.contributor.author | Katam, Elizabeth | |
| dc.date.accessioned | 2024-10-08T06:22:33Z | |
| dc.date.available | 2024-10-08T06:22:33Z | |
| dc.date.issued | 2024 | |
| dc.description | Journal Article | |
| dc.description.abstract | The purpose of this research project was to examine how gender responsive language use influences the performance of girls in science subjects in secondary schools in Nairobi City County, Kenya. The contention of the article is that Gender Responsive Pedagogy (GRP), developed by the Forum for African Women Educationalists (FAWE), equips teachers with skills to effectively meet the educational needs of both genders through gender-aware classroom practices. The objective of this paper was to assess how gender responsive language impacts girls' performance in science subjects in Secondary Schools, Nairobi City County, Kenya, grounded in Social Cognitive theory. Employing a descriptive research design, the target was 53 head teachers, 630 teachers, and 4157 girls from 53 schools in Dagoretti South Sub-County. A sample of 15 head teachers, 79 teachers, and 250 girls (totaling 329 respondents) were selected using the Yamane formula. Pilot testing ensured instrument validity and reliability, employing face, construct, and content validity, along with the test-retest method for reliability. Questionnaires and observation schedule was utilized. Quantitative was tabulated, analyzed using percentages, frequencies and presented using pie charts, while qualitative data was thematically analyzed and presented narratively. Findings indicated the significant influence of gender responsive language on girls' science performance in Nairobi City County. The Pearson correlation coefficient between the responses of teachers and girls was determined to be r = 0.9854, indicating a strong positive correlation (r = 0.9854, p < .05). Recommendations included fostering collaboration among educators, policymakers, and researchers to promote gender equity in science education. These findings benefits FAWE, the Ministry of Education, Nairobi City County administration, schools, and future researchers, contributing to the empowerment of girls in education. Collaborative efforts among professionals are essential in promoting inclusive and supportive learning environments for girls, enhancing gender equity in science education. | |
| dc.identifier.citation | Ng’ong’a, A. D; Orodho, J. A & Katam, E. (2024). Gender Responsive Language Use Influencing The Performance Of Girls In Science Subjects In Secondary Schools, Nairobi City County, Kenya.. Journal of Popular Education in Africa. 8(2), 53 – 61. | |
| dc.identifier.issn | 2523-2800 | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/29081 | |
| dc.language.iso | en | |
| dc.publisher | Journal of Popular Education in Africa (JOPEA) | |
| dc.title | Gender Responsive Language Use Influencing the Performance of Girls in Science Subjects in Secondary Schools, Nairobi City County, Kenya | |
| dc.type | Article |