Gender as a Determinant of Students’ Participation Levels in Science Fair Competitions in Secondary Schools in Kiambu County, Kenya
Loading...
Date
2025-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Despite longstanding efforts by governments and international bodies to promote women's involvement in science and technology, women remain underrepresented in most scientific fields globally (UNESCO, 2017). This disparity is often linked to early education experiences, including limited participation in science-related co-curricular activities (Akala, 2010). It is assumed that participation in science-oriented co-curricular competitions such as science fairs boost students’ performance and interest in the science subject. This study sought to analyse Gender as a Determinant of Students’ Participation levels in Science Fair Competitions in Secondary Schools in Kiambu county-Kenya. It investigated whether the situation is the same in the identified area of study. Specifically, it explored gender differences in the number of boys and girls participating in selected science fair competitions from 2012 to 2021 in secondary schools in Thika west sub-county, examined the selection processes in schools for representation in science fair competitions among secondary school boys and girls in the area of study, determined the factors influencing participation in the said science fair competitions, and also identified gender responsive strategies that can ensure gender equitable participation in these fairs. Using a descriptive survey design, the study sampled 350 respondents through purposive, simple random, and stratified sampling. It was guided by Social Role Theory and collected data using questionnaires for students and structured interview guides for science teachers. Data collection techniques included self-administration of questionnaires to selected students and conduction of structured interview guides to selected science teachers by the researcher. It obtained secondary data from literature on gender and science, and science fairs. Quantitative data was analyzed using SPSS (version 23) which was present in frequencies, counts, percentages, tables and figures, while analysis of qualitative data was done using content analysis and presented thematically and verbatim. Findings showed a gender gap in participation favoring boys, despite schools employing gender-sensitive selection processes. Key barriers to female participation were found to include: Gender stereotypes and ideologies, lack of female role models, limited career guidance and sexual harassment. The study proposed strategies such as organisation of workshops to boost self-image and creation of gender equality awareness. Finding of the study offer valuable insights for the Ministry of Education and other stakeholders to supervise gender mainstreaming in science fairs in secondary schools since evidence exists that there is a gender discrepancy in participation in science fairs in secondary schools (Steegh, 2021).
Description
A Thesis Submitted to the School of Humanities and Social Sciences in Partial Fulfillment of the Requirements for the Award of the Degree of Master of Arts in Gender and Development Studies of Kenyatta University, June 2025.
Supervisor
1. Gladys Nyachieo
2. Muthoni Mainah