The influence of female teachers on girls perfomance in biology in public secondary schools of Ekerenyo division, Nyamira north district, Nyamira county (Kenya)
No Thumbnail Available
Date
2014-08-08
Authors
Maoga, Charles Maangi
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
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.
Description
Department of Educational Management Policy & Curriculum Studies, 85p. 2013