Perception of Constructivist Learning Environment: Gender and School Type Differences in Siaya County, Kenya

Abstract

Aims: The study aimed at investigating gender and school type differences in perception of Biology constructivist learning environment. Study Design: The study adopted a survey design. Place and Duration of Study: The study was carried out in Siaya County in Kenya between October and November 2013 during the school term. Methodology: The study sampled 815 grade 12 students (466 boys, 349 girls, 399 high achieving students and 416 low achieving students). Two instruments were used viz. Learners Perception Questionnaire (LPQ) and Learners Interview Guide (LIG). The data were analyzed using descriptive statistics, independent sample t-tests, two-way MANOVA and two-way ANOVA. The qualitative data were used to explain quantitative data. Results: The findings show that there existed statistically significant difference in perception between the low achieving schools and high achieving schools in favor of the low achieving schools in all the subscales of SPQ (p =.00) and statistically significant gender (Hotelling’s trace = .131, F =21.19, p = .000) and school type (Hotelling’s trace = .269, F = 43.48, p = .000) differences with respect to the collective dimensions of the SPQ. The results also revealed that there was an interaction between gender and school type and vice versa with respect to collective dimensions of the SPQ (Hotelling’s trace = .176, F = 23.40, p = .000). Conclusion: It is concluded that low achieving schools have higher preference for a constructivist learning environment than high achieving schools and there exists gender and school type differences in perception of constructivist learning environment in favor of girls and low achieving schools respectively. The implications of the findings are discussed.