INTEREST AND SCIENCE PERFORMANCE AMONG SECONDARY SCHOOL STUDENTS IN MIGORI COUNTY, KENYA: GENDER AS A MODERATOR

Abstract

The purpose of this study was to establish the moderating role of gender in the influence of interest on science performance among secondary school students in Migori county. A sample of 327 Form Four students in Migori county was used. Data was analyzed using Descriptive Statistics, Correlation analysis and Multiple Linear Regression Analysis. Overall, boys had higher levels of performance in science (Mean= 39.21) than girls (Mean= 30.80) and the mean difference was statistically significant (t= 3.89, p=. 00). Boys had higher levels of interest (Mean= 2.99) than girls (Mean= 2.73) and the mean difference was statistically significant (t (173)= 2.137, p=. 034). Further, the overall correlation between interest and performance in science was statistically significant with r=. 253 (p=. 001, n= 327). Interest predicted performance in science with F (1,173)= 11.871, p<. 05. Consequently, gender significantly moderated the relationship between interest and performance in science with b= 8.6149, 95% CI (-1.4566, 18.6864), t= 1.6885, p<. 05. The relationship was significantly higher among females at b= 9.892, 95% CI (2.2487, 4.8067), t= 2.152, p<. 05 than males at b= 5.989, 95% CI (2.1526, 22.1325), t= 2.965, p<. 05. It is concluded that boys outperform girls in science, boys exhibit higher levels of interest than girls and the association between interest and performance in science is stronger for girls than boys. In order to reduce the gender gap in science performance, it is recommended that interest in science should be enhanced for students but more particularly so for girls.