| dc.description.abstract | Background: Gender disparity is an issue of concern to education stakeholders. Differences in academic
achievement among males and females has always been inferred.Advocacy and mitigation measures ought to
focus on the gender at risk. For this reason, the researchers set out to determine the influence of gender on
academic achievement among slow learners in secondary schools in Kakamega County.
Materials and Methods:Descriptive survey and correlational research designs were used. Target population
was 73,985 form three and four students, 1,288 class teachers, and 12 sub-county Education Directors.
Stratified random, purposive, and saturated sampling techniques were used. Fisher’s formula was used to
calculate the student sample size. Questionnaires, interview schedules, achievement tests and focus group
discussion guides were used to collect data.Data collection tools had reliability coefficient index of ≥.6. Data
was analyzed using percentages, means, standard deviations, and t-test.
Results: The t-test results indicated a significant difference between the male and female means; t =2.662, df=
230, p-value = 0.008 < 0.05.
Conclusion: Male students in the slow learners’ category perform better than the female students. Female slow
learners therefore need more encouragement and support because they are at a greater risk of performing
poorly compared to the male slow learners | en_US |
