| dc.description.abstract | Generally, the negative stereotyping of science as a ‘male’ field has seen, girls losing self-efficacy and interest in this field and hence they continue to lag behind boys in science performance. Statistics indicate that averagely in Kenya, females constitute just 29% of Science Technology Engineering and Mathematics (STEM) careers. At the university, females constitute just 30% of STEM students. Similarly, the KCSE performance for the years 2017, 2018 and 2019 indicate that boys defeated girls in all the science subjects. With an average performance in the 2019 KCSE of 22.63% for girls and 26.65% for boys indicating a gender disparity of 4.02%, Migori county performs poorer as the national disparity stands at 2.8% in favour of the boys. Consequently, Migori county performs poorer than the neighbouring counties of Kisii and Homa-Bay which registered a gender disparity of 2.86% and 3.77% respectively in favour of the boys. The purpose of this study therefore was to establish the moderating role of gender in the influence of gender stereotype, self-efficacy and interest on science performance among secondary school students in Migori county. The objectives were, to: examine the influence of gender stereotype on science performance, examine the influence of self-efficacy on science performance, examine the influence of interest on science performance and to evaluate gender as a moderator in the influence of gender stereotype, self-efficacy and interest on science performance. The study was based on a conceptual framework describing the process by which gender stereotype, selfefficacy and interest influence science performance with respect to gender. Consequently, Descriptive Survey and Correlation Designs were used. The target population for the study was 2,200, i.e. 1550 boys and 650 girls from the 240 public secondary schools in the county. Fishers et al. (1991) formula was used to arrive at a sample size of 327 which was selected using stratified, purposive and simple random sampling methods. Gender Stereotype Scale (GSS), Science Self-Efficacy Scale (SSES), Science Interest Survey (SIS), Focus Group Discussion Guide (FGDG), Science Achievement Test (SAT) and Head of Science Interview Schedule (HOSIS) were used to collect data. A pilot study was done to establish the reliability of the instruments by subjecting the instruments to 33 students using a test-re-test method that yielded a Pearson Product Moment correlation coefficient (r) of .786 for SRMS, .792 for GSS, .769 for SSES, .780 for SIS and .782 for SAT and were deemed to be reliable as a r of .70 and above was achieved for all the instruments. Experts in the Department of Educational Psychology, Maseno University advised on the content validity of the instruments. Quantitative data was analyzed using Descriptive Statistics, Correlation analysis, Simple and Multiple Linear Regression Analysis that included frequencies, means, percentages, variance, covariance, correlations and regression estimates. Qualitative data from FGDG and HOSIS was organized into emergent themes and reported. The study revealed that gender stereotype significantly predicts performance in science b = -4.917 (p=.013, 327). Further, self-efficacy significantly predicts science performance b=5.896 (p=.026, 327). In addition, interest predicts science performance b=4.653 (p=.001, 327). However, gender only moderates the relationship between interest and science performance with b = 8.6149, 95%CI (-1.4566, 18.6864), t=1.6885, p < .05. The relationship is 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 gender stereotype, self-efficacy and interest influence science performance and that gender only moderates the relationship between interest and science performance. Therefore, the study recommends that in order to reduce the gender disparity in science performance, the level of interest in science and self-efficacy should be enhanced, particularly for the females through intrinsic motivation. Consequently, the negative gender stereotype beliefs should be demystified. The findings are significant to the students, teachers and the government in improving gender parity in science performance for enhancement of STEM performance. | en_US |
