International Journal of Education Management and Administration (IJEMA)

GENDER DIFFERENCES IN THE NUMBER OF BOYS AND GIRLS INVOLVED IN SELECTED SCIENCE FAIR COMPETITIONS FROM 2012 TO 2021 IN SECONDARY SCHOOL IN THIKA WEST SUB-COUNTY, KIAMBU, KENYA

Maureen Nzusyo

Kenyatta University

Dr. Muthoni Maina

Kenyatta University

Dr. Gladys Nyancheo

Kenyatta University

DOI: https://doi.org/10.1234/ijema.v8iXI.81

Keywords: Science Teaching, Learning resources, effectiveUtilization, Barriers, sciences

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Abstract

Long before the founding of the Women’s scientific Organization in 1921, and the Society for Women Engineers in 1950, a variety of attempts by governments and international bodies have been done to encourage participation of women in scientific technology. However, to date evidence glares that in the majority of the world's science fields, women are underrepresented. Such discrepancies can be linked to students’ involvement in the studying of sciences starting from first grades onwards (Akala, 2010). It is assumed that participation in science-oriented co-curricular competitions such as science fairs boost students’ performance and interest in the science subject. This study sought to analyse Gender as a Determinant of Students’ Participation levels in Science Fair Competitions in Secondary Schools in Kiambu county-Kenya. Several studies have identified gender discrepancies in involvement in science fairs. This study investigated whether the situation is the same in the identified area of study. It tried to establish gender differences  in the number of boys and girls involved in selected science fair competitions from 2012 to 2021 in secondary schools in Thika west sub-county, examined the selection processes in schools for representation in science fair competitions among secondary school students in the area of study, determined the factors influencing participation in the said science fair competitions, and also identified gender responsive strategies that can ensure gender equitable participation in these fairs. The study used descriptive survey design and utilised purposive, simple random and stratified sampling methods to get respondents. It worked with a sample size of 350 respondents and was guided by Social Role Theory. Instruments for data collection included structured interview guides and questionnaires while data collection techniques included self-administration of questionnaires to selected students and conduction of structured interview guides to selected science teachers by the researcher. It obtained secondary data from literature on gender and science, and science fairs. Statistical Package for Social Sciences (SPSS) version 23 was used to analyse quantitative data which was present in frequencies, counts, percentages, tables and figures while analysis of qualitative data was done using content analysis and presented in themes and verbatim. The study found out that there are gender differences in participation in science fairs skewed towards boys yet the selection processes by school for representation of students in science fair is gender sensitive. It found factors responsible for this to include gender-based ideologies, lack of role models, lack of career guidance, sexual harassment and stereotyping and identified strategies such as organisation of workshops to boost self-image and creation of gender equality awareness. Finding of the study will be useful to the ministry of education to supervise gender mainstreaming in science fairs in secondary schools since evidence exists that there is a gender discrepancy in participation in science fairs in secondary schools.

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Author Biographies

Dr. Muthoni Maina, Kenyatta University

Department of gender and development

Kenyatta University

Dr. Gladys Nyancheo, Kenyatta University

Department of gender and development

Kenyatta University