ABSTRACT

The study intended to probate the factors that influence enrollment and performance of girls in Physics in selected schools within Kaiti Sub County, Makueni County. Physics is a branch of Science taught as an optional subject in secondary schools in Kenya. Subject selection and choices for Science tend to have more girls choosing Chemistry and Biology, and few of them settle for Physics. A descriptive survey design was carried out in eighteen schools in the sub- county, selected through stratified sampling. Various data were collected from 210 students, 36 Physics teachers, 18 heads of department, and 18 principals. Under quantitative data analysis, descriptive statistics were used. The data analysis showed that the school teaching/learning environment had a significant impact on girls’ enrollment and performance in Physics. It indicates that the girls were average on Mathematical concepts, and an extra effort was required to improve this rate. Some girls stated that their parents had a first-hand influence on their future occupation and career choices made. The study recommends that both parents and teachers be involved in guidance, motivations, subject selection, and career choices. As parents provide the advice and material motivation, teachers give advice from a professional view and instill noble counsel subject selection and career choices. The girls also indicated that even though they chose to select Physics, there was a notion that Sciences, Mathematics subjects, and the associated careers were a better fit for the men. The study recommended that the school management provide gender-sensitive facilities conducive for both female and male students for the learning of Physics. It also suggests that girls need guidance from both parents and teachers to develop a positive attitude towards Physics and erase the negative dogmas. Lastly, it endorses a link between Physics and Mathematics departments to teach the Mathematical concepts found in Physics.

CHAPTER ONE: INTRODUCTION

  Background of the Study

According to UNESCO (2003), several international education reports such as the Education for All (EFA) Global Monitoring Report indicate that Kenya has currently attained virtual gender equivalence. It means that at the national education level, boys’ and girls’ enrollment is virtually equal both at the primary and at the secondary levels of education.

However, a close study also reveals that several factors exist regarding the enrolment of girls and boys in several regions of the country. Some of these gender disparities that seem to favor boys than girls are access to education, class performance, and transition from a level to another or from education to employment. Thus, as we climb up the educational ladder, the gap becomes more expansive, and the difference is easily noted.

A report given by the Ministry of Education (MOE, 2012) shows that this gender disparity has been evidenced in the access of the Science, Technology, Engineering, and Mathematics (STEM) subjects. The difference in the performance of these subjects is also noted between the different genders. It is very usual to have daily interaction with both energy and matter. From the definition of Physics as a Science, we know that Physics is the study of the nature and properties of matter and energy around the world (Green & Basher, 2014). Thus, in Physics, this interrelationship between energy and matter is fundamental. Physics and Science as a whole is a subject that mainly deals with facts other than fiction. The world’s Science deals with Physics as a body then will primarily look at the knowledge of the physical environment happenings. For learners to study Physics appropriately, they have to employ a scientific methodology of study so that their reasoning is improved. Learners need to be positive towards

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Sciences, especially in Physics’ performance, as it is quite defective compared to that of the other two Sciences- Chemistry and Biology.

Education is one of the several factors that are considered key to the development of a country. The provision of quality education in comparison to the national population contributes significantly to growth, productivity, employability, earnings, reduction of inequalities, and poverty. Health care, democracy, and effective leadership also tend to emerge from access to quality education and good performance. The Kenyan government has continuously emphasized education provision to its citizens ever since Kenya attained independence in 1963. The constitution of Kenya and the Session Paper on African Socialism and its Application to Planning in Kenya (1965) discouraged gender-based discrimination. Their emphasis was on social justice with the availability of equal opportunities to all. Besides, it is evident that providing education to women mostly tends to be beneficial not only to the individual but also to both the nation and the entire community.

Summers (1994) considered the many benefits that arise from providing education to women and concluded that: Investment in girls’ education may well be the highest Return on investment available in the developing world. Then the Kenyan government stretched out access by building a lot of secondary schools to increase the number of students transiting from primary school to secondary school. However, this overall increase in enrollment is higher than the enrolment of girls in Physics even compared to Chemistry and Biology and with that of boys on the same subject. Mostly, girls will tend to score the lowest grades of D and E in Physics in KCSE in many consecutive years while boys score higher grades. Releasing 2016 KCSE results, the then Minister of Education commended on the poor performance noted in Sciences compared to other subjects.

            Statement of the Problem

This study intended to explore the possible aspects connected to girls’ enrolment and their performance in high school Physics. The study sought to compare the low enrolment and their poor performance with those of Chemistry and Biology. Both of these other two Science subjects have recorded high enrolments in the past and recorded better grades and mean scores for girls nationwide than those registered in Physics. Thus, this trend tends to put Physics at a disadvantage as many girls choose a subject based on past reports. Physics is a fascinating subject but only appeals to a few girls as the rest of them may be afraid of failure and being in poor performance records. The ministry of education, education officers and stakeholders, teachers, parents, and the students find the low enrolment and poor performance quite a challenge.

According to Kariuki (2007), there is a gap between the enrolment and performance of Biology, Chemistry, and Physics, and it needs to be narrowed. He considered their determinants in Physics and concluded that there is no study to scrutinize the main factors that influence both the enrollment and the low grades noticed in Physics. Therefore, under this consideration, then the study intends to explore factors that affect girls not to enrolment in Physics or enroll and achieve low grades in Kaiti Sub County.

            Purpose of the Study

This study was determined to profoundly scrutinize the factors liable for low numbers noticed in girls’ enrolment in Physics, and subsequently, the poor performance logged in Kaiti Sub County.