ABSTRACT
The study sought to investigate factors influencing girls’ enrolment and performance in physics in selected schools of Nandi South District, Kenya. Physics being an optional subject among the three science subjects (Biology, Chemistry and Physics), fewer girls opt for Physics as their subject of choice. The design of the study was descriptive survey and was carried out in seventeen secondary schools which were selected using stratified sampling. Data were collected from ten Heads of science Departments using interview schedule and from thirty physics teachers using questionnaire. More data were collected from 270 Form three physics students using questionnaire and achievement test. The data were analysed using both descriptive and inferential statistics. The data analysis revealed that school environment play a major role in performance and enrolment of girls in physics. It also found out that (70%) of the girls in the study passed the computational component of the achievement test, indicating that mathematical factor in physics had little influence on the performance of girls in physics. The study further revealed that (80%) of the parents greatly influenced the enrolment of girls in physics through the guidance and motivation that they provide to their daughters. The study recommends that parents and teachers be involved in the guidance of the girls in order to change the girls’ negative attitude towards Physics. The study also recommends in-cooperation of computational mathematics in the teaching of physics. Finally the study recommends provision of more gender-responsive resources for learning physics.
CHAPTER ONE INTRODUCTION
Introduction to the Study
International reports, for example the Education for All (EFA) Global Monitoring Report (UNESCO, 2003) indicate that at the national level, Kenya has virtually attained gender parity in enrolment at both the primary and secondary education levels. However, close scrutiny reveals that serious gender disparities in enrolment exist between regions in favor of males with regard to access, retention, completion, performance and transition. The gap widens as one goes higher up the education ladder. In addition, it is evident that gender disparity is particularly large in access to and performance in Science Mathematics and Technology (SMT) subjects, (MOE, 2007).
In day-to-day life, we encounter energy and matter. The knowledge of matter and its interrelationship with energy is an important aspect of physics. All laws governing the structure of the universe and the behavior of particles in the universe are based on the relationship of matter and energy, which are studied in school physics, (Abbott, 1989).
The physics curriculum presents physics as a body of knowledge on the physical environment. It employs a scientific methodology of study to arouse learners’ way of reasoning and create positive attitude. It emphasizes not only the understanding of the fundamental scientific concept and principle, but also the experimental approach of investigation. Physics knowledge and skills are acquired through the scientific processes where the learner is required to come up with hypotheses, test the validity of the hypothesis through experiments or projects and make conclusions based on the results obtained.
This process requires the student to be precise and accurate. The insight acquired by the learner during the process of learning physics is the key to many aspects of life.
Learning physics is thus a critical and valuable undertaking which all secondary school level learners should be encouraged to experience in order for them to appreciate the relevance of physics in expanding their knowledge, values, and application of the required scientific knowledge in solving problems encountered in day-to-day experiences.
The evidence from other researchers indicates that there is a disparity in enrolment and performance of girls in Sciences particularly Physics (Amadalo, 1998; Kariuki, 2007; Twoli, 1986; Torongey, 1986). Such a disparity will affect the contribution of science in National development and the achievement of vision 2030 and millennium development goals in Kenya.
Background to the Study.
Education is widely recognized as key to national development. An increase in access and quality of education, relative to the national population, is critical to socio- economic growth and productivity, increase individual earnings and, subsequently reduced income inequalities and the reduction of poverty. It also contributes to improved health, enhanced democracy, good governance and effective leadership.
Since the attainment of political independence in 1963, the Government of Kenya has placed emphasis on the role of education in socio-economic and political development. Both the constitution of Kenya and the Session Paper on African Socialism and its Application to Planning in Kenya (1965) outlaw discrimination on the basis of gender and emphasize social justice and equal opportunities with regard to education.
There is adequate evidence that educating women is beneficial at national, community and individual levels. With even a basic education, individual women effectively engage in economic activities and thus contribute to greater national productivity.
Considering all the benefits of educating girls, Summers concludes that;
Investment in girls’ education may well be the highest Return on investment available in the developing world. Summers (1992).
As a result, the Government of Kenya has considerably expanded access through opening of more secondary schools to increase accessibility and retention of girls in schools.
In spite of an overall increase in the enrolment of pupils in secondary schools due to the subsidized secondary education program, enrolment in physics is still low compared to the other two science subjects. The enrolment of girls in physics is far much lower than that of boys countrywide. In most cases, low grades of E and D characterize the national examination results in physics especially among the girls (KNEC Annual report, 2000). The poor performance in science subjects was echoed by the minister of education while releasing 2009 (KCSE) results:
Performance of science in (KCSE) is low compared to other Subjects in the curriculum. Minister of Education (2009).
Enrolment at the secondary education level has grown by18.3% from 883390 students in 2003 to1043467 in 2006 (MOEST, 2008).Despite the increase in overall enrolment of students, the enrolment of girls in physics subject is still low. At KCSE, Boys often tend to
perform better than girls in physics (Table 1.2); the performance of girls is still low despite of several interventions put towards increasing their enrolment and performance in science subjects through the Strengthening Mathematics and Science in Secondary Education (SMASSE) project in Kenya.
Table 1.1 National Enrolments of Girls in Science Subjects (2002-2010)
| Sub/Year | 2002 | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 |
| Physics | 15312 | 16094 | 16966 | 19288 | 21376 | 23767 | 25411 | 29233 | 29964 |
| Biology | 87141 | 91108 | 97641 | 113605 | 108065 | 118395 | 131681 | 143359 | 148729 |
| Chemistry | 87725 | 92615 | 99558 | 116826 | 111969 | 122532 | 143241 | 149755 | 155725 |
(Source: Annual Examination Report 2002-2010)
From Table 1.1, it is evident that physics enrolment nationally is still low compared to other science subjects (Chemistry and Biology) among learners across the whole country (KNEC Report 2009). The situation has not changed in the recent past, since few girls still enroll in Physics compared to other science subjects.
Table 1.2National performance in science subjects (2002-2007)
| YEAR | 2002 | 2003 | 2004 | 2005 | 2006 | 2007 | |
| SUBJECT | Total Enrolment | 19835 6 | 20773 0 | 22267 6 | 26066 5 | 24345 3 | 276239 |
| Physics | Girls mean score | 26.61 | 29.09 | 31.41 | 32.85 | 39.07 | 39.04 |
| Boys mean score | 30.89 | 32.28 | 35.25 | 35.99 | 40.82 | 42.23 | |
| Chemistry | Girls mean score | 22.05 | 24.04 | 25.76 | 24.54 | 22.56 | 22.65 |
| Boys mean score | 22.62 | 29.30 | 30.43 | 29.44 | 27.01 | 27.68 | |
| Biology | Girls mean score | 24.58 | 27.23 | 32.91 | 27.24 | 25.00 | 38.99 |
| Boys mean score | 28.24 | 31.35 | 37.64 | 32.01 | 29.84 | 44.70 |
(Source; Annual Examination Report 2002-2007)
From Table 1.2, the girls mean score has been consistently lower as compared to boys mean score in all the three science subjects. This reveals a disparity in the performance of girls in physics subject.