14Oct 2017

EFFECT OF TEACHER INTERACTION STYLES ON GENDER DIFFERENCE IN CHEMISTRY IN SECONDARY SCHOOLS IN WARENG SUB-COUNTY, KENYA.

  • School of Education, University of Eldoret, P.O Box 1125, Eldoret Kenya.
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Achievement test results over the years have shown an ever-increasing gap between the performances of boys and girls in chemistry in secondary schools. However, factors that are associated with this gender difference is unclear. The purpose of this study was to investigate the effect of teacher interaction styles on gender difference in chemistry and establish the Strategies of curbing gender difference in chemistry performance. This study adopted descriptive Survey Design and targeted 2,672 Form three and 73 chemistry teachers. The sample size for this study was determined using sample size determination formula by Yamane (1967). The data collection instruments were questionnaire, in-depth interview schedules and document analysis. Validity was determined through expert judgement while reliability was determined through piloting and use of Cronbach Alpha Coefficient. Qualitative data was analysed by use of frequencies, means standard deviation and percentages. Further Pearson Correlation were used to examine the relationships that exists between independent and dependent variables. The study findings showed that majority of male (80.4%) and female (87.7%) students in secondary schools believed that students who were taught by teachers who rely on lectures did not perform better in chemistry. Further, there was a significant relationship between teacher interaction styles and gender difference in chemistry in secondary schools (r=.358; p=.002). The study recommended that there is need for teachers to encourage students to form discussion groups as this enhanced students? achievement in chemistry. In addition, the researcher findings would help secondary school students to identify the particular areas that give them problems in chemistry.

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[Tanui Chemeli Christine, Waswa Peter and Prof.John Simiyu. (2017); EFFECT OF TEACHER INTERACTION STYLES ON GENDER DIFFERENCE IN CHEMISTRY IN SECONDARY SCHOOLS IN WARENG SUB-COUNTY, KENYA. Int. J. of Adv. Res. 5 (Oct). 717-724] (ISSN 2320-5407). www.journalijar.com

Josephat Bitok
University of Eldoret

DOI:

Article DOI: 10.21474/IJAR01/5579      
DOI URL: https://dx.doi.org/10.21474/IJAR01/5579

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