Gender Differences In Students’ Achievement In Chemistry In Secondary Schools Of Kakamega District, Kenya.

In all developing countries sciences education is being called upon to play an even more important role in the future. More students are needed to become competent in the key science subjects of physics, chemistry, and biology. For an all round contribution, there is need to involve both men and women. This study focused on gender differences in students’ achievement in Secondary School chemistry. In addition to the main purpose, the study sought to identify the factors that contribute to gender differences in chemistry achievement levels of students and to provide more and more equal opportunities for studying chemistry and science in general to both boys and girls. The study was a cross sectional descriptive survey employing correlational methods to investigate gender differences in chemistry achievement levels of girls and boys. The study comprised twelve (12) stratified selected public secondary schools in Kakamega district. A total of 386 students responded to a five-item, chemistry Achievement Test (CHAT) comprising descriptive, mathematical and spatial ability items. The students also responded to the Attitude Sale (AS). The teachers filled the Chemistry Teachers’ Questionnaire (CTQ) on the reasons for poor performance of students in Chemistry and their possible solutions. The validity and reliability of the instruments were enhanced by a pilot study and the adoption of some already validated items. A reliability coefficient of at least 0.8 was acceptable for the study. Quantitative data obtained from the CHAT were analyzed using Statistical Package for Social Sciences (SPSS).The statistics derived included percentages, mean, Pearson r, standard deviation, students‘t’ – Test scores and Analysis of variance (ANOVA) values.