Determinants of the choice of physics by girls at secondary school level in Makueni district, Kenya.

Abstract

The study work reported here was conducted in Kenya among a sample of secondary school girls in Makueni district from Makindu, Kibwezi and Mtito-Andei divisions. The major objective of the study was to assess factors that determine the choice of physics by secondary school girls. Guided by the available and relevant literature on the choice of subjects, five research objectives were formulated. These sought to: (i) determine whether more girls choose physics when they attend mixed schools than when they attend girls' only schools. (ii) establish whether teachers attitudes to girls' interest in physics influence their choice of the subject. (iii) establish whether female teachers of physics act as role models and thus attract more girls to opt for physics in Forms Three and Four. (iv) examine the role of peer-group pressure on girls' choice of physics (v) determine whether parents' level of education influence their daughters' choice of physics. Using the ex-post facto Research Design and the research objectives, a questionnaire was prepared to collect data from Forms Three and Four girls including those taking the subject and those not taking the subject on 50-50 ratio. The collected data was analyzed using descriptive statistics that included percentages and frequencies. Data presentation was done using tables. The findings of this study showed that: 1. The pure girls' schools had attracted larger numbers of girls to take physics in secondary school ascompared with the mixed schools. Although there are many mixed schools in the study area offering physics (19) compared to only 3 girls schools offering the subject, these girls' schools had more girls doing physics than those attending mixed secondary schools. 2. Teachers' attitudes influenced girls' choice of physics. A larger group of girls confessed that they disliked physics teachers' attitudes to the subject's suitability for girls. But still, a smaller proportion of girls said they favoured the subject because of the subject teachers' attitude. However, the influence from the teachers is strong in making the subject be rejected by girls than in making it their favourite. 3. Female teachers do not seem to play an important role in attracting more girls to opt for physics in secondary school. This study has evidence that although the majority of the girls in the study area had no bias for teachers of physics of particular sex, yet a significant group of girls identified males as their favourite teachers of physics. 4. The peer-group does not playa very significant role in influencing girls to choose or reject physics. This study has identified a personal decision by the girls themselves as the' most important determinant in their decision to opt for the subject or reject it. Other factors responsible for this decision to study physics or not included the influence from teachers, parents and other members of the extended family. 5. The education level attained by mothers was identified in this study as playing an important role in influencing the choice of physics by their daughters compared to that of their fathers. As the mothers' education levels rose so did the chances of their daughters choosing physics.