Influence of Classroom Practices on Girls’ Attrition from Physics in Embu County, Kenya
DOI:
https://doi.org/10.53555/es.v3i5.210Keywords:
Influence, classroom practices, girls, attrition from physicsAbstract
This study investigated the influence of classroom practices on girls’ attrition from physics in Embu County, Kenya. Science subjects taught in secondary school curriculum in Kenya are physics, chemistry and biology. The three science subjects are compulsory in forms one and two. In form three, students are required to choose a minimum of two science subjects. The Kenya National Examinations Council (KNEC) secondary schools examination reports indicate that almost an equal percentage of boys and girls choose biology, and chemistry in form three. However, the enrollment levels in physics differ greatly with almost twice as many boys as girls enrolling for physics. Therefore, there is need to establish factors that make girls drop out of physics classes in secondary schools in Embu County. Cross- sectional survey was used. Multistage sampling technique was used to select 6 classes from 6 schools. A total of 297 form two girls participated in the investigation. A questionnaire was administered to the girls who intended to pursue physics after form two as well as to those who did not intend to pursue physics after form two. The relationship between classroom practices and attrition of girls from physics learning in secondary schools was analyzed by descriptive statistics and chi square statistic (2) at α=0.05level of significance. The findings of the study indicated that, teaching/learning activities, physics theory and practical have significant influence on girls’ attrition from physics. These results are expected to inform education planners and teachers of the factors that influence girls’ attrition from physics in secondary schools.
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