| Gender Differences in Self-Efficacy and Academic Performance in Science Subjects among Secondary School Students in Lugari District, Kenya |
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Authors: John Motari Momanyi, Shadrack O. Ogoma, and Bernard L. Misigo Abstract This study investigated gender differences in self-efficacy and academic performance in the science subjects namely; Biology, Chemistry and Physics among Form Three secondary school students in Lugari District. Data was collected from 230 students (129 girls and 101 boys) selected from eight secondary schools. Stratified and simple random sampling techniques were used to the schools and participants respectively. A questionnaire generated data on students’ self-efficacy. End term examination scores for science subjects measured the students’ academic performance. Data analysis was done using descriptive and inferential statistics. Pearson product moment correlation coefficient was used to establish the relationship between self-efficacy and academic performance by gender. There were significant gender differences in the academic performance in the sciences. There was also a significant relationship between the students’ self-efficacy and academic performance in the science subjects. The findings revealed that students with higher levels of self-efficacy obtained higher academic performance scores than those with lower levels of self-efficacy. From the findings, it is recommended that strategies should be put in place by the teachers to boost self-efficacy and curb gender differences and that self-efficacy in students should be enhanced to enable them approach academic tasks with confidence. Keywords: academic performance, gender, science subjects, and self-efficacy.
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