Students' images of science in Kenya A comparison by Gender difference, levels of schooling and regional disparities

Abstract

The students' shortfall in science education in developing countries has persisted to date. The performance in science subjects is still poor compared to other subjects in Kenya irrespective of various curricula changes that have taken place. Therefore, there is need to find out the nature and extent of students’ images of science and technology. The purpose of this study was to investigate students’ images of science in the contemporary Kenyan societies. The objectives of the study were; - to find out the nature and extent of images of science held by students; and to find out if there was any statistically significant difference in the students’ images of science with respect to (i) Gender difference, (ii) Levels of schooling. and (m) Regional disparities Ln the design of the study, both qualitative and quantitative techniques were employed. A detailed description of the 623 (participants from Upper Primary School, Secondary School and teacher Training College) students‘ stereotype understandings about scientists and science was obtained. Both "Describe-A—Scientist‘s-Appearance" (DASA) and modified "Interview-About-instances" (IAI) procedures were used in data collection. The combination of these procedures revealed a more accurate understanding of the students‘ images of science in Kenya. The Chi—square (X2) lest was used in data analysis and the statistically significant findings were reflected at a significance (alpha) level of 0.05. The reliability and validity of the findings were achieved by using a large stratified sample size and employing two procedures of data collection as well as ensuring that there was a consistency of the researchers interactive style of data collection and interpretation of the participants’ meanings in data analysis. The findings of this study indicate that most Kenyan students believe that a scientist is mostly a middle-aged male possibly with beards, grey hair and a bald head. Students hold the view that scientists usually wear a white lab-coat (Doctors’ clothes), eye glasses or spectacles. hand cloves, mouth and nose masks They believe that scientists are always surrounded with scientific Instruments, machines and equipment. They further stated a scientist is usually a very keen, active, intelligent. more observant. calm, and not sociable person who has learned a lot irrespective of ones age. . The study found out that the scientific Facilities, instruments, equipment and machines are highly associated with the scientists with their work to the extent that they seemed to neutralize the gender bias dimension of the students‘ images of scientists and science. It was noted that when instruments and machines are applied in certain fields, it could make some tasks and for occupations, which otherwise could no". have been considered. to qualify as scientific enterprises. The findings show a slight inclination towards foreign. possibly European, cultural background. The conception of traditional and religious beliefs seemed to have an effect on students’ images of scientists and science. Students believe that people who have strong traditional and religious inclinations do not believe in scientific values. The findings of the study indicate that there is no statistically significant difference in students‘ images of science with respect to gender difference. However the findings did show that there is a statistically significant difference in students’ images of science with respect to various levels of schooling. Students from lower levels of schooling have a stereotype image of scientists and science as compared to those from higher levels of schooling, especially those from colleges. Furthermore, the findings of the study show that there is a statistically significant difference in students’ images of science with respect to regional disparity. Students from the rural areas have a stereotype image of scientists and science as compared to those from urban areas. 'l'he findings of this study provide an insight into the possible causes and/or sources of students’ negative attitudes towards science education. The results have certain implications for the educational policy makers and curriculum implementers especially when they are trying to come up with science education or related instructional programmes at various levels of schooling,