Gender Difference in the Relationship between Self-Efficacy and Performance in Science among Secondary School Students in Migori County, Kenya

Abstract

The purpose of this study was to investigate the gender difference in the relationship between self-efficacy and performance in science. A sample of 327 Form Four students in Migori County was used. Questionnaires, focus group discussion guide and interview schedules were used for data collection. Quantitative data were analyzed using descriptive statistics and correlation. Qualitative data were organized into themes and interpreted. Overall, boys had higher levels of performance in science (Mean=39.21) than girls (Mean=30.80) and the mean difference was statistically significant (t=3.89, p=.00). Boys had higher levels of self-efficacy (Mean=2.89) than girls (Mean=2.81) and the mean difference was not statistically significant (t=1.56, p=.12). Further, the overall correlation between self-efficacy and performance was statistically significant with r=.236 (p=.002, n=327). The correlation between self-efficacy and performance for boys was significant with r=.250 (p=.005, n=200) and non-significant for girls with r=.085 (p=.558, n=127). It is concluded that boys outperform girls in science and record higher scores in self-efficacy than girls. In addition, the variance shared in common between self-efficacy and performance is higher for boys than girls. To improve performance and also reduce the gender gap in science performance, self-efficacy should be enhanced for students but more particularly so for girls.