The Influence of Students' Perceptions and Gender Issues on Students' Achievement in Chemistry in Secondary Schools in Trans-Nzoia County, Kenya

Science education is an important component for economic and technological development in Kenya, In pursuit of Kenyas’ Vision 2030. This paper is a report of a study that was carried out in the year 2018 on the influence of students’ perceptions and gender issues on students’ achievement in Chemistry in secondary schools in Trans-Nzoia County in Kenya. The study was guided by the Systems theory by Ludwig Von Bertalanffy. It employed a mixed methods approach and a descriptive survey design. The study targeted 8316 respondents that included teachers of Chemistry and form 3 students taking Chemistry subject from 33 secondary schools. Stratified sampling, simple random sampling, purposive sampling and census sampling methods were used to obtain a sample size of 28 teachers and 825 students of Chemistry. Data was collected using students’ questionnaires and teachers’ interview schedules. Data analysis was done by use of descriptive statistics and thematic analysis methods. The findings indicated that students’ perceptions in Chemistry and gender issues had an influence achievement in the subject. 53% of students revealed that they preferred other subjects to Chemistry. Most of the students (68%) revealed that the language used in Chemistry exams was very difficult. Most of the teachers opined that students’ perceptions in Chemistry influenced their performance in the subject. 64% of the students mentioned that they performed poorly in Chemistry because it doesn’t favor their gender. The study recommended that students’ should be sensitized on the significance of Chemistry in everyday life and in various careers. Teachers should simplify the language used in Chemistry examinations. Teachers should provide an enabling environment in the teaching of Chemistry and encourage both boys and girls to work hard in the subject. The findings of this study inform education stakeholders on the significance of students’ perceptions and gender issues in academic achievement