Learners of both genders are expected to perform better in Biology examinations if and when the right heuristic teaching methodologies and approaches are adopted during Biology instruction. There has been continued gender disparity in learner performance in examinations which in part could be attributed to methodologies that are gender-biased. This study aimed at determining the influence of gender on attitude of form two students in Gucha South Sub-County. The study was guided by two null hypotheses: HO1: There is no significant gender difference in learner’ attitude towards Biology practical work; and HO2: There is no significant gender difference in learner’ attitude towards Biology practical process skills. The study adopted the Cognitive consistency theory by Frizer Heider (1958). The study adopted the Solomon four-group non-equivalent control group design. Four co-educational County level secondary schools were purposively sampled. The respondents were form two students from the sampled schools. Data was collected using Biology Attitude Questionnaire for Students (BAQS). Split-half was used to determine reliability which resulted into a coefficient of 0.89. Means and standard deviations were used to compare the group performances. Independent samples t-test at α = 0.05 significance level was used to determine the effect of BPPSTA on learner attitude by gender. The study found out that the BPPSTA influence on learner attitude did not vary by gender. The study findings may provide insights to the biology teachers on the appropriate improvement in the administration of practical activities in Biology lessons and methodologies that are not gender-biased such as BPPSTA.
Isaac Christopher Odawa Imanda (Wed,) studied this question.