Aims:
The purpose of the study was to investigate gender and school type differences
in motivational orientations among grade 10 students in co-educational schools
of Siaya County, Kenya.
Study
Design: The study adopted a concurrent
mixed methods design.
Place and Duration of Study: The
study was carried out in Siaya County, Kenya during the second term of the year
2018 in June.
Methodology:
The sample consisted of 680 students (380 boys, 300 girls) from a population of
6800 students (3800 boys, 3000 girls) using multi-stage cluster sampling and
simple random sampling. The study used Biology Motivation Questionnaire (BMQ)
adopted and modified to suit the study from Tuan, Chin and Shieh (2005) and
Biology Interview Guide (BIG). To test gender and school type differences in
motivation, independent sample t-tests were used. The hypotheses were accepted
at a significance level of α=0.05.
Results:
The findings indicated statistically significant gender differences in
Self-efficacy (SE), Active Learning strategies (ALS) and Learning Environment
Stimulation (LES) in favour of boys. There were gender differences in
Performance Goal (PG) and Achievement Goal (AG) in favour of girls; there were
no significant gender differences in Biology Learning Value (BLV). The findings
indicated statistically significant school type differences in SE, ALS, and LES
in favour of High Performing Schools (HPS). There were also statistically
significant school type differences in PG and AG in favour of Low Performing
Schools (LPS). There were no statistically significant school type differences
with regard to BLV.
Conclusion:
It is concluded that gender and school type differences exist with regard to
motivational orientations and beliefs. Implications for practice are
highlighted.
Author(s) Details
Ongowo Richard Owino
Department of Curriculum
Instruction and Media, Rongo University, P.O.Box 103-40404, Rongo, Kenya.
Read full article: http://bp.bookpi.org/index.php/bpi/catalog/view/77/1049/742-1
View Volume: https://doi.org/10.9734/bpi/pass/v3
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