Science Epistemological Beliefs from the Perspective of Culture and Gender in Co-Educational Secondary Schools, Kenya
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Date
2020
Authors
Ongowo, Richard Owino
Journal Title
Journal ISSN
Volume Title
Publisher
Scientific Research Publishing
Abstract
The purpose of the study was to investigate the effects of culture and gender
on the development of science epistemological beliefs among co-educational
secondary schools in Kisii and Homa-bay counties in Kenya. The study employed
a causal comparative design with purposive sampling technique. A
26-item questionnaire called Science Epistemological Beliefs Questionnaire
(SEBQ) developed by Conley et al. (2004) was used. The instrument assesses
four dimensions of Epistemological Beliefs as Source, Certainty, Development
and Justification of scientific knowledge. It was administered to 410 students
(Kisii-Abagusii, n = 207; Homabay-Luo, n= 203). The data were analyzed by
culture and gender using independent sample t-tests. The findings indicate
statistically significant cultural differences in favor of the Abagusii students
for three dimensions (Source, Certainty and Development) and statistically
significant difference in favor of the Luo students for the dimension of Justification.
The findings also indicate non-significant gender differences for the
dimensions Source, Certainty and Justification. On the other hand there were
statistically significant gender differences in favor of the boys for the dimension
of development. Discussions, conclusions and implications are herein
made.
Description
Keywords
Science Epistemological Beliefs, Ethnicity, Gender, Co-Educational Secondary Schools