Science Epistemological Beliefs from the Perspective of Culture and Gender in Co-Educational Secondary Schools, Kenya

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.