Student’s Gender and Attitude towards Biology Practical Work affects Academic Performance: A Case Study of Turbo Sub-County, Kenya

Abstract

Students' performance in biology has declined over the last five years, raising concerns about access to courses requiring satisfactory biology grades. A study was conducted in Turbo Sub County, Kenya, to investigate the relationship between students' gender and attitudes towards biology practical work and academic performance. The study included 23 biology teachers and 245 biology students. The quantitative and qualitative data were gathered using a mixed approach that included questionnaires, interviews, and the administration of a biology practical test to students to determine their performance. Various statistical tests were performed on the data, including one-way analysis of variance (ANOVA), the t test, and the chi-square test.The findings revealed a significant relationship (P<0.05) between different attitudes towards practical biology and academic performance. Positive attitudes, such as being driven to succeed and reading ahead of teachers, were linked to improved performance. Anxiety, fear, and technical challenges during practical exams, on the other hand, were associated with poorer outcomes. There were gender differences, with females displaying more positive attitudes and performing better on biology practical tests. These findings highlight the importance of developing targeted strategies to improve attitudes and learning environments, ultimately improving biology's academic performance. These insights can be used by policymakers and educators to implement effective interventions and support students, resulting in improved educational outcomes.