Science Anxiety as a Function of Gender and Attitude in the Performance of Secondary School Biology in Bungoma County, Kenya

ABSTRACT The main objective of the study was to investigate the influence of science anxiety on the performance of students in Biology. Science anxiety is a product of low self-efficacy. Science anxiety may contribute to students, particularly females, having low enrollment in science classes. Science anxiety emerges early in a student’s exposure to the science curriculum. Various reasons can contribute to the feelings of science anxiety among teachers. This may, in turn, affect their teaching approaches and the methodology they frequently use. The teaching approaches and how the professional skills of the teacher are displayed may be dependent on the level of science anxiety the biology teacher has. It is a product of low self-efficacy. Some research on science anxiety supports the Social Cognitive Theory. Self-efficacy is the major construct emerging from this theory.  The secondary school students’ performance in Biology in the Kenya Certificate of Secondary Education (KCSE) in Bungoma County has been steadily low. Nine (9) secondary schools were randomly selected for the study out of 139 schools in Bungoma County. Three hundred and sixty (360) form three students were randomly selected for the study. Questionnaires were used as instruments for data collection. Science anxiety was measured by the State-Trait Anxiety Inventory (STAI), which has three Likert scales: Confidence Scale, Anxiety Scale, and the Interest Scale. Attitude was measured by the Attitude Inventory, which also has Likert Scale questions. Class Mark lists were used to measure the performance of students from Form 1 to Form 3 at the time of the study. The data collected were analyzed using descriptive statistics.  The study established that boys perform better than girls in Biology. The study found that boys had a relatively more positive attitude toward Biology than girls. Girls were found to have a higher level of science anxiety in Biology compared to boys. The study, however, concludes that the gap has been narrowing sharply over the years. The findings of the study shall be of fundamental importance to policymakers and educationists regarding Biology education in particular and Science education in general. Keywords: Self-Efficacy, Science Anxiety; Attitude; Biology; Learner Factors; Performance