Effect of Gender-Based School Categories on Biology Academic Performance

ABSTRACT Background: In the last few years, there has been a concerning decline in the performance of students in biology, leading to concerns about their ability to access courses that require satisfactory grades in the subject. Therefore, the current study sought to find out the students’ attitudes towards biology practical work per school category and their academic performance in biology. A total of 23 biology teachers were purposively sampled, and 245 students were randomly selected in the schools. The data were collected using mixed mixed-methods approach integrating both qualitative and quantitative data collection. The data collection tools were questionnaires, interviews, and administering a biology practical test to students to determine their performance. Findings: In terms of the relationship between gender and attitudes towards biology practical work, female students demonstrated a higher inclination towards expressing positive attitudes compared to male students. Notably, school categories based on gender, ownership, and administrative/academic characteristics demonstrated distinct attitudes and performance patterns. Practical test performance varied significantly across the school categories based on administrative/academic characteristics, with Extra-county schools showing the highest mean performance (9.23±1.2), followed by County schools (6.88±0.9), and Sub-county schools with the lowest mean performance (4.32±0.6). These findings emphasize the need for targeted strategies to address attitudes and foster a conducive learning environment, ultimately improving overall academic performance in biology. Conclusion and recommendations: These findings emphasize the need for targeted strategies to address attitudes and foster a conducive learning environment, ultimately improving overall academic performance in biology. Policymakers and educators can utilize these insights to implement effective interventions and support students in their biology education journey, paving the way for better educational outcomes.