Influence of Learner Gender on Performance in Integrated English in Public Day Secondary Schools in Nandi North Sub County, Kenya

Priscilla Jeptoo Rotich¹ , Agumba Ndaloh² , Kiprotich Sang³

1. Dept. of Educational Studies, Koitaleel Samoei University College, Kenya.
2. Dept. of Educational Studies, Koitaleel Samoei University College, Kenya.
3. Dept. of Language Linguistics and Literature, Koitaleel Samoei University College, Kenya.

Section:Research Paper, Product Type: Journal-Paper
Vol.9 , Issue.11 , pp.91-99, Nov-2023

Online published on Nov 30, 2023

Copyright © Priscilla Jeptoo Rotich, Agumba Ndaloh, Kiprotich Sang . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
 

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Abstract :
Learner gender might have an impact on students’ academic performance in integrated English in PDSS in Nandi North Sub County, Kenya. In Nandi North Sub County, dismal academic performance has persistently been registered in most public day secondary school in integrated English, despite the government and MOE investment on these schools. The purpose of the study was to explore the influence of learner gender on their performance in integrated English in Nandi North Sub County. The specific objective of the study was to explore and enhance knowledge on their performance in integrated English the extent to which learner gender influence the performance of integrated English in the selected area of study. The study targeted 41 mixed day public secondary school and 1435 form three students in Nandi North Sub County. The research adopted descriptive design and ex post-facto research method. Simple random sampling of schools and form three students were used in the sampled schools. Purposive sampling was used to choose the 10 school principals and 10 class teachers in the sampled schools. The main instruments of collecting data were both structured and unstructured questionnaires, interview schedules and document analysis. Pilot study was conducted to ensure reliability and validity of the research instruments. The collected data was processed and analyzed using descriptive and inferential statistics. Findings revealed that learners’ gender had a significant positive influence on academic performance (?=0.532, p < 0.05). The study concluded that learners’ gender, enhances learners’ academic performance. The study recommended that schools should be gender sensitive if improvement in learners` performance in Integrated English is to be achieved. Schools should consider the attitude and aspirations of the learners, if an improvement in performance in Integrated English is to be achieved.

Key-Words / Index Term :
Gender, Learner, Performance, Integrated English, Public Day Secondary Schools, Kenya

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