Moderating Role of Gender in the Influence of Gender Stereotype on Science Performance among Secondary School Students in Migori County, Kenya

We carried out this study with the purpose of establishing the influence of gender stereotype on performance in science across gender. We sampled 175 students in Form 4 in Migori County. Our study used questionnaires, interview schedules and focus group discussion guide to collect data. Subsequently, we used descriptive statistics, correlation and linear regression to analyze quantitative data. We organized qualitative data into themes that emerged and interpreted. Boys reported a higher level of science performance (Mean=39.20) than girls (Mean=30.80). This mean difference was statistically significant at α=.05 (t=3.89, p=.00). Girls displayed a higher level of gender stereotype (Mean=1.67) than boys (Mean=1.66). However, this difference was not statistically significant (t (173) = -.187, p = .852). Further, for both boys and girls, gender stereotype significantly correlated with performance in science; boys had r=-.211 (p=.018, n=200) and girls had r=-.171 (p=.035, n=127) indicating a stronger relationship for boys than girls. Gender stereotype predicted performance in science with b=-4.917 (p=.013, n=327) implying that higher levels of gender stereotype were associated with lower levels of performance in science. We recommend that ways of minimizing gender stereotype among secondary school students should be established because it is negatively associated with performance in science