http://41.89.164.27:8080/xmlui/handle/123456789/393 2026-04-09T02:27:15Z http://41.89.164.27:8080/xmlui/handle/123456789/863 EFFECT OF GIRLS’ ATTITUDE TOWARDS THE LEARNING AND PERFORMANCE IN CHEMISTRY IN PUBLIC SECONDARY SCHOOLS IN NANDI NORTH SUB-COUNTY, KENYA Bitok, Norah, J.; Lusweti, Kituyi; Waswa, Peter Chemistry is one of the most important branches of science and its contributions to development of a country need to be emphasized. Its performance, however, has been poor especially amongst girls. The purpose of this study was to determine the effect of girls‟ attitude towards the performance of girls in chemistry in secondary schools in Nandi North Sub-County, Nandi County, Kenya. Descriptive survey research design was adopted. The sample consisted of 303 Form three students and 9 chemistry teachers selected using proportionate, simple random and purposive sampling techniques. Questionnaires, interviews and observation schedules were used to collect data. Validity and reliability of these instruments were determined before data collection. Quantitative data were analyzed using frequencies, percentages and t test while qualitative data were transcribed and arranged thematically before reporting in narrations and quotations. The study found out that there was a significant difference between boys and girls in terms of attitude towards Chemistry. The study recommended that teachers of chemistry need to encourage and motivate girls to develop a positive attitude toward the importance of chemistry as a subject. The findings of this study could provide a framework for teachers on which they could re-evaluate their instructional strategies during chemistry lessons for the enhancement of effective teaching and learning. It could also provide insight for the curriculum designers into the kind of practical experiences in secondary school chemistry needed to aid sound understanding of scientific concepts and principles. 2019-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/481 Gender Roles and Agribusiness in the Kenyan Communities: The Case of Likuyani District Jaluo, Murunga W.; Alunga, Jane Udali A gender role is a theoretical construct in the social sciences and humanities that refers to a set of social and behavioral norms that, within a specific culture, are widely considered to be socially appropriate for individuals of a specific gender. Proponents of gender role theory assert that observed gender differences in behavior and personality characteristics are, at least in part, socially constructed, and therefore, the product of socialization experiences; this contrasts with other models of gender that assert that gender differences are "essential" to biological sex. Research supports this theory, finding gender differences in almost all societies, but with differences in the norms adopted, suggesting that gender differences are, at least partly, influenced by culture. Gender has several controversial definitions but it here refers to an individual's inner sex or psychological sense of being a male or female irrespective of one's (outer) sex identity as determined by one's sexual organs. There are two main genders: masculine (male) or feminine (female). Gender identity refers to the options available to members of a society to choose from a set of social identities, based on the combination of one's sex identity on the one hand, and one's natural gender, interests and social experiences on the other. Some ancient tribes have more than five human genders. Some non-Western societies have three human genders – man, woman and third gender. Gender roles refer to the set of attitudes and behaviors socially expected from the members of a particular gender identity. Gender roles are socially constructed which are often politicized and manipulated, which then result in the oppression of people. Androgyny, a term denoting the display of both male and female behavior, also exists. Many terms have been developed to portray sets of behaviors arising in this context. The masculine gender role has become common in the world today. One example is the "sensitive new age gay", which could be described as a traditional male gender role with a more typically "female" empathy and associated emotional responses. Another is the metrosexual, a male who adopts or claims to be born with similarly "female" grooming habits. Some have argued that such new roles are merely rebelling against tradition more so than forming a distinct role. However, traditions regarding male and female appearance have never been concrete, and men in other eras have been equally interested with their appearance. The popular conceptualization of homosexual men, which has become more accepted in recent decades, has traditionally been more androgynous or effeminate, though in actuality homosexual men can also be masculine and even exhibit machismo characteristics. One could argue that since many homosexual men and women fall into one gender role or another or are androgynous, that gender roles are not strictly determined by a person's physical sex. Whether or not this phenomenon is due to social or biological reasons is debated. Many homosexual people find the traditional gender roles to be very restrictive, especially during childhood. Also, the phenomenon of intersex people, which has become more publicly accepted, has caused much debate on the subject of gender roles. Many intersexual people identify with the opposite sex, while others are more androgynous. Some see this as a threat to traditional gender roles, while others see it as a sign that these roles are a social construct, and that a change in gender roles will be liberating. The main concern of this paper is the relevance of these gender roles in agribusiness with the view of attaining food security through innovation in line with Vision 2030. __________________________________________________________________________________________ 2013-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/480 EARLY CHILDHOOD DEVELOPMENT (ECD): EDUCATION DISPARITIES IN THIRD WORLD COUNTRIES : (THE CASE OF RURAL AND URBAN KENYA.) Jaluo, Murunga W. The future multi-dimensional development of this country Kenya, lies in the Early Childhood Development Programmes put into practice today. This paper provides the importance of investing in the foundation of Early Childhood Development (ECD) as a tool to the future political, social and economic development. With 80% of Kenyan population living in rural parts and only 20% living in urban Kenya (Ministry of Finance and Planning, (2002).) The paper will outline major issues of disparity existing in the provision of Early Childhood Development (ECD) opportunities. It should be noted that most Early Childhood Development (ECD) programmes like children’s homes, rehabilitation centers, orphanages, well equipped nursery schools and kindergartens along with highly qualified teachers are concentrated in Urban areas to cater for the 20% of the population of Kenyans residing there. The paper argues that with the majority of Kenyans living in rural Kenya where poverty has hit hard, the disparities need to be addressed. The paper holds that fairness needs to be applied. Finally, the paper offers recommendations and intends to discuss the solutions to the existing disparities in Early Childhood Development (ECD) The implementation of the above solutions will be a landmark achievement in laying the foundation of the future Kenyan society and generation. 2004-09-18T00:00:00Z