Abstract

A wide body of knowledge based on research conducted mainly in OECD countries in the area of female participation and performance in science education already exists. This article specifically focuses on the participation of girls in science in Kenya, where, consistently, their enrollment has been lower than that by boys. This has been despite the fact that the girls’ schools as compared to boys’ schools are similarly endowed in terms of equipment for the teaching the sciences, and the similar qualifications teachers in the schools hold. This article presents findings in a pilot study where factors that influenced enrollment in, i.e. sources of positive attitudes towards physics by both girls and boys were investigated. Data were collected using self-response questionnaires administered to groups of participants drawn from four similarly endowed single sex secondary schools. The sample consisted of equal numbers of male and female students who by choice and ability, had opted for pure science subjects, including physics. Data were analysed quantitatively using the SPSS package. The outcomes of the data analysis have revealed that higher enrolments of girls in school physics may be achieved if encouragement to enroll comes from their parents and teachers.