Research Article
Influence of Gender and Knowledge on Secondary School Students’ Scientific Creativity Skills in Nakuru District, Kenya

Mark I. O. Okere , Grace C. W. Ndeke


APA 6th edition
Okere, M.I.O., & Ndeke, G.C.W. (2012). Influence of Gender and Knowledge on Secondary School Students’ Scientific Creativity Skills in Nakuru District, Kenya. European Journal of Educational Research, 1(4), 353-366. doi:10.12973/eu-jer.1.4.353

Harvard
Okere M.I.O., and Ndeke G.C.W. 2012 'Influence of Gender and Knowledge on Secondary School Students’ Scientific Creativity Skills in Nakuru District, Kenya', European Journal of Educational Research , vol. 1, no. 4, pp. 353-366. Available from: https://dx.doi.org/10.12973/eu-jer.1.4.353

Chicago 16th edition
Okere, Mark I. O. and Ndeke, Grace C. W. . "Influence of Gender and Knowledge on Secondary School Students’ Scientific Creativity Skills in Nakuru District, Kenya". (2012)European Journal of Educational Research 1, no. 4(2012): 353-366. doi:10.12973/eu-jer.1.4.353

Abstract

The purpose of this study was to investigate the influence of gender and knowledge on scientific creativity among form three biology students (third year in secondary school cycle) in Nakuru district in Kenya. The cross- sectional survey research was employed. A sample of eight schools with a total of 363 students was selected from the population using stratified sampling technique. Two instruments, namely, Biology Achievement Test (BAT) and Biology Scientific Creativity Test (BSCT) were used to collect data. The psychological definitions of creativity tested are sensitivity, recognition, flexibility and planning. The mapping of these psychological definitions of creativity onto scientific meanings is explained using the model that guided construction of items in BSCT. Data analysis was done using quantitative methods. The findings of this study indicate that the form three biology students who participated in the study had a low level of scientific creativity. Secondly, the level of scientific creativity is knowledge and gender dependent. The findings may help teachers and other stake holders in education in inculcating creativity skills amongst science students.

Keywords: Influence, gender, knowledge, scientific creativity


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