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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Peter Rugano
University of Embu
Humanities Education Library & Information Science Social Sciences Other

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Relationship between inquiry-based learning and students’ attitudes towards chemistry Christine Mueni Nzomo; Peter Rugano; John Mungai Njoroge
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i2.24165

Abstract

Students’ attitudes towards science subjects and especially chemistry have been attributed to the use of inquiry-based learning (IBL). The students’ attitudes are important predictors of academic achievement. The consistently poor performance in chemistry among secondary school students has been an issue of concern. This study sought to establish whether IBL has been used in the teaching of chemistry and if it had any influence on students’ attitudes towards chemistry. The study employed a correlational research design that involved conducting a survey of 21 teachers who were purposively selected, and 357 students selected through simple random sampling from the 21 classrooms that these teachers taught. The results revealed that teachers used IBL once a week (M=4.062) and students had positive attitudes towards chemistry (M=3.945). Besides, there was a significant association between IBL and the attitudes of students towards chemistry (r=0.997, p<0.05, R²=0.994).
Correlates gender traits and mindset on the choice of physics subject at high school in Kenya Eunice Ruraa Mugendi; Ciriaka Gitonga; Peter Rugano; Zachary Njagi Ndwiga
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i1.25436

Abstract

Higher education and training in science, technology, engineering, and mathematics (STEM) are important for the industrial growth and development of any nation. Physics subject provides the basics for training in many STEM areas. However, failure to pursue physics to the end of high school denies learners opportunities in STEM courses. This research employed a correlational design and survey method to examine the relationship of gender traits (GT) and mindset (MS) with learners’ intention to choose physics among 378 high school students randomly sampled. The study adopted the gender traits test and mindset questionnaires. The Chi-square test for the relationship of GT and MS with the intention to choose a physics subject yielded p>0.05. These results revealed that no student is deprived of an opportunity to pursue physics to higher levels on account of their GT or MS. Thus, attempts to increase the number of learners who can potentially pursue STEM courses by studying physics in high school should focus on other known factors other than GT and MS.
Learners’ perception of perceived physics difficulty: association with choice at the elective level in high school Eunice Ruraa Mugendi; Ciriaka Gitonga; Peter Rugano; Zachary Njagi
Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i4.24537

Abstract

This study presents a regression-based correlational survey that investigates how high school students’ perceptions of physics difficulty influence their decision to select the subject at the elective level. Although physics is foundational to technological advancement, student enrollment particularly among females remains low. This study is analytical research that explores three core dimensions of perceived physics difficulty (PPD): subject allure (SA), content factors (CF), and teacher factors (TF). Using a descriptive survey and logistic regression analysis, data were collected from 378 form two students. Results revealed that only SA significantly predicted students’ choice of physics, despite generally positive perceptions of teacher engagement. Students who opted for physics found it fascinating and relevant to their daily lives. Teacher influence was statistically insignificant, and content difficulty demonstrated a weaker but notable association. The findings suggest that increasing the subject’s appeal and perceived relevance may be more effective in improving uptake than focusing solely on pedagogical practices. These insights offer strategic directions for curriculum design and education policy aimed at promoting science, technology, engineering, and math (STEM) engagement and advancing educational equity. This study presents the first predictive model of physics subject choice in Kenya using logistic regression.
Co-Authors Christine Mueni Nzomo Ciriaka Gitonga Eunice Ruraa Mugendi John Mungai Njoroge Zachary Njagi Zachary Njagi Ndwiga