International Journal of Management and Applied Science (IJMAS)
current issues
Volume-4,Issue-10  ( Oct, 2018 )
Past issues
  1. Volume-4,Issue-10  ( Oct, 2018 )
  2. Volume-4,Issue-9  ( Sep, 2018 )
  3. Volume-4,Issue-8  ( Aug, 2018 )
  4. Volume-4,Issue-7  ( Jul, 2018 )
  5. Volume-4,Issue-6  ( Jun, 2018 )
  6. Volume-4,Issue-5  ( May, 2018 )
  7. Volume-4,Issue-4  ( Apr, 2018 )
  8. Volume-4,Issue-3  ( Mar, 2018 )
  9. Volume-4,Issue-2  ( Feb, 2018 )
  10. Volume-4,Issue-1  ( Jan, 2018 )

Statistics report
Jan. 2019
Submitted Papers : 80
Accepted Papers : 10
Rejected Papers : 70
Acc. Perc : 12%
Issue Published : 56
Paper Published : 3634
No. of Authors : 7474
  Journal Paper




Paper Title :
African Women in Science: Cultural Influences on Motivation to Learn Science? Gender Differences in Intrinsic Motivation and Self-Determination of High School Students in Kenya

Author :Teresa T. Mutahi, Michael W. Gachahi

Article Citation :Teresa T. Mutahi ,Michael W. Gachahi , (2018 ) " African Women in Science: Cultural Influences on Motivation to Learn Science? Gender Differences in Intrinsic Motivation and Self-Determination of High School Students in Kenya " , International Journal of Management and Applied Science (IJMAS) , pp. 68-72, Volume-4,Issue-10

Abstract : Science, technology and higher education have been cited as drivers of the 21st century economy. However, the African continent still lags behind in STEM education, scientific and technological development. For girls, they further lag behind in education achievement than boys do. Culturally, science is still seen as a field reserved for boys. Girls in Kenya and most of Africa are assigned home keeping and family care roles, which in turn affects their motivation and interest to learn science and pursuing science careers. Using a validated Science Motivation Questionnaire (SMQ II) with high school students in Kenya (N=600), this study shows significant gender differences in levels of both intrinsic motivation and self-determination to learn science. Male students exhibited higher levels of intrinsic motivation and self-determination compared to female students. Spreading cultural awareness on women’s abilities in science and professional STEM careers, students’ engagement in STEM inquiry based learning and increased visibility of female scientists as role models are recommended. Such efforts by the government, organizations and communities would help address the existing lower cultural expectations on science abilities for girls. Index terms- African Women, Intrinsic Motivation, Self-determination, Science Motivation

Type : Research paper

Indexed : Google Scholar


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