Gender Difference in Academic Self-Efficacy among Students in Public Secondary Schools in Nairobi County, Kenya

Understanding the gender difference in academic selfefficacy of the secondary schools' students could inform education stakeholders about how best to offer relevant psycho social aimed at facilitating the smooth transition of students from secondary schools to further education and to the world of work. The purpose of this study was to investigate whether there is any relationship between gender and academic self-efficacy of the secondary schools' students in Kenya. The Social Cognitive theory formed the theoretical framework in this study. The test of this ponder comprised of 397 frame four understudies who were drawn from Nairobi County. Purposive, stratified and straightforward sampling procedures were utilized in the choice of the locale, schools and respondents for this study. Questionnaire which was initially piloted to determine their validity and reliability was used to collect data pertaining to academic self-efficacy. The information changed into analyzed qualitatively and quantitatively, guided via way of means of the look at objective. Use frequency and percentage tables to represent data. The study uses a relevant research design, and the Statistical Package for Social Sciences (SPSS) aids inference and descriptive statistical analysis. The hypothesis on the gender difference in academic self-efficacy was tested using independent Sample Test at.05 level of significance. The findings did not prove any significant relationship between academic self-efficacy and gender (= -0.80, df= 367, P>0.05. One of the main meanings and recommendations of the study is that all those interested in education should work together to improve the school and family environment to promote the development of academic self-efficacy for all, regardless of gender.. Further research should longitudinally investigate gender difference in academic self-efficacy across different school subjects, life stages and ages.