Conference /Workshop / Seminar Papers-(CW)

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Browsing Conference /Workshop / Seminar Papers-(CW) by Author "Akala, Janet B."

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    Gender differences in learning outcomes on the mole concept in a developing country: Kenya
    (2015-07) Twoli, N. W.; Akala, Janet B.; Khatete, D. W.
    The gender gap that results from the differential treatment of boys and girls is still noticeable today in their achievement and participation in chemistry education in Kenya and perhaps in every other developing country. Due to its large concept map and sometimes theoretical nature, the Mole Concept has been recognized as one of the most difficult topics to teach and learn within the secondary school chemistry curriculum. The study compared male and female form four secondary school students’ learning outcomes in Mole Concept area of chemistry in Kakamega County, Kenya. The sample consisted of 384 students randomly selected from the three school types: mixed, boys and girls. Two instruments were used viz: Mole Concept Students Attitude Scale (MCSAS) and the Mole Concept Achievement Test (MCAT). Data collected were analysed using t-test. The findings of the research showed that there were significant differences between male and female students in overall chemistry achievement (t = 4.409, p < 0.05) and attitude to science (t = 0.387, p < 0.05). The absolute t-values for spatial and mathematical items 4.780 (p < 0.05) and 4.094 (p < 0.05) respectively were highly significant with boys performing better than girls. It is therefore recommended among others that teachers should use instructional strategies that will enhance gender equality in students’ learning outcomes in chemistry especially in major concepts like the Mole. Keywords: Gender, Mole Concept, Learning Outcomes, Secondary School
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    Student, teacher and school related variables as determinants of chemistry achievement in Kenya: a case of the mole concept
    (2015-07) Wanjala, Nicholas T.; Akala, Janet B.; Khatete, D. W.
    The Mole Concept is a threshold Concept and has often been referred to as an area of troublesome knowledge. The study constructed and tested a model for providing a causal explanation of secondary school achievements in Mole Concept area of chemistry in terms of student variables which emphasized gender, spatial ability, mathematical ability, socioeconomic status, attitude; teacher’s variables considered as mode of instruction, teaching experience, teaching qualifications, teacher attendance of inset while School variables included resources. A descriptive survey design was adopted for the study. The population was made up of three hundred and eighty four form four secondary school students and their teachers from thirty stratified selected schools. Five sets of instrument were used and these included Chemistry Teachers’ Questionnaire (CTQ), Mole Concept Students Attitude Scale (MCSAS), Mole Concept Achievement Test (MCAT), Mole Concept Document Analysis Sheet (MCDAS) and Mole Concept Lesson Observation Schedule (MCLOS). The results showed that 62.30% of the variability in students’ achievement in chemistry (X11) was accounted for by all the ten predictor variables when taken together. Recommendations based on the importance of these variables were then highlighted particularly the abilities in Spatial and Mathematical abilities. Keywords: Student Variables, Teacher Variables, School Variables, Mole Concept