Browsing by Author "Osugo, Moraa Roseline"

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    Biology Teaching and Learning and Achievement of Learning Outcomes in Secondary Schools in Nairobi City County, Kenya
    (Kenyatta University, 2025-12) Osugo, Moraa Roseline
    Researchers identify Biology as an important scientific discipline that contributes to vital scientific innovations such as genetic engineering and medicine. Despite this significance, examination reports in Kenya indicate that from 2013 to 2023, students have continually achieved low outcomes in Biology in the National Examinations. This, therefore, implies that there could be challenges in the teaching and learning of Biology, resulting in poor learning outcomes. Hence, this study sought to establish how the teaching of Biology influences students’ learning and achievement of learning outcomes. The specific objectives were to: assess the utilization of teaching and learning resources in Biology teaching and its influence on the achievement of learning outcomes; evaluate the application of Biology teaching in everyday life and its influence on the achievement of learning outcomes; assess the pedagogical techniques used in Biology teaching and its influence on the achievement of learning outcomes and; examine the integration of ICT in Biology teaching and its influence in the achievement of learning outcomes. The study employed mixed-methods research approach using explanatory sequential design. This study was guided by two theories, namely: Zone of Proximal Development Theory and Scaffolding Theory, and Social Constructivism Theory. The study started with a survey followed by qualitative study of selected schools in accordance with the findings of the survey. The study locale was Nairobi City County, where it targeted 114 public secondary schools. The sample size was 114 for the quantitative phase and 57 for the qualitative phase. Data was collected using questionnaires, in-depth interview guides, Focused Group Discussion (FGD) guide and class observation guide. The study respondents were: Biology teachers, students and Biology specialists from: Kenya Institute of Curriculum Development (KICD), Centre for Mathematics, Science and Technology Education Africa (CEMASTEA) and Lecturers of Biology education at Kenyatta University (KU). The findings of the study were: utilization of teaching and learning resources in Biology teaching was inadequate and could only enhance achievement of low order cognitive, basic science process skills and poor attitude learning outcomes; application of Biology to everyday life was insufficient and hence influenced achievement of low order cognitive outcomes, basic science process skills and lack of interest in Biology learning outcomes; ICT integration was unsatisfactory and enhanced achievement of low order cognitive outcomes, inadequate skills outcomes and low interests in Biology. The study concluded that teaching of Biology was deficient. This study therefore recommends that teacher training institutions should organize for innovative approaches to train teachers on active pedagogy, science process skills, the nature of science and ICT integration; KICD should ensure that curriculum guidelines are intentional on pedagogical techniques, the science process skills and the nature of science.
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    Implementation of biology subject in Taita Taveta county, Kenya
    (2014-09-26) Osugo, Moraa Roseline
    This study was set to establish the implementation of Biology subject in Taita Taveta County, Kenya. Implementation is important as it can help us understand why so many educational innovations fail and why the Biology subject has continually been performed dismally in the National examinations. Specific objectives of the study aimed to find out the preparedness of teachers in the teaching and learning of Biology, identify the actual implementation of ASEI and PDSI principles in instructional strategies dominant in the implementation of Biology subject and to determine the attitudes of teachers, learners and the community towards teaching and learning of Biology subject. Literature pertinent to the study was reviewed under the following headings: Teacher preparation and training, teaching and learning resources, Instructional documents, Instructional strategies and the attitudes of teachers, learners, parents and the community towards Biology subject. The study took a survey design and was located in Taita Taveta County. The study targeted 48 secondary schools (public and private).33% of all the secondary schools were identified using stratified random sampling followed by simple random sampling. The strata included Mixed schools, Boy schools and Girl schools. Research instruments for the study included questionnaires whose respondents were Principals, Biology teachers and Students separately; observation schedules for the researcher and interview schedules whose respondents were the DEOs. The research instruments were validated through application of content validity determined by expert judgment inclusive of supervisors. Questionnaires, interview schedules and observation schedules were tested and retested in the pilot schools to ascertain reliability. After being granted permission by NCST, the researcher administered questionnaires and collected data in person alongside observing at least one form three Biology lesson from each sampled school. The researcher then conducted interviews with the DEOs in TaitaTaveta County. Data collected was analyzed both qualitatively and quantitatively using descriptive statistics. The data were then presented using graphs, pie charts and tables. The following findings were arrived at from the study: i) Biology teachers were oualified to teach Biology subject ii )Biology teachers were provided with basic teaching and learning resources. iii) Biology teachers did not appropriately prepare and use documents such as lesson plans, schemes of work and records of work covered. iii) Lecture method which was dominant in Biology teachers' instructional strategies. did not promote use of ASEIIPDSI principles iv) Much as students had a positive attitude towards the Biology subject, parents, teachers and the entire community had a poor attitude towards the Biology subject. The following conclusions were therefore made from the findings of the study: i) The basic teaching and learning resources that were available for example text books and revision materials encouraged the traditional methods of teaching which did not promote use of ASEIIPDSI principles. ii) Wide syllabus to be covered was a major reason for teachers not preparing adequately to teach biology, not being able to practice the ASEIIPDSI principles and their negative attitude towards teaching and learning Biology subject.iii) Lack of concern, lack of exposure that characterized the parents and the community of Taita Taveta County influenced a poor and laxity attitude towards the teaching and learning of Biology. These findings and conclusions led to the following recommendations: i) the MOE to revise the syllabus, review teacher education programs and organize sensitization programs. ii) the government to increase funding to the education sector and motivate teachers accordingly. iv) the leaders and the educated especially from Taita Taveta County to give back to the community through, encouragement and funding.