MST-Department of Educational Psychology

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Browsing MST-Department of Educational Psychology by Subject "Achievement tests"

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    An investigation into factors associated with low achievement of students in chemistry subject in Busia at Kenya certificate of secondary education level
    (2012-01-26) Fumbi, Mark David
    The main objective of the study was to find out causes of low achievement of students in Busia District. The main points of focus were the relationship between students' achievement in chemistry and: - The relationship between students' achievement in chemistry and their level of likening and confidence in chemistry; - Their KCSE grade and career expectation; - Their parental educational level and occupation status; - Parental encouragement; - Level of adequacy of laboratory apparatus, chemicals, textbooks and exposure to practical exercises; - Selected school practices such as frequency of assigning and marking homework, individual practicals, extra coaching and instructional techniques; - Gender and - Mathematics performance The subject study was obtained in fifteen secondary schools in the five academic divisions of Busia District by use of questionnaires. The sample included three hundred and thirty students and seventeen chemistry teachers. In selection of schools and subject samples, random sampling was used. Since the study was descriptive in design the results were presented in tables of frequency distributions and percentages. A T-test was used to test if differences exists between boys and girls performance in chemistry. Correlation coefficient was used, to find if mathematics influence students' chemistry achievement. It was found that there was a positive relationship between students' achievement in chemistry and i. Their level of likening and confidence in chemistry ii. Their KCSE grade and career expectation iii. Level of adequacy of laboratory apparatus, chemicals, textbooks and exposure to practical exercises. iv. Selected school practices such as frequency of assigning and marking homework, individual practicals, extra coaching and individual help. v. Use of laboratory approach and negative relationship between students' achievement in chemistry and use of method in teaching process. vi. Their performance in maths. vii. There was no significant difference between achieving of boys and girls. Consequently, the research recommended that; these findings should be taken seriously by stakeholders. Finally, the researcher suggested that similar studies be carried out in other districts to ascertain if similar trends exists.