Implementation of biology subject in Taita Taveta county, Kenya
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Date
2014-09-26
Authors
Osugo, Moraa Roseline
Journal Title
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Abstract
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.
Description
Masters of Education 117 p. May 2014