Implementation of biology subject in Taita Taveta county, Kenya

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.