Determinants of Students Achievement in Chemistry and Proposed Strategies in Public Secondary Schools in Mwala District, Machakos County, Kenya
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Date
2015
Authors
Musyoki, Lazarus Mwanza
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Educational reforms and development have been the objectives of the government
since independence. This includes provision of quality education which lead to both
economic and social development. This study was carried out to investigate
determinants of students' achievement in chemistry and the proposed strategies used
to improve its achievement. The statement of the problem was to establish
determinants of student achievement in chemistry and the strategies used to enhance
its achievement in Mwala District. The study was based on Production-function
theory where combination of inputs like students' factors, teachers' factors and
school environment interact through teaching and learning process to produce output
in form of learners' achievement. The researcher used Descriptive survey design and
also ex-post factor design. The study was located at Mwala District, Machakos
County, Kenya where students' achievement in Chemistry has been low for number
of years. Mwala District currently has 61 public secondary schools categorized as
boys, girls and mixed day and boarding. The targeted population was school
principals, chemistry teachers and forms 3 students and where 25 principals (38%),
25 chemistry teachers and 250 form 3 students constituted the sample size. A total of
300 respondents were used to derive the findings and conclusion of the study. The
researcher adopted stratified sampling to select public schools and students per
school were randomly selected while one chemistry teacher and the principal in the
sampled school automatically became respondents in the study. Questionnaires for
principals, chemistry teachers and students were used to collect data and the results
obtained were presented using both descriptive statistics for quantitative data by
SPSS program while qualitative data was presented thematically in line with the
study objectives. The findings of the study indicate that the perception of students
towards chemistry was negative as observed by 64% of the chemistry teachers and
64% of the principals. Teaching experience was found to be significant in
determining students' achievement in chemistry in secondary schools as agreed by
60% of teachers and 72% of the principals but academic qualification was
insignificant. ICT materials and facilities were found to be available but were not
used during teaching and learning of chemistry. Failure to use ICT facilities was due
to majority of teachers not being trained to use them in addition to many having not
attended ICT seminars and workshops. Based on the findings the study concluded
that students' perception in chemistry determines its achievement in examinations
and that most students do not have positive attitude in chemistry. ICT materials and
facilities are available but not used during teaching and learning of chemistry. Also
various teaching and learning resources are not adequate in many schools. The study
recommends that the Government and school authorities should through the
allocation of funds, materials and apparatus for sciences teaching make school
laboratories more adequate for effective implementation for Chemistry curriculum
so as to enhance students' performance. Students should be exposed to more
laboratory applications and activities so that they can recognize laboratory materials
and equipment.
Description
A Research Project Report Submitted to the School of Education, Department of Educational Management, Policy and Curriculum Studies in Fulfillment of the Requirement for the Award of Masters of Education Degree, Kenyatta University