Influence of Resources on Students’ Academic Performance in Physics at Secondary Schools in Ugenya Sub-County, Siaya County, Kenya

Abstract

This study sought to investigate resource variables that contribute to poor performance in physics subject among students in secondary schools in Ugenya Sub-County, Siaya County, Kenya. The study employed a cross-sectional research design. Purposive sampling technique was used to select 12 principals, 12 teachers of physics and 204 Form Three students pursuing physics, yielding a sample size of 228 from five schools in the study locale. Data was collected using questionnaires and structured interviews. Statistical Package for Social Sciences (SPSS) was used to analyze quantitative data. The main findings were that inadequate qualified physics teachers and inappropriate laboratory equipment necessary for effective teaching of physics were the main causes for the students’ poor performance in the subject. The teachers largely utilized teacher-centered instructional strategies. It was also established that both teachers and students had negative attitudes towards the subject. It was evident that there was acute shortage of appropriate physical resources, especially text books and laboratory equipment. The study concluded that requisite resources and inappropriate instructional techniques were critical in enhancing students’ academic performance in physics. It was recommended that the government of Kenya through the Ministry of Education and private school owners should make concerted efforts to ensure that the schools are well equipped with necessary materials, teachers need to undergo in-service training on the use of high impact instructional strategies and students appropriately motivated as a way of sustaining their interest in physics.