Why Utilization of Infrastructural Resources is Key in Teaching and Achievement of Learning Outcomes in Biology: The Kenyan Experience
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Date
2025-06
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International Journal of Research in Education Humanities and Commerce
Abstract
This article examines the extent to which both teachers and learners utilize infrastructural
resources to support the development of scientific understanding in Biology, particularly
through visualization of abstract concepts, hypothesis generation, critical analysis, and
reflective critic aimed at deepening comprehension. Further, the article assesses the extent to
which utilization of infrastructural resources in Biology teaching and learning influences the
achievement of learning outcomes in public secondary schools in Nairobi County, Kenya.
Adopting a mixed-methods approach within an explanatory sequential design, the research
commenced with a quantitative survey followed by in-depth qualitative inquiry in selected
secondary schools, informed by the survey results. The study was conducted in Nairobi City
County, encompassing 114 public secondary schools. Data collection tools included structured
questionnaires, in-depth interview schedules, focus group discussion (FGD) guides, and
classroom observation protocols. Participants comprised Biology teachers, students and subject
matter experts from the Kenya Institute of Curriculum Development (KICD), the Centre for
Mathematics, Science and Technology Education in Africa (CEMASTEA), and Biology
education lecturers from Kenyatta University. The findings reveal that the use of infrastructural
resources in Biology was limited and primarily facilitated the development of lower-order
cognitive abilities, basic scientific process skills, and a generally negative attitude towards the
subject. Thus, there is need to expand and diversify the use of infrastructural resources so as to
enhance the quality and depth of Biology education
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Citation
OSUGO, M. R. M., KAUGI, E. M., & MAGOMA, C. M. WHY UTILIZATION OF INFRASTRUCTURAL RESOURCES IS KEY IN TEACHING AND ACHIEVEMENT OF LEARNING OUTCOMES IN BIOLOGY: THE KENYAN EXPERIENCE.