A Study of Factors that Affect the Teaching of Science in Primary Schools in Kiambu Municipality

Abstract

The purpose of this study was to ascertain the existence of some of the factors that affect science teaching in primary schools. The study was carried out in Kiambu District, Ndumberi zone, an area with nineteen (19) primary schools. The research was conducted in two (2) phases, a pilot study followed by the main study. The pilot study involved nine (9) teachers selected from two (2) schools. The purpose of piloting was to review the survey questionnaire and to gain experience in preparation for the main study. The sample for the main study consisted of thirty (30) teachers, selected from ten (10) schools. Ten (10) of the teachers were senior science teachers who responded to all the three (3) sections of the survey questionnaire. The rest twenty (20) teachers responded to sections I and II only. The data collected was reported and analyzed using descriptive statistics, mainly averages and percentages.The findings confirmed the existence of certain factors that affect science teaching: there was an acute shortage of apparatus and other teaching materials which compelled teachers to resort to theoretical approaches of teaching science. Further, teachers hardly improvised instructional materials and when they did, the materials were not stored for future use. Also, teachers did not get assistance from the local Teachers Advisory Sub-Centre. When a new curriculum was introduced, teachers had to cope with late supplies of vital materials like syllabi and inadequate inservicing. However, teachers had a positive opinion towards courses offered in teacher training colleges and would welcome the idea of subject specialization. Owing to the great problems that face science education in primary schools in Kiambu municipality, teachers would welcome solutions to alleviate these problems. Identification of a source of funds and inservice education would be some of the relevant steps to take.