Teacher’s Influence on Students’ Choice of Science Subjects in Selected Public Day Secondary Schools in Murang’a County, Kenya
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Date
2025-10
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Kenyatta University
Abstract
The teacher factor is critical in influencing students to choose the Science disciplines. Despite teachers constantly encouraging the students to choose Science disciplines, students choosing these subjects are few in secondary schools. The study examined how teacher’s factors influence students in choice of Science subjects in Murang’a County, Kenya. It was guided by four objectives, namely, to determine the: influence of teacher motivation on students’ choice of Science subjects; influence of teacher pedagogy on students’ choice of Science subjects; influence of teacher test evaluation feedback on students’ choice of Science subjects; and influence of teacher mentorship about Science on students’ choice of Science subjects in Murang’a County, Kenya. The study was premised on reinforcement theory of motivation. Descriptive research design was used for the study. The target population was 3400 comprising of 34 Science Head of Departments, 136 Science teachers and 3230 students in Murang’a County. Simple random sampling was used to choose 27 schools as a unit of sampling. From the selected schools, random sampling was employed to draw 65 teachers and 119 students. One HOD was selected through purposive sampling in each of the 27 selected schools. This yielded to a sample size of 211 respondents in the study. Questionnaires for students and science teachers, and interview guide for Science HODs were used as instruments to collect data. Piloting was conducted to determine the comprehensiveness of the instruments. Validity of the instruments was determined through expert judgment. Reliability of instruments was done using split-half technique. Quantitative data was analyzed using descriptive statistics such frequency and percentage with the help of Statistical Package for Social Sciences (SPSS). The data was then presented in bar graphs, pie chart and tables. Qualitative data was put into similar themes and presented through narration and verbatim quotations. The research revealed that teacher interactions, praises and rewards encouraged students to pursue science subjects. Hence, they choose the science subjects which was supported by 64.3% of the teachers. Utilization of theory and practical lessons was found to motivate the learners to select the science subject and this was supported by 57.1 % of the teachers. Test evaluation feedback was found to influence learner’s choice of science subjects and this was supported by 66.4% of the students. Test results helped the students to know their strengths and weaknesses which greatly influenced student’s choice of science subject. Teacher mentorship to students was found to influence student’s choice of science subject. The study concluded that, recognition of students’ efforts through rewards, use of theory and practical enabled students to have a better understanding of subject content, frequent administration of tests was found to improve students’ knowledge and confidence in the subject. Teacher mentorship in terms of involving students in career talks, Kenya Science and Engineering Fair and even science mentorship programs all made students to have an interest towards choosing the science subject. The study recommended that the schools should organize regular science talks for the students, the KICD should ensure that the Competency Based Education (CBE) curriculum is well versed on pedagogical content delivery and the school stakeholders should encourage learners to participate in Kenya Science and Engineering Fair to enlighten them. This study may be significant to science teachers in guiding students when selecting science subjects.
Description
A Thesis Submitted in Partial Fulfillment of the Requirements for the Award of the Degree of Masters of Education (Educational Administration) in the School of Education and Lifelong Learning of Kenyatta University, October 2025.
Supervisor
1. Dr. Hellen Kiende Guantai-Department of Educational Management, Policy and Curriculum Studies, Kenyatta University Date:
2. Dr. Francis Kirimi-Department of Educational Management, Policy and Curriculum Studies, Kenyatta University