Student, teacher and school related variables as determinants of chemistry achievement in Kenya: a case of the mole concept
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Date
2015-07
Authors
Wanjala, Nicholas T.
Akala, Janet B.
Khatete, D. W.
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Abstract
The Mole Concept is a threshold Concept and has often been referred to as an area of
troublesome knowledge. The study constructed and tested a model for providing a causal
explanation of secondary school achievements in Mole Concept area of chemistry in terms of
student variables which emphasized gender, spatial ability, mathematical ability, socioeconomic
status, attitude; teacher’s variables considered as mode of instruction, teaching
experience, teaching qualifications, teacher attendance of inset while School variables
included resources. A descriptive survey design was adopted for the study. The population
was made up of three hundred and eighty four form four secondary school students and their
teachers from thirty stratified selected schools. Five sets of instrument were used and these
included Chemistry Teachers’ Questionnaire (CTQ), Mole Concept Students Attitude Scale
(MCSAS), Mole Concept Achievement Test (MCAT), Mole Concept Document Analysis Sheet
(MCDAS) and Mole Concept Lesson Observation Schedule (MCLOS). The results showed
that 62.30% of the variability in students’ achievement in chemistry (X11) was accounted for
by all the ten predictor variables when taken together. Recommendations based on the
importance of these variables were then highlighted particularly the abilities in Spatial and
Mathematical abilities.
Keywords: Student Variables, Teacher Variables, School Variables, Mole Concept
Description
Presentation
Keywords
Student Variables, Teacher Variables, School Variables, Mole Concept
Citation
Proceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015