Influence of teacher instructional practices on students' engagement in learning physics in coeducational Secondary schools of Murang'a County, Kenya
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Date
2015-11
Authors
Waititu, Michael Muchoki
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Gender equity in enrolment and achievement in secondary school physics remains
a matter of pedagogic concern. Studies carried out elsewhere in the world clearly
document a myriad of reasons to account for the disparity. This study purposed to
investigate how teacher instructional practices influence boys' and girls'
engagement in learning of physics in Kenyan co-educational secondary schools.
It was guided by feminist pedagogical theory, which is predicated on four learnercentred
pedagogy components: creating participatory learning environments,
validating learners' ideas and experiences; encouraging social understanding and
inspiring application of learned insights in the larger world; and fostering critical
thinking and disposition. It applied an exploratory study design to identify nature
of instructional practices; to determine underpinnings for the instructional
practices; to establish teachers' experiences; and to investigate students'
perceptions of frequency of gender inclusive practices in the teaching of physics.
Data were collected from 14 out of 19 physics teachers and 1910ut of 25 8 students
in 14 co-educational schools in Murang'a County. The data were gathered using
classroom observation schedule; survey questionnaire for students; and interview
protocol for teachers. Qualitative data were analysed through the method of
constant comparison. For the quantitative data, mean scale ratings of perceived
frequency of gender inclusive instructional practices were computed and t-test
applied to evaluate significance of difference between the boys' and girls'
perceptions. Data analysis revealed that teaching of physics in the schools was
mostly through expository methods. The teachers applied these methods in
disregard of their high professional qualifications; with low achievement
expectations for their learners, and more particularly for the girls and; in excuse of
inadequate resources. The gap between teaching qualifications and practices in
the classroom was further supported by teachers' feeling that they had a high
teaching workload and that the syllabus was overloaded. The study further
revealed that both the boys and the girls perceived that there was low frequency of
gender inclusive instructional practices. Difference in the boys' and girl'
perceptions were statistically significant at a = 0.05 for majority of the
questionnaire items. Findings of the study would help teachers to reflect about
their pedagogical practices for the benefit of the students. Furthermore, the
findings would be useful in review of gender-equity training in teacher education
programs. In addition, the findings would be valuable to all stakeholders
concerned with promoting gender equity and addressing issues of excellence in
the teaching and learning of physics.
Description
Thesis submitted in fulfilment of the requirements for the award of degree of doctor of philosophy in the school of education of Kenyatta University. November 2015