Pedagogical Practices that Hamper Effective Teaching and Learning of Biology in Secondary Schools in Migori District, Kenya

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dc.contributor.authorEunice, O. A.
dc.contributor.authorKhatete, D. W.
dc.contributor.authorOndigi, S. R.
dc.date.accessioned2020-03-02T09:40:52Z
dc.date.available2020-03-02T09:40:52Z
dc.date.issued2014
dc.descriptionResearch Articleen_US
dc.description.abstractBiology is a very potent tool for social and economic changes in the contemporary world. However, students constantly display low achievement in the subject at KCSE level countrywide and majorly in Migori district. Teaching techniques are an important focus of national and local policy. Reforms and actions aim to promote high-quality teaching in classrooms and team work both at school level and nationally. In order to tailor policies and interventions to the needs of different stakeholders and to improve teaching and learning of students, it is important to understand comprehensively what is happening in the classroom and schools in general. This study aimed at contributing to this knowledge base. The study employed a descriptive survey design and a sample size of 28% and three hundred and eighty five (385) respondents. The research instruments used included questionnaires for Biology teachers and students, interview schedules for principals and Disrict Education Officer and observation checklists for theory and practical lessons. The theoretical framework of the study was based on the knowledge that modified human behavior leads to prediction and control over performance and learning. The data was analyzed using descriptive statistics; frequencies and percentages were used to describe the findings according to the various variables under study. The findings of the study established use of inappropriate teaching techniques to be one of the major factors contributing to poor achievement in Biology in Migori district. Therefore, the following recommendations were made: more practical activities be carried out in the teaching of the subject in the schools, school administration to provide for the resources in the school budgets, seminars, workshops, and other in-service courses should be intensified by the Ministry of Education to encourage Biology teachers’ creativity and innovation in teaching and that teachers to be consistent in the use of resources.en_US
dc.identifier.citationNorth American Open Educational Research Journal Vol. 1, No. 1, November 2014, pp. 1 - 12en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/20192
dc.language.isoenen_US
dc.publisherNARPUBen_US
dc.subjectTechniquesen_US
dc.subjectHamperen_US
dc.subjectEffective teachingen_US
dc.subjectLearningen_US
dc.subjectEducationen_US
dc.subjectAchievementen_US
dc.subjectInstructionen_US
dc.titlePedagogical Practices that Hamper Effective Teaching and Learning of Biology in Secondary Schools in Migori District, Kenyaen_US
dc.typeArticleen_US
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