Learning conditions and students’ characteristics that enhance Effective Teaching and Learning of Biology in Secondary Schools in Migori District, Kenya

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dc.contributor.authorOwiti, Eunice Atieno
dc.date.accessioned2021-08-31T06:34:11Z
dc.date.available2021-08-31T06:34:11Z
dc.date.issued2015
dc.descriptionA research paper published in Merit Research Journal of Education and Reviewen_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. Learning environment and students’ characteristics are important focus of national and local policy. Reforms and actions aim to promote quality teaching, learning and achievement both at school level and nationally. In order to tailor policies and interventions to the needs of different stakeholders and to improve the learning conditions of students, it is important to understand comprehensively what is happening in the classroom and school environments 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 District Education Officer and observation checklists for theory and practical lessons. The theoretical framework of the study was based on the knowledge that conducive learning environments lead 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 congested and crowded classrooms to be one of the major factors contributing to poor achievement in Biology in Migori district. Therefore, the following recommendation was made; school administration to provide for the resources and facilities 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 consistency in the use of resources.en_US
dc.identifier.citationMerit Research Journal of Education and Review. Vol. 3(5) pp. 200-207, May, 2015en_US
dc.identifier.issn2350-2282
dc.identifier.urihttps://meritresearchjournals.org/er/content/2015/May/Owiti.pdf
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/22451
dc.language.isoenen_US
dc.publisherMerit Research Journalsen_US
dc.subjectAchievementen_US
dc.subjectEnhanceen_US
dc.subjectEntry behavioren_US
dc.subjectEnvironmenten_US
dc.subjectInstructionen_US
dc.subjectLearning conditionsen_US
dc.subjectPeer influenceen_US
dc.titleLearning conditions and students’ characteristics that enhance Effective Teaching and Learning of Biology in Secondary Schools in Migori District, Kenyaen_US
dc.typeArticleen_US
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