Exploration of topic areas that teachers and students perceive difficult in chemistry at secondary level in Nairobi (Kenya)

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dc.contributor.advisorTwoli, N. W.
dc.contributor.advisorWaweru, G.
dc.contributor.authorOgeng'o, Edwin
dc.date.accessioned2013-10-15T12:11:29Z
dc.date.available2013-10-15T12:11:29Z
dc.date.issued2013-10-15
dc.descriptionEducational Communication and Technology Department 78p.2012en_US
dc.description.abstractMost researchers are keen to find out factors that lead to poor performance in National examinations in specific subjects. Among the subjects not well performed are the physical sciences, chemistry included. Despite the frequent changes in the chemistry curriculum at secondary school level, overall performance remains low in national examination with some topic areas still constantly posing difficulties to students and teachers. The factor of teachers' and students' perception of difficult topics in Chemistry had not been explored. The study therefore, explored teachers' and students' perception of difficult topic areas of selected topics in secondary school Chemistry basing on research questions and objectives of the study. One outstanding difficult topic electrochemistry was identified as per the responses of students after piloting and a test was set on it for in-depth study on elements making it difficult. The study was conducted in Nairobi province of Kenya and adapted a descriptive survey design. A total of nine (9) sample schools were drawn using a combination of stratified and random sampling procedure. Following categories of national and provincial, the schools were stratified into boys, girls and mixed. Random sampling followed the stratification. A questionnaire for both teachers and students and an interview schedule for teachers were used. Data collection was preceded by a pilot study in three schools; mainly to determine the validity and reliability of the instruments. The data collected was analyzed and presented using descriptive statistics, mainly frequencies and means. The findings revealed the following: 25% (4/16) of topics in the students' questionnaire were perceived to be difficult as per responses from boys' and girls' schools; while responses from mixed schools revealed 50% (8/16) topics as being difficult. Teachers' responses were: approximately 31% (5/16) of the topics were perceived difficult. In comparing teachers' and students' responses the following were the findings: 12.5% (2/16) of the topics were perceived difficult from both boys' and girls' schools while mixed schools shared 25 %( 4/16).In terms of actual topics, Electrochemistry, Mole Concept, Organic Chemistry (ll),Radioactivity and Energy Changes stood ouf as the main difficult topics. The difficulty was attributed to mathematical component, large concept map and abstract nature. Teachers indicated some strategies of dealing with difficult topics. These included: using practical approach, more practice assignments, pacing and motivation of learners. The difficult topics may be the most important in laying foundation in chemistry and if one has to do well, then these have to be firmly understood. 13
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/7462
dc.language.isoenen_US
dc.titleExploration of topic areas that teachers and students perceive difficult in chemistry at secondary level in Nairobi (Kenya)en_US
dc.typeThesisen_US
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