Biology Teaching and Learning and Achievement of Learning Outcomes in Secondary Schools in Nairobi City County, Kenya
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Date
2025-12
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Kenyatta University
Abstract
Researchers identify Biology as an important scientific discipline that contributes to
vital scientific innovations such as genetic engineering and medicine. Despite this
significance, examination reports in Kenya indicate that from 2013 to 2023, students
have continually achieved low outcomes in Biology in the National Examinations.
This, therefore, implies that there could be challenges in the teaching and learning of
Biology, resulting in poor learning outcomes. Hence, this study sought to establish
how the teaching of Biology influences students’ learning and achievement of
learning outcomes. The specific objectives were to: assess the utilization of teaching
and learning resources in Biology teaching and its influence on the achievement of
learning outcomes; evaluate the application of Biology teaching in everyday life and
its influence on the achievement of learning outcomes; assess the pedagogical
techniques used in Biology teaching and its influence on the achievement of learning
outcomes and; examine the integration of ICT in Biology teaching and its influence
in the achievement of learning outcomes. The study employed mixed-methods
research approach using explanatory sequential design. This study was guided by
two theories, namely: Zone of Proximal Development Theory and Scaffolding
Theory, and Social Constructivism Theory. The study started with a survey followed
by qualitative study of selected schools in accordance with the findings of the
survey. The study locale was Nairobi City County, where it targeted 114 public
secondary schools. The sample size was 114 for the quantitative phase and 57 for the
qualitative phase. Data was collected using questionnaires, in-depth interview
guides, Focused Group Discussion (FGD) guide and class observation guide. The
study respondents were: Biology teachers, students and Biology specialists from:
Kenya Institute of Curriculum Development (KICD), Centre for Mathematics,
Science and Technology Education Africa (CEMASTEA) and Lecturers of Biology
education at Kenyatta University (KU). The findings of the study were: utilization of
teaching and learning resources in Biology teaching was inadequate and could only
enhance achievement of low order cognitive, basic science process skills and poor
attitude learning outcomes; application of Biology to everyday life was insufficient
and hence influenced achievement of low order cognitive outcomes, basic science
process skills and lack of interest in Biology learning outcomes; ICT integration was
unsatisfactory and enhanced achievement of low order cognitive outcomes,
inadequate skills outcomes and low interests in Biology. The study concluded that
teaching of Biology was deficient. This study therefore recommends that teacher
training institutions should organize for innovative approaches to train teachers on
active pedagogy, science process skills, the nature of science and ICT integration;
KICD should ensure that curriculum guidelines are intentional on pedagogical
techniques, the science process skills and the nature of science.
Description
A Research Thesis Submitted in Fulfillment of the Requirements for the Award of the Degree of Doctor of Philosophy (Curriculum Studies) In the School of
Education and Lifelong Learning, Kenyatta University. December, 2025
Supervisors
Charles M. Magoma
Ephantus Kaugi