Quality of Teaching Science Subjects and Academic Performance of Students in Public Secondary Schools in Rigoma Division of Nyamira County, Kenya
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Date
2024-01
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Kenyatta University
Abstract
Many schools in Kenya have been performing poorly in their K.C.S.E examinations.
This study focused on assessing the quality of teaching science-based subjects and
academic performance in secondary schools in Rigoma Division of Nyamira
County, Kenya. The study aimed to examine the level of staffing and experience of
science teachers; to analyze the availability and use of science-based learning
facilities; to examine parental income, level of education, and participation in
science-based learners' performance; and to make recommendations towards making
quality improvement on science-based teaching subjects. To gather data, the study
adopted a descriptive survey design. There were 15 secondary schools in the
Division, one of which is a private school, one is the school of a public boy, and one
is the school of a public girl, 12 are mixed-day secondary schools, 15 head teachers,
30 science teachers, 900 of whom are four students and one staff officer. Purposive
sampling was adopted where the public boys and girls secondary schools were
selected, and by random sampling followed by lottery technique, four mixed day
secondary schools. The sample comprises one staffing officer, six headteachers, 18
science teachers, and 600 form four students. Using open-ended and closed-ended
questionnaires, data was collected to obtain information from science teachers and
train four students. The staffing officer and six head teachers were given interview
timetables. The researcher analyzed quantitative and qualitative data by grouping
the significant themes of the respondents, and later the data was presented in the
form of frequency tables and figures, respectively. Piloting were done in three
schools one in the study sample and two not in the study sample to determine the
validity and reliability of instruments used. The results found challenges in offering
quality teaching in science subjects in those understaffed schools, inadequate and
underutilized teaching and learning resources, and low parental involvement. It was
found that quality of teaching and academic performance in sciences was below
average. Based on the results, the study recommends that schools be equipped with
sufficient resources for learning and teaching, principals to guarantee effective use
of resources, governments to employ science teachers and parents to actively assist
their children in performing better in sciences subjects.
Description
A Research Project Submitted in Partial Fulfillment of the Requirements for the Award of the Degree of Masters of Education (Educational Planning) in the School of Education and Lifelong Learning of Kenyatta University. January 2024
supervisors
Jackline Nyerere
Norbert Ogeta