Omwoyo,Enock M.2024-09-042024-09-042024-01https://ir-library.ku.ac.ke/handle/123456789/28716A 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 OgetaMany 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.enThesis