learning influence and academic performance of students
TRANSCRIPT
learning influence and Academic performance of students
in chemistry in Mosocho division,
Kisii district,
Kenya.
A Research Project Presented to the
Institute of Continuing and Distance Studies Kampala International University
In Partial Fulfillment of the Requirements for the Degree
Bachelor of Education (Science) in Chemistry with Guidance and Counseling
BY
ISABOKE NYANARO FERDINARD
Reg. No. BED I 6297 I 42 I DF
July 2007
ABSTRACT
The purpose of this study was to investigate the learning int1uence and academic
performance in chemistry in secondary schools in Mosocho Division. Kisii District.
Kenya. This study was necessitated by the repeated poor performance \\·itnessed
amongst candidates in Kenya Certificate of Secondary Education (K.C.S.E)
.Examinations in Chemistry subject in the division. The study therefore sought to
establish the factors behind the same with the view for setting the stage for reviews
and reforms in pedagogy and learning environment.
The literature review focused on the teacher related factors. student related l~tctors and
physical facilities as the ones that may inf1uence performance of students in a subject.
This was because performance of learners is believed to be a function of teaching and
learning processes, of which these L1ctors are indispensable. The study targeted all the
16 schools in Mosocho division of Kisii District. In the schools, there were 16
teachers of Chemistry, 16 Head teachers and !.800 students who were in form 3 and
form 4 and taking Chemistry. further. the physical f~Kilities that arc used in teaching
Chemistry were targeted. Such facilities are laboratories. Laboratory equipment and
text books among others.
The researcher used simple random sampling in the selection of schools for the study.
Thus. eight (50'%) schools were selected. Purposive sampling strategy \Vas used in the
selection of 16 teachers or Chemistry and 16 Heaclteachers. The study rurthcr used the
sale Study in the selection or Form 3 and Form 4 Chemistry students I(H· the Study.
The physical t~Kilities were observed and the documents analyzed \\ere selected .·.
purposively. The researcher Litilized questionnaires in soliciting inl(xmation li·om the ill;
Chemistry teachers. hcadteachcrs and students oi'Chcmistry. The ubsLT\'atiun guide
\Yas used in soliciting information about the actual physical racilitics that aid
Chemistry teaching within the schools in the study. The document analysis guide was
also used in accessing the studcnt pcrl(mnancc in K.C.S.L in the schools in !tile last 5
years and the actual inventory oi'pilysie<t! liicilitics !()!· lc<Iciling chemistry in tile
schools. The findings of the study were reported using means. percentages.
frequencies tables and standard deviations.
v
Title Page
Declaration
Dedication
Acknowledgement
Table of contents
List of figures
TABlE OF CONTENTS
List Of Abbreviations And Acronyms
INTRODUCTION
Rationale of the Study
Theory
Literature Review
PAGE
ii
iii
iv
v
vii
viii
1
1
4
11
Significance of the Study 15
Objectives 15
Study questions 18
RESEARCH METHODOLOGY 18
Design 18
Instruments 19
Data Collection Procedures 21
Statistical Treatment of Data 21
DEFINITION Of TERMS 22
BIBLIOGRAPHY 23
APPENDICES 27
Appendix 1 - 1 Transmittal Letter to the Head Teacher 27
Appendix 2 - 1 Transmittal Letter to the Teacher of ctremistry 27
f) Evaluation of chemical information
g) Selection and organization of chemical information.
h) Communication of your knowledge and understanding.
i) A number of practical skills such as accurate observation and Recording
of data.
These objectives are consonant with the general a1ms of education I 1 I II i ! I I
in Kenya as reflected in all the education committees anC:: commissions
in Kenya since political independence (Republic of Kenya, 1964, 1976,
1981, 1988, 1999). These committees and commissions stress the
importance of sciences in the development of the countries manpower.
If these objectives are realized fully, there is likely to be a change in
countries technological position.
However, studies have indicated that sometimes it is difficult to realize
these objectives due to a number of factors (SMASSE baseline, 1999).
For instance, lack of facilities such as the laborawry 2nd the
experimental facilities. It is possible that for certain students , some
experimental equipment are seen during national examinations
when they (students) are taken to neighboring schools fo1· practical
papers with the teachers.
Textbooks are another factor (SMASSE baseline students, August
1.999). The problem starts with the number of titles available for
each subject and goes on to the number each copies available.
Most students share textbooks. Staffing is also a serious factor in many
~~· .vv•~· , , ·~ r-" vu•c:•• "' c:;q.Jc:r rc:r ru=u uy (eacners aggravate the situation
of sciences in secondary schools. Poor working conditions, housing,
equipment and textbooks are the teacher related problems. Maslow
(1970) feels that if the needs in the lower part of the hierarchy such as
food and love and belonging are satisfied an individual becomes
comfortable and can search for the needs up the ladder. Security is also
one of those needs that need to be satisfied before one embarks on
other needs up the hierarchy. Secured workers will strive to achieve in a
organisation. But if teachers are not happy about where and conditions
of work, they may do less in terms of teaching.
Sometimes, if the chemistry teachers feel that they are not well
compensated for the work they do, they might deliver less than they are
expected in class. Payments enhance the morale of workers because
they feel that their input is valued. This could best be demonstrating by
teachers who go home at exactly 4.30 P.M when their duty is over. In
her study Okoth ( 1999) realized that teachers among other workers
could do well with good payments. This sometimes should come in
terms reasonable pay. Okoth's study relates to what Kariuki (2004)
discovered when she studied employees at Telkom. The study found
out that workers do better jobs when their effort is recognized and
rewarded. Mumford (1991) further states that there's a direct
relationship between the sacrifices involved by the employees and the
payments made to workers for these sacrifices. If the gap between the
employee and the employer is narrowed, perhaps by better working
conditions and salary, employees will be more satisfied.
Other problems experienced in other subjects are a situation where
the syllabi has been said to be overloaded and thus less time is available
for preparation. This problem is likely to be compound in schools where
the teachers teach as many as three sciences subjects. In some
circumstances the head teachers can be uncooperative when it comes
to buying textbooks and science provisions, the teachers will be
demoralized besides being unable to teach because of deficient
resources.
Students could also be a factor when assessing the performance in
a subject. This ranges from the entry behaviour to the actual work in
class. Other factors could be
Attitude of teachers to chemistry, lack of appropriate teaching
methodology, and lack of content mastery. Mosocho division of Kisii
central district has had candidates performing poorly in chemistry for the
last many years. However, it has not been established whether the
mentioned factors are the cause of this performance. This study thus
aims to find out the situation in the Division as pertains the factors that
influence performance of students in Chemistry.
1.3 Theory
Through decades of research, much has bec:n r·evealed about how people learn science. For instance, we know thCit vc'ung children understand scientific ideas best if they are allowed tc ::. .. '2 a "hands-on" approach. Being allowed to investigate a0::! ex~e- ·--e-: :. 't" concrete objec-L.S hefcs :--:r:c.""2: :::: :-·-< : ... ::>:c./ ~-: ;~- ~=-.: :-:--:-= - :neir problem-solving abilities (Paulu & ivlartin, 1991). ,;,e 2rso know that before students of all ages can learn new scientific concepts, they often need to identify and discard deeply rooted misconceptions that may interfere with learning (Watson & Konicek, 1990). Through experiences and observations, people spend a substantial amount of time and effort constructing a personal view of the world around them. Because their personal views help them to explain their obser·vatr•ms and make predictions about the world, they may doggedly adher·e to these views even when told they conflict with accepted scientific understandings.
Consequently, one of the major goals of science instruction is
to help students overcome their erroneous beliefs and move closer to
accepted scientific explanations. Frustratingly, if the inicial conceptions
of students are ignored, as they are in many scienc•2 ·:iassrooms, the
understandings students develop can often be very dilfl'r·ent from what
the teacher has intended. Therefore, science teacher·s must pay close
attention to the knowledge and beliefs that students bring with them to
a learning experience.
One way to improve science instruction is to unclc.:rc.l.:lnd and adopt
a constructivist view of learning. "Constructivism" is a vc•:ry popular idea
relating to the learning and teaching of science. One of the major
constructivist assumptions is that "all knowledge is corr~tructed from
10). Another major assumption of constr·uctr\ rsr1~ _ .. 2 as numans
construct our own knowledge, as opposed to the idea lh •rt knowledge is
l '
somehow transmitted directly into our minds. Wheatley ( 1991) offers a
summarization of the two main principles of constructivism:
The theory of constructivism rests on two main principles ....
Principle one states that knowledge is not passively received, but is
actively built up by the cognizing subject.... Principle two states that the
function of cognition is adaptive and serves the organization of the
experiential world, not the discovery of ontological reality .... Thus we do
not find truth but construct viable explanations of our experiences. (p. 10)
According to constructivist theory, learning requires the active
search for information and experiences that are subsequently converted
into useful knowledge by the mind. The constructivist view of learning is
best described as an active process in which students construct their
own personal meaning of the subject matter through interactions with
the world around them. For constructivist learning to take place,
students must incorporate new information into their prior knowledge.
Learners must personally determine the overall meaning of their
experiences in relation to their preexisting cognitive structures.
The acceptance of a constructivist view of learning influences
several aspects of science education, including curriculum, instruction,
and assessment. In making decisions concerning science curriculum,
educators must take into account what students already know and then
attempt to modify and build upon this knowledge so that it agrees with
currently accepted scientific explanations. Researchers (Brooks, 1987;
r,
constructivist view of learning on the decisions made by educators
regarding curriculum. The approaches described in this research are
based on the idea that, since learners individually construct new
knowledge on the foundations of their prior knowledge, it is impossible
to specify identical learning outcomes for all students. Instead,
constructivist curriculum developers suggest problems and challenges
that the teacher and students can approach cooperatively. They then
suggest possible learning experiences intended to lead teachers and
students to scientifically valid solutions. From a constructivist
perspective, curriculum developers must flexibly specify both the
questions to be addressed and the various learning experiences meant
to help a diverse population of students develop meaningful answers to
these questions.
In making decisions concerning instruction, teachers must first
determine the prior knowledge of the students and then organize
instruction to modify and build upon what the students already know.
Constructivist teaching involves classroom interactions in which the
I teacher helps the student gain a deeper understanding of reality.
Constructivist teachers provide structure and guidance for learning and
constructing knowledge through their interactions with students. Five
basic elements of constructivist teaching are: ( 1) activating prior
knowledge, (2) acquiring knowledge, (3) understanding knowledge, (4)
using knowledge, and (5) reflecting on knowledge (Tolmun & Hardy,
1995). Each of these five elements is further described below:
(1) Activating prior knowledge: In order to build on students' preexisting
understandings of a topic, teachers must become familiar to their prior
knowledge. This can be done in many ways, including simply asking
students what they know, brainstorming, administering surveys, and
concept mapping.
(2) Acquiring knowledge: Once prior knowledge is activated, students
must interpret new information in the context of what they already know
in order to effectively acquire new knowledge. In other words, students
must determine the extent to which the new knowledge fits with what
they already know.
(3) Understanding knowledge: This involves students exploring and
communicating their own interpretations of the new knowledge.
Teachers must provide many ways for new knowledge can be shared.
Oral repol-ts, individual projects, group activities in wf]ich students
express their ideas, demonstrations, and role-playing are all ways in
which students can communicate understandings.
(4) Using knowledge: Teachers must immediately encourage students to
use their new knowledge in unique situations in order to make
meaningful connections to their prior understandings. Problem-solving
activities are particularly effective strategies for encouraging students to
use their new knowledge because they allow students to express their
understandings and 1-eceive immediate feedback. This is especially
useful when students are asked to work in groups to solve problems.
I
I :
one way in which students can confirm their understandings by visually
representing the relationships that they perceive to exist among
important concepts.
The idea of constructivism has become popular among science
educators as have they looked for ways to better understand the
learning process. It is clearly evident that constructivist theory has
influenced science curriculum, instruction, and assessment. Ultimately,
the idea of constructivism can be used as a framework for creating a
specific type of learning environment. A constructivist science classroom
is a place where students are involved in scientific investigations that
require ·them to ask questions, to find answers, and to incorporate these
answers into their previous knowledge to develop deeper
understandings of scientific concepts. In a constructivist science
classroom, students are involved in hands-on interaction with scientific
materials, and they are frequently encouraged to communicate their
ideas. In a constructivist science classroom, teachers constantly assess
student understandings and intervene with instruction when necessary.
Teachers provide the necessary structure and guidance to ensure that
students effectively incorporate new ideas into their cognitive structures.
Learning in such an environment is a process of "uncovering rather than
covering" information (Watson & Konicek, 1990, p. 685).
II
The SMASSE study also found out that the syllabi was overloaded
and timetables allowed teachers less time for preparation. This problem
is likely to be compound in schools where the teachers teach as many as
three sciences subjects. Thus the content and speed is required if
complete coverage was to be effected. Because of the hurry to
complete the syllabi, little time, is left for content grasp and
experiments.
Lack of guidance from head teachers is also likely to affect
performance in sciences. The head teacher as the one who avails
resources need to guide the science teachers of the best way to utilize
the available resources and the way forward for resources that are not
immediately available. In some circumstances the head teachers can be
uncooperative when it comes to buying textbooks and science
provisions. Such head teachers lack priority lists before they undertake
projects. They could thus be seen as lacking commitment.
Students could also be a factor when assessing the performance
in a subject. This ranges from the entry behavior to the actual work in
class. Problems affecting students may include:
(a) Interrupted school program: sometimes students ar·e sent home to
collect fees.
(b) Child labour- after school they have to do domestic chances e.g.
cooking, fetching water among other things.
14
(c) Family problems: Back home, the family may be involved in conflicts
tat have a bearing on the child's performance (SMASSE baseline studies,
August 1999).
However, some of specific problem that lead to poor performance in
chemistry include:
a) Student attitude: Most students habour negative altitude towards
the subject. Perhaps due to low marks, or due to influence or advice by
colleagues may influence their view of the subject. Other students may
belief that subject is hard. Other students may due to lack of facilities,
bad examples from teachers and lack of motivation hate the subject.
This is precipitated by either infrequent class experiments, harsh
teachers in some cases and failure by teachers to attend classes.
b) Attitude of teachers: chemistry, being a practical subject requires
performance of experiments. However, some teachers hate doing them,
especially those involving evolution of poisonous gases, which in the
long run affect their health.
c) Lack of appropriate teaching methodology: This is characterized
by a situation where teaching is too much teacher centered. Further, the
teacher might have inability to carry out experiments I demonstrations.
Also, the students may lack participation in experiments.
(d) Content mastery - Some teachers may have problems in
determining the level of content to be given to students. However, more
surprising is lack of enough content by the teacher. Thus teachers
become unprepared.
l:i
The qualification and characteristics of a chemistry teacher can
influence performance of the subject to a great deal. Depending on how
the teacher handles the subject and the student, he will either make
students like the subject or hate it. The teacher should be able to arouse
and maintain the interest in his students. According to Ayot and Patel
( 1992: ·198) " ------ students usually observe their teachers when he
comes to class and they will assess him from all angle. His
appearance, his clothing, his language. After being taught the
sometime, they will have known the teacher well enough to judge
him ... " The Chemistry teacher should have patience when
handling students. They must be allowed to learn at their own pace to
understand the key concepts and their applications. Risk (1985: 479),
pointed out that "testing as a guide in learning should be an
integral part teaching procedure ... the ultimate purpose of a good
guidance program should be to help the students acquire understanding
a abilities attitudes and appreciations necessary to intelligently and
effectively in dealing with the problem of everyday life. Guidance
promotes self an actualization. In chemistry the teacher should take
interest in their subject and to be enthusiastic.
It has not been established whether this is the case with schools in
Mosocho Division, Kisii Central District. This study thus aims to find out
the situation in the Division as pertains the factors that influence
performance of students in Chemistry.
2.3 Significance of the study
The purpose of this study was to find out factuc; that influence
student performance in Chemistry in Mosocho division with a view of
remedying the situation.
The findings of this study hopefully will:
I. Contribute to the existing body of knowledge in ec; :t1on.
II. Help the Ministry of education and policy m. l·~tJS in making
recommendations pedagogical and other educationai reform .
III. Help the Kenya institute of education (IU.E) ;;; implementing
recommendations and reforms.
IV. Be a basis for further research
2.4 Objectives of the Study
This study will be guided by these specific research obj,:ctives:
I. To determine whether the chemistry teache1·s influences the
performance of students in Chemistry subject.
II. To determine whether the student facto1· 111fluence their
performance in Chemistry subject.
III. To determine whether physical factors have any in!'luence on the
performance of students in chemistry subject.
17
3.0 Research Methodology
3.1 Introduction
This chapter is concerned with the procedures and methods the
researcher employed to obtain the data needed for- tile study. This
chapter comprises the study population, sample cmd sampling
techniques, data collection procedures and methods of ciJta analysis.
3.2 Research Design
This study was descriptive. It was based on tl1e pE·:·xmance of the
chemistry students in KCSE examination in pr·evtous .· .. i'ls. Thus, the
study was ex post factor. According to Kerlinger· (19/'2) ex post facto
research design is a systematic empirical inquiry in wi:tc:ll the scientist
does not have direct control of independent var-iables because their
manifestation has already occurred. The cause which i<: : 11e independent
variable in ex-post facto research cannot be manip1 ,·c.::d since it is
fixed. In this study, the performance of the Chemistry students in KCSE
is an independent variable. The causes of the performa:•c"' were thus be
investigated in this study.
I '!
3.3 Environment
The study covered factors that influence performance in chemistry
in Mosocho division in Kisii district, Kenya only. Othet· schools in Kenya
thus, were not be part of this study. Further, othet· factot·s that are not
teachers, student and physical facilities were not covered.
The targeted population consisted all tile st>' een secondary
schools in Mosocho division of Kisii District. Pat·ticui;Jt'iy, 16 teachers
of Chemistry, 16 head teachers, and 1800 students wllo are in form
three and four and taking chemistry were targeted. Furtner, the physical
facilities that are used in the teaching of chemistry wet·e targeted. Such
facilities are the laboratories, laboratory equipment c'lld text books
among others.
3.4 Sample and Sampling Procedures
The researcher used simple random sampling in the selection of
the schools for study. Because the schools are just 16, J 50% schools
were selected for the study. According to Mugenda and :·tugenda (1999)
this strategy is the best in getting information from populations that are
homogeneous. In this study, schools in Mosocho Divisio11 Me believed to
be homogeneous based on their geographical location, experience and
common Chemistt·y curriculum.
Since there are 16 teachers of chemistry anci 16 i:·.::tcl teachers, 8
(50%) each were purposively be selected based on the ,;c:!ected schools.
20
I he study further used the same strategy in the section of form three
and four students for the study. Two hundred students (11.11%) were
selected. At form three and four the student's acutudes towards
chemistry and justification of the reasons for doing chemistry were
tapped. According to Oso and Onen (2005), this is the bets strategy for
getting .focused information for it allows tile researcher to decide whom
to include in the sample because of tile information he 01 she has.
3.5.0 Research Instruments
The researcher utilized questionnaires in soliciting information from
the chemistry teachers, head teachers and students of cl1emistry.
3.5.1 Questionnaire for Chemistry teachers
Most of the items in the teacher's questionnaire Wccrc open ended.
They targeted information about fundamental areas in Chemistry
teaching such as the qualification, teaching experience, workload and
the resources available for teaching chemistry in tlleir respective
schools.
3.5.2 Questionnaire for School Head teachers
Most of tile items in tile head teacher's questionnaire 1vere open ended
and sought information about number of chemistry teacl1ers, resources
available for teaching chemistry in their respective schools and the
student discipline in handling chemistry resources.
3.5.3 Questionnaire for Chemistry Students
21
The items in the questionnaire for· students so~_;ght information
about their attitudes towards chemistry as a subjt:·•:t :n secondary
schools.
3.6 Reliability and Validity of the Research Instruments
The research instruments were piloted in one or the schools in
Mosocho division that was not be involved in the main stucly. The aim of
the pretest was to assess the reliability and validity Y the research
instruments. Validity of research instruments was estal;.!r•;lled to ensure
that the instruments gathered the information the study purports to
gather. Validity of the research instruments was estz,::-!rshed through
expert advice of KIU supervisor and lecturers. Rl"li21Jility of the
questionnaires was established through Brown's '· correlation
formula.
3.7 Data Collection Procedures
The researcher acquired a letter of Introduction fr-om I<IU so that he
could be authorized to visit the schools in Mosoc!1o [; . :on. Further,
the researcher was authorized to visit the schools thrOL,•,:rr a letter from
the Office of the president, Kisii Central District anc! tile Ministry of
Education, Kisii Central District. He then introduced himsdf to the Head
teachers. Having acquired the permission of tl1e hec::c! teachers the
researcher established a rapport with the teachers ancl
then administered questionnaires and collect eel t! ·:m
they are responded to.
l )
· students. He
<>diately after
3.8 Statistical treatment of data
Once the researcher gets responded-to questionnaires, the
researcher checked whether there are items that are r· ·· : esponded to.
The researcher made use of the objectives of tile stt ;ely in selecting
responses from various sections of the questionnaire. Tile responses
were the blueprints for analysis and discussion. The findirlgs of the study
were reported using percentages, frequency tables and standard
deviations.
3.9 Operational Definition of Terms
Chemistry teachers - This refer to teachers tea·:t·rrng Chemistry
subject in secondary schools. In this study, they are :r err ned teachers
and untrained teachers.
Chemistry students - This refer to students takrng C • i'listry subject
in secondary schools in Kenya.
Chemistry graduate teachers- This refers to teacher·s \Nilo have been
trained to teach Chemistry in secondary schools
Head teachers- These are teachers heading schools r. l<enya. In this
study, they are teacher who head secondary schools.
')' -·'
4.0 PRESENTATION OF DATA, ANALYSIS AND DISCUSSION
4.1 Introduction
This chapter contains the presentation of data, analysis and
discussion. The analysis and discussion follows the research questions of
-the study. This study was conducted among eight schools in Mosocho
Division of Kisii Central District, Kenya. Eight principals of secondary
schools and eight teachers of chemistry responded to questionnaires
while 200 students of chemistry in the participating schools responded to
the student questionnaire. The study was guided by the following
objectives;
i. To determine whether the head teachers influences the
performance of students in Chemistry subject
ii. To determine whether the chemistry teachers influences the
performance of students in Chemistry subject.
iii. To determine whether the student factors influence their
performance in Chemistry subject.
iv. To determine whether physical factors have any influence on
the performance of students in chemistry subject.
4.2 The Principals' factors in performance in Chemistry
The principals of schools are very important factors in performance of
students in subjects in schools. This is because they are the ones who are
relied on in the provision of important learning materials and physical
facilities for learning. Further, they are the ones who are concerned with
staffing in the schools and they are charged with the responsibility of
supplying the necessary information to the Teachers Service Commission
so that more teachers are supplied. Further, their attitude to teachers and
a subject in particular has a bearing on the provision of resources and
motivation of teachers and students. They cannot therefore be ignored
when it comes to performance of students in examinations because
examinations have a bearing on learning
4.2.1 Attitude of Principals to Chemistry
According to SMASSE Baseline Studies (1999), lack of guidance
from head teachers is also likely to affect performance in sciences. The
head te.acher as the one who avails resources need to guide the science
teachers of the best way to utilize the available resources and the way
forward for resources that are not immediately available. In some
circumstances the head teachers can be uncooperative when it comes
to buying textbooks and science provisions. Such head teachers lack
priority lists before they undertake projects. They could thus be seen as
lacking commitment.
The study realized that different head teachers had different attitudes to
Chemistry. Thee attitude of principals to chemistry is very important
because this will determine the resources he or she will put to that
subject. The attitude is the one that that determines this commitment to
supporting it in terms of resources and staff. When the principals were
asked how popular chemistry was in their school only two (25%) head
teachers indicated that it was popular. For instance, one teacher wrote;
100% (popularity), it is compulsory subject and it is taken by each
and goes on to the number each copies available. Most students
share textbooks. The ratio of books to the students ranges from 1:2 to
1:27 in many schools in the SMASSE study sample. Small and less
developed schools are worst hit with students mainly in day-
schools disadvantaged because of homework (SMASSE baseline
students, August 1999)
When asked on the provision of teaching and learning materials,
the principals in the schools responded that they provided what the
teachers required for the teachings of Chemistry. When asked on the
teaching/learning resources for chemistry they indicated the following;
1. chemistry laboratory
2. chemistry equipment
3. chemistry chemicals
4. Teachers
4.2.2.1 The laboratory, Chemicals and other equipment
The study realized that it was only one school that provided enough
physical facilities in terms of the school laboratories. The principal of the
school however indicated that the facilities in the laboratories were old
and required replacement. They also complained that they had one
laboratory that was shared by other science subjects, physics and
biology only one school had each laboratory for a specific science subject
as shown in table 4.2 below;
27
Table 4.2 The Quantity of Science laboratories in Schools in
Mosocho Division.
School Number of Science
laboratories
1 6
2 1
3 1
4 1
5 1
6 1
7 1
8 1
Source: Author (2007)
'From table 4.2 above it can be seen that there is deficiency of
laboratories in the schools in Mosocho division. This is a bad situation
because chemistry is a practical subject that is taught well in well
equipped laboratories.
When asked on what they will do to solve resources problem, six
principals indicated increasing tuition budget for the same while two
suggested other sources such as Constituency Development Fund (C. D. F)
and fund raising. The CDF is a fund that was established in Kenya by an
Act of parliament in late 2002 for development needs of constituencies to
ensure equitable distribution of resources. Among the beneficiaries of that
fund are schools.
The data on the physical facilities was further subjected to weighted
mean computation. A mean of 2.35 was realized as shown in the table
below;
Table 4.3 Principals' responses on the availability of physical
facilities and equipment for teaching Chemistry
schools Response Summated Response Summated I Weighted
about differential . about differential I mean I Number of rank chemicals and rank
I J __ labs equipment
1 6 2 [Adequate
1: 12 I
2 1 1 I Inadequate i 1 ' I -
I 3 j1 l ! Inadequate I 1 I ---------·1·
4 /1 1 ' I ----·- ---------r- -
5 1 1
6 1 1 1 1
-7 1 1 I 1
1 I i
/ Inadequate
8 1 11 ! Inadequate i 1 I
1
-------Total 2.25
mean
From Table 4.3 it can be seen that the physical facilities for teaching and
learning in chemistry are not enough. To reject or accept the null
hypothesis that the physical facilities and equipment for teaching
-··- ,~ .................. ~ ...... .._ v1 ..;JLuuc:IIL::::. 111 ult:::rliiSLry 1n
Mosocho Division, the findings were subjected to Chi square and a
coefficient of 3.144 was realized. The researcher then rejected the null
hypothesis at 0.05 level of confidence.
4.3 The Teachers of Chemistry in Chemistry in Mosocho Division
The teaching staff determined a lot what was taught in schools. This
is because they are the ones who implement the syllabus. The
implementation determines the performance since wrong implementation
will not meet the goals of the subject or topic. Adequacy and qualification
of the staff is therefore necessary in a school. Further, the attitude of
teachers is very important. In chemistry, being a practical subject
requires performance of experiments. However, according to SMASSE
Baseline studies, some teachers hate doing them, especially those
involving evolution of poisonous gases, which in the long run affect their
health.
Further, lack of appropriate teaching methodology can be an
hindrance to teaching and learning in Chemistry. This is characterized by
a situation where teaching is too much teacher centered. Further, the
teacher might have inability to carry out experiments I demonstrations.
Also, the students may lack participation in experiments.
Content mastery is also an important factor among teachers. Some
teachers may have problems in determining the level of content to be
given to students. However, more surprising is lack of enough content
by the teacher. Thus teachers become unprepared.
1()
The qualification and characteristics of a chemistry teacher can
influence performance of the subject to a great deal. Depending on how
the teacher handles the subject and the student, he will either make
students like the subject or hate it. The teacher should be able to arouse
and maintain the interest in his students. According to Ayot and Patel
(1992: 198) " ------students usually observe their teachers when he
comes to class and they will assess him from all angle. His
appearance, his clothing, his language. After being taught the
sometime, they will have known the teacher well enough to judge
him ... " The Chemistry teacher should have patience when
handling students. They must be allowed to learn at their own pace to
understand the key concepts and their applications. Risk (1985: 479),
pointed out that "testing as a guide in learning should be an
integral part teaching procedure ... the ultimate purpose of a good
guidance program should be to help the students acquire understanding
a abilities attitudes and appreciations necessary to intelligently and
effectively in dealing with the problem of everyday life. Guidance
promotes self an actualization. In chemistry the teacher should take
interest in their subject and to be enthusiastic. On trying to establish the
teacher factors in Mosocho division, the principals of schools and
teachers of chemistry were asked questions to this effect.
One principal responded that there were five chemistry teachers
against a student population of 228 and 187 in form 3 and 4 taking
chemistry respectively. Other principal in the seven schools indicated that
the staff was not sufficient.
' '
The researcher wanted to find out the adequacy and qualification of
Chemistry teachers in schools in Mosocho Division. The study realized
that there were chemistry teachers who had a Bachelor of Education
(B.ED) degree, Diploma and other who had no post secondary
qualification as indicated in table 4.4 below. However, it was realized that
these teachers were not enough. This was probably the reason why other
principals on behalf of the Board of Governors (BOG) employed
unqualified teachers.
Table 4.4 The Qualification of Chemistry Teachers
TEACHER NUMBER PERCENTAGE
QUALIFICATION
Bachelor of education 14 58.33
Diploma 6 25
Other 4 16.67
TOTAL 24 100
Source: Author (2007)
The researcher also sought whether the teachers had any other
training besides the qualification from college. This is because a serious
teacher need to go for refresher courses so that he will get in touch with
recent developments in his or her field of specialization. The study
realized that out of the eight teachers who responded to tile teachers
questionnaire, six (75%) had gone for in-service training that was
common in the District called Strengthening Science and mathematics in
Secondary School Education (SMASSE). This was found to be appropriate.
The researcher further sought to establish the ratio of students of
chemistry to teachers of chemistry. He realized that in many schools,
·there were many students as compared to the number of teachers who
are supposed to teach them. Though the secondary school teacher
student ration is established by Curriculum Based Establishment (CBE),
this ratio still remained high.
Table 4.5 Number of chemistry Teachers versus Number of
Students of Chemistry in Schools in Mosocho Division
SCHOOl I NO OF I RATIO
I I
STUDENTS TEACHERS I I 1 I
NO OF
-1. -~---+-1-415--+-l; 37 __ J 1:59 r 2. 210 1
1:70
1180 ---l+
1-
22---~-----h~:9-o·--------l
I . : I I---·-4--.-----+~-1-6-8-----+---------IT:-s4 ------~1
~-----s-.----~~13-0-----~--2-·----- 1 1:65 I
3.
6. 143 3 1:47 I
148 12
' 1:74 I
' I
I ' -168
13 ! 1:56 i ' ' ____ L ______________ J
-
7.
L 8. __ J______ __ _
Source: Author (2007)
From Table 4.5 above, it is evident that there is a deficit of teachers
of Chemistry in schools in Mosocho Division. According to SMASSE
Baseline studies ( 1999) the situation is that the schools try to alleviate
this problem by engaging school leavers, university students on
vacation or general diploma or degree holders.
The problems experienced by teachers aggravate the situation of
sciences in secondary schools. According to SMASSE Baseline studies
( 1999) among the problems experienced by teachers are poor working
conditions. These conditions range from lack of some basic working
facilities such as houses, equipment and textbooks. Teachers feel that
their contribution towards education is frustrated. Lack of experimental
facilities or textbooks means that teachers have to work overtime
to prepare notes for the students and teach practical lessons either
as demonstrations or theory lessons. When the researcher wanted to
establish whether this was the situation in Mososcho Division, he
realized that the teachers were not motivated. Though, they could
prepare student assessments and they had chosen chemistry as a
teaching subject in college, when asked v;hether the school and the
employer motivated them well to teach chemistry, six of them (75%)
said no.
The teachers' factors were further subjected to weighted mean
computation as shown below;
Table 4.6 The Teacher factors in teaching Chemistry
cachcr Qualification Summated Attitude to Summated Attitude to Summated Meal
, school differential Chemistry differential compensation differential :Ex/n
rank rank rank
BED 2 I Good 2 Inadequate 1 1.67
B. ED 2 Good 2 I Inadequate I 1.67
B.ED 2 Good 2 Inadequate , I 1.67
DIP 2 Good 2 Inadequate I 1.67
DIP 2 Good 2 Inadequate I 1.67
B.ED 2 Good 2 Inadequate I 1.67
OTHER I Good 2 Inadequate I 1.33
OTHER I Good 2 Inadequate I 1.33
>tal I 4.75 4.75 I I ~an
I
The weighted mean further revealed that the teachers of Chemistry in
Mosocho Division were qualified to teach the students. However, on close
look at compensation alone, it became clear that all teachers felt that
they were not motivated enough to teacl:l chemistry. To reject or accept
the null hypothesis that the teacher factors do not influence the
performance of students in chemistry in Mosocho Division, the findings
were subjected to Chi square and a coefficient of 1.10 was realized. The
researcher then rejected the null hypothesis at 0.05 level of confidence.
4.4 The Student's Attitude to Chemistry
According to SMASSE baseline studies, Students could also be a
factor when assessing the performance in a subject. This ranges from
the entry behavior to the actual work in class. Problems affecting
students may include:
(a) Interrupted school program: sometimes students ar·e sent home to
collect fees.
(b) Child labour - after school they have to do domestic chances e.g.
cooking, fetching water among other things.
(c) Family problems: Back home, the family may be involved in conflicts
that have a bearing on the child's performance (SMASSE baseline
studies, August 1999).
However, some of specific problem that lead to poor performance in
chemistry include:
Student attitude: Most students harbour negative altitude towards the
subject. Perhaps due to low marks, or due to influence or c;dvice by
colleagues may influence their view of the subject. Other students may
belief that subject is hard. Other students may due to lack of facilities,
bad examples from teachers and lack of motivation hate the subject.
This is precipitated by either infrequent class experiments, harsh
teachers in some cases and failure by teachers to attend classes. In
trying to establish the student's attitude towards chemistry the
r·esearcher asked questions that tested their attitudes and the following
responses were given as shown in Table 4.5;
Table 4.5 Students Attitudes towards Chemistry
-r l Percentage
!
-~60 0.6
I I
----1
I o.91 I 91 ' ' I
I I
I I
I Attitude I Number of
I / responses I
/ chemistry is 120
!·useful _
chemistry should 182
remain optional I
subject
-chemistry 187 0.935 93.5%
examinations are
difficult
enjoy chemistry 62 0.31 31
lessons I I
--- ------1 0.355 '35.5 I
I
~ike chemistry 71
i teacher I i I
L.~ __ 1 -- --------~~·------.......!.. ·--~-~-----
From table 4.5 it was realized that out of 200 student5 in the
sample, many students felt that che nistry was a useful subject. However,
the way they tended to dislike chem stry by feeling that chemistry should
remain optional indicated that many could opt out of chemistr-y if given a
chance. Further, they showed dislike for the subject by indicating that it
is difficult, they do not enjoy chemis1ry lessons, they do not like
chemistry teacher among other resp·mses. Sucl1 dislikes are likely to
interfere with the concentration a learner is supposed to have in
:.7
Chemistry. This attitude was demonstrated further by students indicating
topics that they find difficult in Chemistry as shown in Table 4.6 below;
Table 4.6 Topics in Chemistry that are perceived as Difficult by
Students
Topic Number of Percentage Mean
Responses
Organic 140 70 1 o.7
Chemistry I I 0.74 I Thermo 148 [74 I
chemistry l I I L_____ -------~
~::cochem<>tcy I ::: I ::~5 ___ . -i ~;:s -I ! ----------- ~·---~- --·----- - ---------
1 Qualitative and 118 1 59 0.59
I · Quantitative I 1 analysis I
I Extraction of [122
I Metals I
I Cocboo ood "' ~-2-0 ___ _
l compounds I
---+-----------------+-~
1
61 ]061 I
160 ----; 0.6 -----l I I
I I I 1 o.71s [71.5
•
! Nitrogen and its (143 •
I compounds
--
Mole concepts 80 : 0.8
Source: Author (2007)
From Table 4.6 above it can be seen that the mole conceDe was ranked
was ranked as the most difficult topic as it was indicoted nany
respondents. This was followed by electrochemistr-y. Whe:, 'J1e students
. were asked to give reasons why they felt that these topic ·.·;ere difficult,
many indicated that it is because they involved calculatio;·::. This was
found to be grave because these are topics that mainly a ''·.car in
chemistry examination papers, especially in practice: . Fu: :·, they are
topics in applied chemistry. The students' responses werL i Hther
subjected to weighted mean computation and a me::n of ·. l was got.
This was interpreted to be a poor attitude to chemistr·y. T . "ject or
accept the null hypothesis that the student attitudes do n influence the
performance of students in chemistry in Mosocho o,, isio1 e findings
were subjected to Chi square and a coefficient of 1.057 \' .... ;·ealized. The
researcher then r·ejected the null hypothesis at 0.05 leve; · confidence.
Finally, to relate the findings of the study regar-d inc -:tors that
interfere with the performance of students in exam:: ,atio: , Cl1emistry,
the researcher asked the head teachers to indicate tt1e tT: ,,, their· schools
have attained in the past ten years. This was compL:led t :)me up with
the mean grad per school as shown in table 4.7.
Table 4.7 Mean Grade in Chemistry for the last 10 years.
School I Mean
2.
16.3077
7.101
1.
_+3.0.-1-+2 03
3. I
~ i ~ - -
5. 2.08
~ 6. 1.89
7. 1.59
8. 2.11
Source: Author {2007)
From the table 4. 7 above, it can be seen that only two schools are
above average in mean grc:des. Incidentally, these are the schools where
it was realized there are adequate resources. They are also the schools
where the attitude to chemistry among head teachers was good.
_;.(}
5.0 SUMMARY OF THE FINDINGS, CONCLUSION AND
RECOMMENDATIONS
5.1 Introduction
This chapter contains the summary of the findings, conclusion and
recommendations of the study.
5.2 Summary of the Findings
This study found out that the performance of students in Chemistry in
Mososcho Division of Kisii Central District was influenced by different
factors. These factors formed the findings of this study:
1. The principals of secondary schools in the Division had a negative
attitude to chemistry and students of chemistry. This was
manifested by their indication that many students in the school
feared chemistry.
2. The principals of secondary schools in the Division provided
resources for teaching chemistry. However, they were found to be
inadequate.
3. The teachers of Chemistry in the division are trained. They hold
University degrees or a diploma. However, a few were form four
leavers.
4. The teachers of chemistry have a positive attitude towards the
subject. This was shown by their choice of chemistry as a teaching
subject in college and their commitment to teaching chemistry such
as the assessment of students often.
41
5. The teachers of chemistry have a negative attitude to their
employers. This could easily affect the way they taught chemistry.
They thought that they were not well compensated for the work
they did.
6. The students of chemistry have negative attitude towards
chemistry. Many of them indicated that they did not like the
subject, do not enjoy chemistry lessons and the subject continue
being an optional subject., Further, they indicated that there were
many topics that were difficult in chemistry.
5.3 Conclusion
From this study, it was realized that the factors that could be leading to
poor performance of students in chemistry subject in Mosocho Division
are lack of teaching I learning resources and the poor attitude of students
to the subject. Further, the working conditions of teachers had a negative
influence on their performance in class for they indicated that they feel
that they are not well compensated for the work they did. The other
factors that determine the performance of students such as the
qualification of the teachers of chemistry and the attitudes of teacher of
chemistry to the subject were found to be appropriate.
5.4 Recommendations
Based on the findings of the study, the following recommendations were
made;
1. Chemistry should be made a compulsory subject in schools so that the
country could be able to meet the millennium goals of development
2. Inspections by the quality assUI-ance and standards office should be
revitalized so that it is ensured that there are enough resources in
schools for the teaching of chemistry
3. The government should consider paying the teachers of chemistry well
so that they will feel compensated for the risky work they do in
laboratories
4. The students taking chemistry should be sensitized by the teachers
and the ministry of Education alike on the necessity of r;hemistry in
their careers
5. Teachers should be trained on improvisation of resources to meet the
equipment deficit that is a problem dim many schools
6. The stakeholders in education should enhance provision of learning
resources in schools
5.5 Areas for Further Research
A similar study is recommended in other divisions in the District so that
generalizations can be made. Further, there is need to do a study on the
entry behaviour of students in sciences so that that this important
student factor can be investigated ion the role it plays in the performance
in chemistry.
43
BIBliOGRAPHY
References
Bishop, G. (1985). Curriculum development: A textbook for
students: London and
Basingstoke. McMillan.
Chiappetta, E. L., Koballa, T. R., Jr., Collette, A. T. (1998). Science
instruction in the middle and secondary schools (4th Ed.). Upper Saddle
River, NJ: Prentice Hall.
Driver, R., & Oldham, V. (1986). A constructivist approach to curriculum
development in science. Studies in Science
Education, 13, 105-122.
Kariuki, W. L. (2004). An analysis of factors affecting employee
performance in Telkom Companies in Kenya. A case study of Telkom,
l<enya. Unpublished project report. Kenya Institute of Management.
Kerlinger, R. (1972). Foundations of behavioural research (3rd ed.).
New York:
Harcort and Brace College Publishers.
Maslow, A. (1970) Motivation and personality. London: Harper & Row
Mugenda 0. and Mugenda G.(1999). Research methods qualitative
and qualitative approaches Nairobi : Act press
Mumfield, R., R. (1977). Business organization. London: M&S
Handbooks.
National Research Council (NRC). (1999). How people learn: Brain,
mind, experience, and school. (J. Bransford, A .
..
-!-!
Brown, R. Cocking, Eds. ). Washington, DC. National Academy
Press.
Novak, J. D. (1991). Clarify with concept maps: A tool for students
and teachers alike. The Science Teacher, 58(7), 45-49.
Okoth, A. (1999) The effect of remuneration on the quality of service in
an organisation. Unpublished project report. Kenya Institute of
Management.
Oluoch, G. (1982). Essentials of curriculum development. Nairobi:
Elimu Bool<shop.
Ondiek, P. (1986). Curriculum development: Alternatives in
educational theory
and practice. Nairobi: Lake Publishers and Enterprises.
Oso Y. W & Onen D.(2005) A general guide to writing Research
proposal and Report .Kisumu: Options Printers and Publishers.
Republic of Kenya (2002). The syllabus for secondary school education
(Vol. Four). Nairobi: Kenya Institute of Education.
___________ -..~.1964). The Kenya Education Commission
Report .Nairobi:
Government Printer.
__ ___, _______ .(1976). The Report on the National Committee
on Education
Objective and Policies. Nairobi: Government Printer.
__________ .(1981). Report of the Presidential working
Party on the second
University in Kenya. Nairobi: Government Printer.
________ .(1988). Report of the Presidential Working Party
on Education and Manpower Training for the Next Decade and Beyond.
Nairobi: Government Printer.
_________ .(1999) Commission of Inquiry into the Education
System in Kenya_. Nairobi: Government Printer.
SMASSE (1999) Analysis of Baseline Survey (Study). SMASSE Project,
Ministry of
Education, Kenya.
Brooks, M. (1987). Curriculum development from a constructivist
perspective. Educational Leadership, 44(4), 63-67.
Paulu, N., & Martin, M. (1991). Helping your child learn science. U.S.
Department of Education Office of Educational
Research and Improvement.
Roth, W. M. (1992). Dynamic evaluation. Science Scope, 15(6), 37-40.
Tolman, M., & Hardy, G. (1995) Discovering elementary science:
Method, content, and problem-solving activities.
Boston MA: Allyn & Bacon.
Watson, B., & Konicek, R. (1990). Teaching for conceptual change:
Confronting children's experience. Phi Delta Kappan, 71, 680-685.
Wheatley, G. H. (1991). Constructivist perspectives on science and
mathematics learning. Science Education, 75(1), 9-21.
-!7
APPENDICES
APPENDIX 1: Transmittal letter for head teachers
________ Secondary school.
Dear Sir,
I am a student at Kampala International University and intend to collect
information from you, the chemistry teachers and students to help me
do a study entitled "Learning influence and academic influence in
chemistry in schools in Mosocho Division, Kisii district, Kenya" . I
request that you grant me permission besides giving me information. I
look forward to your cooperation. Thanks in advance.
Yours faithfully.
Isaboke F, Nyanaro.
APPENDIX 2: Transmittal letter for teachers of chemistry
________ Secondary school.
Dear Sir,
I am a student at Kampala International University and intend to collect
information from you, and students to help me do a study entitled
"Learning influence and academic influence in chemistry in schools in
Mosocho Division, Kisii district, Kenya". I request that you.
1.
2.
APPENDIX 3: Transmittal letter for students of chemistry
_________ Secondary school.
Dear sir
I am a student at Kampala International University and intend to collect
information from you, to help me do a study entitled "Learning influence
and academic influence in chemistry in schools in Mosocho Division, Kisii
district, Kenya". I request that you honestly give me the information. I
look forward to your cooperation. Thanks in advance.
Yours faithfully.
Isaboke F, Nyanaro.
APPENDIX 4: QUESTIONNAIRE FOR HEAD TEACHERS
Instructions:
Be honest in responding to questions
Where not applicable, indicate N/A.
SECTION A: PERSONAL DETAILS
Name:·
Qualification:
M.Ed
B. ED
Diploma in Education
Other (specify)
School: ________ _
(Tick appropriately)
SECTION B:
1. How many Chemistry teachers are in your school?
2. How many students take chemistry in
F
3
0RM ---l-1 B_o_v_s ________ ----+1-G-I-RLS _____ ~--1
I II
L_ ________ _L _________ ~---------------~
3. Which resources have you mobilized for teaching 1 learning chemistry?
4
4. How popular is chemistry in your school?
5. Give the level of discipline of your students in handling chemistry
equipment and chemicals ________________ _
6. (a). What challenges do you experience with regard to the teaching of
Chemistry in your school? _________________ _
(b). How do you think the challenges can best be addressed?
(C). How many chemistry teachers do you have in the school? __ _
Are they sufficient? ______________________ _
(d). What are the qualification of your chemistry teachers?
QUALIFICATION No. of teachers
s 1
DIP SCI EDU
ATS
B. ED
BSC I P.G.D.E I 1--- --------------- --------1 I B SCI I I
I- r-- --------~-- - ·- ------------ ----1 A LEVEL I
i I
- ---- - ------- - -----------\ L K.C.S.E I
--------1 i
-~--------------- ---I DIP TECH EDU
I I 0. N.DIP '
1
---------11-----1 H.N. D_I_P _____ _
I ANY OTHER SPECIFY ---=1 I
:i{)
7. (a). What have been the mean scores for chemistry for the years
shown in the below in K.C.S.E?
SCHOOL/ A B c D E F G H
YEAR
2002
2003
2004
2005 1-------l-----+----+----1----+------+--+---+-1 ----
1 I 2006
2007 I~ 1--------1-----+--~-~----+----1-----~-~~L I
I
I I -- -~
1-----1----·IL---+-II -- j--- I i --:-- -~----1 ------1-----ll--~-----l-~~~l---~----~~--~---~-l·----~-----~
I I I_ _ _______ !_ .. I I 1
__ j_ ___ -- - L _______ [____ ----- _.L ___ L __ L ____ , ---- ;_ ·---- ____ j
(b). What have been scores for mathematics in K C S E for the years
indicated in [2 a] above?
1--
1
2_o_o_2 -----1--_L___---l--+----+J---+!---~--t--~ 1---2-00_3_--l-_ll_--+1--!---+--11 --+l __ jl _l __ ~ j2004 I I I I I I I l ' ' ' 12 0-0 5----~----T - - I - --- T- i --- t . . -· .. . . : ! j ': '· !I I, I
El 6-j- lill I II i I i ------!--------: I I i i I
I 2007- --,-- - i ---1-------r---- -- J ------+---+---- -----,
• • ! I I . I i l _j_ ~ I i
'il
APPENDIX 5: QUESTIONNAIRE FOR CHEMISTRY TEACHERS
Instructions:
a. Be honest in responding to questions
b. Where not applicable, indicate N/A.
SECTION A: PERSONAL DETAILS
Name:
Qualification: _______________ (Tick appropriately)
M.Ed
B.ED
Diploma in Education
Other (specify)
School:---------------------------------
SECTION B
1. Do you teach a candidate class?
2. What is your workload, that is, the number of lessons per
week? ____________ _
3. Why did you choose Chemistry as a subject of study in College?
4. Does the Head teacher buy equipment and chemicals for teaching and
learning chemistry? ____________________ _
If so how often? _______________________ _
5. Do the learners enjoy your lessons?-------------
If not, what do you think could be contributing to the situation? __ _
6. Is there a Chemistry lab in your school or it is shared by other science
subjects? __________________ _
If it is shared, is it appropriate for· teaching
chemistry? __
If Not, what are the problems the sharing posit? _______________ _
7. Do you think the school motivates you enough to teach chemistry?
8. Does TSC I Employer compensate you well as a chemistry teacher7
9. Have you ever attended refresher courses in Chemistry!~~-~
If so, what was it on and how long did it take? ---·
10. Do these refresher courses contribute to your competence in
teaching chemistry? __ _
11. Do you improvise when the head teacher fails to buy the required
equipment? ____ _
If so, in which areas particularly!--------------·---
12. Do you experience any problem in teaching chemistry!
Ifso, list them:
i.
ii.
iii
iv.
13. For how long have you been teaching 7 (in years )
0 - 5
.6- 10
11- 15
16- Above
[
[
[
[
]
]
]
]
14. (a) In the table below list text books that you use when teaching
0
0
0
chemistry.
---~- ------, AUTHOR TITLE PUBLISHER I
I -j
I I I I I
(b) What other text 'books would you recommend for teaching
chemistry and why?
I TITLE 1 PUBLISHER [AUTHOR
~----~~--·--·~·· ·--·i ·- ....... --·-· .... . ... . .. . I
·~-
1~-·----· I ·-·-·· ·····~! I L I I -----~ ----· -- --- --···.- ·'~-··-·
·---·--, i
! --!
I '
L ___ ---·--------- ---· _L _______ .. ____ ---··-·- ~··---··- -- -- ---------- ____________ j
Reasons:
(c) Do you have a library in your school? If yes, does it have
Chemistry reference books'
1S.(a). Do you have any audio visual aids e.g. films, vidrc:o, iJI'())CCtrJrs,
facilities for simulation and wle; plays in LccdrJIIfiCJ f.tlrctlll',ity 1
(b). Other than text books, what other 1·esources do you usce when
teaching7
APPENDIX 6: QUKSTIONNA!RE FOR CHEMISTRY STUDENTS
I. Profile for the respondents
Age: __
Class Level:
Form I:
Form II:
Form III:
Form IV:
D [~
D D
II. Level of Learning lntlueuces
Direction:
4- Strongly agree (you agree without any doubt at all).
3- Agree (You agree with some doubt).
2- Disagree (You disagree with some doubt).
I -Strongly disagree ( You disagree without any doubt).
Using the scale above, indicate against each statement, your level of agreement.
disagreement
A}, instructional Facilities/ Resources
(i). There are sufflcientl adequate chemistry laboratories in your school.
~--~·-,
L __ j Iii). There is a variety of equipment in your school for learning Chemistry.
1 iii). The equipments are improvisable C=:J t iv). Text books f<>r !earning Chemistry· arc adequate & or relevant radiations. c=~J
I v 1 Teachers of Chern istrv arc well prepared l(>r teaching u 1· Chcm istr;.
]l ). Students a !lit ud e,; ( i). lv1ost students harbor negative 1\)\\<.tn .. b the sub.p,::ct.
tiiJ. ( 'hcmistr_> as~~ --;uh:ert i:-. f!cneral!y hard.
, iv). Some students arc mtlucnced by bad examples from teachers.
(v). There is little Motivation li·om teachers.
~--- 'J I_ -·- - ..
[ . .1
[_] [----1 -----·-.I
11 i). There is infrequent class experiments. and harsh teachers had to most student ih>t
performing \\ t..'l i i 11 Chcm istry. ! ---1 L--~-- . ...i
-, :
2. a). Which topics do you find most difficulty in chemistry? List them
starting with the most difficulty.
I.
II.
III.
IV.
v.
VI.
VII.
b). Suggest reasons for (a) above.
c) Yes [ ] No[ ]
3. How many Chemistr·y lessons do you attend in a week' ·-·-··-~--
3. How many of this lessons are conducted from the lab?
4. Do you carry out experiments during these lab lessons'~ _____ _
If so, how many experiments are conducted in a week?
5. Which chemistry lesson do you enjoy? I. In the Lab II. In the usual
class (Tick appropriately)
7. Why did you choose chemistry at form three? _______ _
C). Teacher's attitude (i). Talks in a proper and respectable manner.
(ii). f lc/ She dcg dignified in his/her behavior.
(iii). Shows objectivity & l~tirness tor students
(vi). Sho" s concern l(,r students prior knowledge.
(v). He/ She is ctvCJilahic for academic consultation and counseling.
(vi). l las pntiL'lll..'t.'_ conlidcncc & positive attitude in reaching tlw ~uhjt.'C!
(viii). lie/ Sht~ i~ ht!11lOrtHJS.
.!2). Teaching Methodology (i). Employs varied teaching strategies & techniques.
(ii). Use experiments & demonstration.
(iii). Students IXlrlicipates in experiments.
(v). Usc projects scursians in selected concepts.
.---··· l. __ _j
~----~
l_._j ~----,
. .__.J j
.-~--~---1
i J L~_ .. _-.J
~--·:::::J L .. _ ~-----,
: ...... J i"--1 L ........... J
~---.-1
l.~----_j
{Vi). Prnvidc-..; acti\·itic~ like juurnal writing & portf'olius th~ll ask studcnr~ {(l look back &
anuiyn~ wh;Jt they han: learned. :--·-·l L_ . ......J
I ' • ··------ ~_j
(vii). Embn1CL' "\ltcrativl2 a~ses1mcnt stnHL'gic·;."
(ii). Encourage:-. :wquisition or knowledge
(iii). Encourages tJIH.krstanding qfknov,kdgc
( iv). Enhances usc of knmvlcdgc
(v). ;\!lolls relkction on knm1 ledge.
(vi). Encourages lu pnrticipate & co-operate
(vii). !·:ncourage<..; pruhkm .solving :Jctivitit."' ;JJJIOIIJ''·,t k;llJJCJ',
(Tick appropriately)
APitND/X 7: IMP Cf RESEAACH ENVIROI.flfr 0 lr..,THODl-CT10)(
~~n~ .:11.\pt~r pr<:>•:nb rh;: ''·-:-.J,_::r~,u!r-_l l'd•.':::Ltii~··r: •:1 /,r•:11 j- ·:~ I':<: -~it-·r;~~->11<>!1 r,, prcsentt.'d rnrurra!:'>c l;):lr; ;lii•.J !1l L.!(i s/Jcet. :;;h,•\',lr~;, :: 1;:- ;•·· -Ihir•
.:.HI '·:.•"tlf(:' flJSt' c>f the d!SlJ1<.:1 /'1);'> lllf;,llil.tCI" 1 r: th•~ h,<.·~F o>n ._,() ··jH:l·;•.: 11J
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~lr: l:~t~r-:t ,/,;:~'Crh!$ c;pecl:dl;. ltl .rddr•>;.'urc. tlr...: tll';;!/jc tl/ 'tli
;/;!li_~-·.'~J>·nr t-1r \rr~f-'lllt.1hl·· ~-- •t-.l!,, · ':r ····d ,·;
·", 1 t ·-:-·, ·.:, t r !-~ct!: a :
\!J-qL"'iSf-t:i.fi\ L '-d·.U(d~\l'HH :, -,;; i'HY'\IC u ur_\, ~~:t-·< :• ,. __
;.'• ::,.n pi'<'•', t\1\::5 an Hltn•dt~o.-(rpn lr• rh~- •lr··J,,·r ''-llldl _::!J\0$ kkt.:;:· ·t.r>! 1: · · u:;,'11
·tL· /., <~U,··n ,>f H1,_. d1stn..::t. !/I(' nuirt pl:·.,:, ... ·,d k;Jturc~ and s:ctrlcnwril /-!",_.:;,, ,,·J ·•ti·,;-1
.. ·tc<..,Ir. mf·'i;IIJ!J,,IJ t..rJ!i,::~i t<_, ih:;· u>.-=r;d) d•.", !.·,p!ll011 qr,tit':JI !·•1 ;if. 1:· ·•.·· .. _•r: ·.n~
l.l ·\drninistr:!th e Boun11:1rie~;
1 ~l::ili L\:ntra/ Drslnt::! IS one ,,( thl' !\\'eln~ distn.:!' 1t1 ~~~yatr-:;~ Pr•1'.·u1 ... ~ I: .J .!; ::; d
(,lmnwn bo;mkr with Ny:un ra Di::.tnct tn !he u..;r_ rr:nl:> M;lr;) l"lt~tl .... -: 1'.• Ill-; ~.·:Jt!l. '-J1gori Distri..:l tr., the ~~-p·,est, RachtH'Jnyc. [lhlmt to !he n()I1h ~1nd 1...):Lh · i•• rl1-: ;; :·uthwc.:;r
·; h<.: distncr CO\'ers an area o( about 648.9 krn 2, w/uch is drv1dcd l!l!•.1 ~·.:'-en d:-.- ~·· •:L:.
t;Hny on..: k•canon.:. ~tnd llint~ty two sub-locations ;1_:;- 3h<J'.Vfl in Table l 1
'!able Ll A.oea and Administrative Units --5~ihn·----~--
-;~~- -----~- -~--- ........... ----- -----------·- --Area /(lu' L"raUi,ns -----~- --,-------~---·--·
\:::~Jii1
-!.lo~ba
'·1~csoc!w _;.Jntka
123 7 899
105 0 126.-l C:J.l:l1ok~m1 71 ii
C;w~(·!oJ 6 L3 -r;;;--.. - -~--- ------.... ·-·- fiTS:il'--; ;u~-r>~~!Gu·,~;;-,-_-,;~~~:;~;;·6f-~~-;;-,~-:~~ 2110 r
J .-'!J- .. _, ______ _
_Sui•::_~ •'u£.1_~~-
l!
Sund:J DivJsJon JS 01e largl:st ·with an area of 1 ?r1 4 km~ !(:!lowed by i\far~m: Drn_,I\JlJ
·,·. ith l ~3. 7 hn', v>lulc the new) y created Kiogoro Division is tJ11:: smallest wJ!h <-tn Mn c( !)l.3 km~. ;\l:Jsaba Division lla~ the highest number of sub-k1cations (18) with .:m area,);' ,)•} -~~ knr' and only IO.ur (locatio·1s. 1\>fosocho has the lnghest number of location~ (7 .l D:./lo\':ed by \:Iarani (6_) and Su1:cka (5) Divisions P:>.rt:; of Kiogoro and Mos(•Ch<:· .::.rc .~itu:-tkd \vithin Kisii Municipal ty,
Ti-k'rt 2re fin:: bc;l! aU!horitics in the distriet i.Vhll:h n~,:!udc· (~ct.~n County L>·urKil ·.·. i:I-: • ·.'r::·.- 1hrcc c!c.:!ivc wards, f~isii J\-1unicip;d f\Jun, . .-d \'; 1!11 fi_,unccn ci-;;cu·•~· w2<.is,
:h;n:b.l Tn.<.-:J Cuun.:J) \~·1th;;; "· electivl..' wards, ::>uncb ·1 0~n1 Cc)uncil has eight ch;c.!J'.t
~rt::; ,t;Jd Kc;-vL:t Tvwr1 C\:uwil with twelve cJ,,_·C[n,,· ·.·:;n-&; Tf1c di)'tri .. ·t h<~.; 3 1<>(·,
1 ·:.·th~<:t: eJ•.'<lJve ward.;
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CURRICULUM VITAE 2007
I. PERSONAl DETAILS
NAME: Nyanaro F. Isaboke
POSTAL ADRESS: P.O Box 4081, Kisii.
TELEPHONE: Mobile: 0734-320829,
MARITAl STATUS: Married
DATE OF BIRTH: 30'r' July, 1971
OCCUPATION: Teacher
NATIONALITY: l\enyar1
II. EDUCATIONAl BACKROUND
UNIVERSITY EDUCATION 1. 2001- 2006: l<arnpala International Unrver5rty,
Bachelor of Education (in process)
COLLEGE
1993 - 1995: Kenya Science Teachers College
SECONDARY EDUCATION (KCSE)
1986- 1989: Itibo Boys High
PRHJIARY EDUCATION (K.C.P.E.)
1978- 1985 !<enguso Prrrnar·y school
III. RESEARCH EXPERIENCE:
Introduced to disser·tation writing at Kenya ScierKc !e<J· IK:r·~.
college. Now, r a•n learrtrl1(j rec,e<Jrch tt~Cilnrquec. at karrUdi·J
[ntemational Unrvu c;rtv