Browsing by Author "Mukiri Naomi"

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    Influence of selected factors on biology instructional process in secondary schools in imenti-central subcounty, meru county, kenya
    (Chuka University, 2024) Mukiri Naomi
    Biology is a core science subject that enables students understand fundamental concepts such as genetics, evolution and cellular processes that underpin all living entities which equips students with a comprehensive understanding of the living component of the world. Biological knowledge is also applied in addressing global challenges such as disease control, environmental conservation and sustainable food production in fields such as medicine, agriculture, ecology and biotechnology. The relevance of Biology education places Biology instructional process at the core of teaching and learning to facilitate achievement of envisaged benefits. However, despite relevance of Biology education, there has been a dismal performance in Biology in the country and ImentiCentral Sub- County for the last five years raising a concern on the effectiveness of the instructional process thus the need to undertake the study. This study investigated the influence of selected factors on Biology instructional process in secondary schools in Imenti-Central Sub- County, Meru County, Kenya. The study sought to determine the influence of the students’ language skills on Biology instructional process, to establish the influence of attitude on Biology instructional process, to establish the influence of utilization of instructional resources on Biology instructional process and to determine the influence of institutional support on Biology instructional process. The study was guided by Lev Vygotsky’s Social cultural theory and Jean Piaget’s Constructivism theory. A descriptive research design that incorporated both qualitative and quantitative research methods was adopted for data collection and analysis. The study sampled 352 participants from 95 Biology teachers, 2806 form three Biology students and 49 Biology Heads of Subject from the study area. Data was collected using questionnaires and interview schedules. The instruments were validated through a pilot study in North Imenti sub-county. Cronbach's alpha was used to establish the reliability of the questionnaires whereby all variables had a reliability index of at least 0.7. Qualitative data was analyzed thematically as per the study objectives. Quantitative data was analyzed descriptively using percentages and frequencies and inferentially using Chisquare test with the aid of Statistical Package for the Social Sciences version 26.0 computer software. Findings on Biology instructional process indicated that teachers adequately prepared for Biology lessons and actively engaged students at the presentation stage. However, a majority of teachers did not assess learning effectively. Language skills of students, attitude and utilization of instructional resources by teachers had a significant influence on Biology instructional process. Students’ language skills were essential for effective Biology instruction. Findings on attitude indicated that students had both positive and negative attitudes towards Biology. The study also showed that teachers underutilized instructional resources in Biology instruction. Findings on institutional support indicated that teachers hardly participated in professional development activities. Institutional support had no significant influence on Biology instructional process. Based on the findings, the study recommended establishment of language development activities to enhance students’ language skills and varied teaching methods to demystify complex Biological terms. Biology teachers should increase utilization on instructional resources to enhance lesson delivery and overall effectiveness of Biology instructional process. The school administration should establish mechanisms to monitor implementation of recommended formative assessment practices in Biology. Ministry of Education in conjunction with school administration should organize and support teacher professional development programs to enhance effectiveness of Biology teachers.