Science Education

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    CULTURAL ARTEFACTS AND BIOLOGY INSTRUCTION IN PUBLIC SECONDARY SCHOOLS IN MERU SOUTH SUB-COUNTY, THARAKA- NITHI COUNTY, KENYA
    (Chuka University, 2023-10) GEOFFREY DANIEL MURITHI
    Biology education in Kenya has been characterized by persistent poor performance in national examinations. This has resulted in a majority of students transiting the secondary school cycle being locked out of courses that require above average performance in the subject. The persistent poor performance in Biology is attributed to a number of reasons such as adoption of inappropriate teaching approaches. One of the reasons advanced for adoption of such approaches has been lack of adequate and appropriate teaching and learning resources due to limited financial resources in most public schools. In the absence of adequate resources, Biology teachers have been encouraged to use community resources within their surrounding including cultural artefacts for instructional purposes. To date however, minimal empirical literature specific to types, frequency as well as influence of use of cultural artefacts on Biology instruction exist. This study therefore sought to address the existing knowledge gap by assessing the types, frequency and influence of cultural artefacts on Biology instruction with a specific focus on public secondary schools in Meru south sub-county. It also sought to establish the challenges that Biology teachers face when using cultural artefacts. The study was based on Constructivist learning theory and socio-cultural theory. It applied a descriptive survey research design which incorporated both qualitative and quantitative approach. The target population was heads of Biology subject, Biology teachers and forms four Biology students in public secondary schools in the Sub County with a population of 4192. The sample size of 351 respondents was determined using the sample table developed by Krejcie and Morgan. Data collection instruments were a questionnaire with closed ended questions covering the study objectives for form four Biology students and their Biology teachers as well as interview schedule for heads of Biology subject. Face, content and construct validity of the instrument was ascertained to ensure that the instruments met the required threshold with the help of the supervisors. Reliability of the instruments was assessed using Cronbach’s Alpha from the pilot data obtained from selected schools in Maara Sub-County, reliability coefficient of the variables ranging between 0.685 and 0.928 which was considered to be within the 0.7 acceptable threshold. Data obtained was analyzed using descriptive and inferential statistics with the aid of Statistical Package for Social Science (SPSS) version 26 computer software. The study findings showed that bones from skeletons of animals, beads and necklaces, wood carvings and skins, stones, mud huts, clay pots, baskets and basketry, music instruments and iron metal are some of the cultural artefacts used in Biology instruction in varying degree. The study also illustrated that use of cultural artefacts positively and significantly influences Biology instruction even though inadequacy of cultural artefacts, negative cultural beliefs and myths associated with use of some artefacts and difficulties to relate some artefacts with biological concepts continue to limit use of the artefacts in Biology instruction. It is therefore recommended that Biology teachers be encouraged to enhance the use of artefacts in instruction as well as teachers and students to be sensitized on the positive outcomes of using the artefacts as instructional materials.
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    RELATIONSHIP BETWEEN PEDAGOGICAL PRACTICES AND OUTCOME OF SCIENTIFIC TRAINING ON BIOLOGICAL EVIDENCE MANAGEMENT IN NAIROBI COUNTY, KENYA
    (Chuka University, 2023-10) ITHAWA MARTIN MWONGERA
    The criminal justice system in Kenya like many developing countries is faced with the challenge of increase in crime rates with low convictions due to weak cases presented in court. This in most cases, has been attributed to minimal, or lack of relevant training in biological evidence management thus inadequate knowledge and skills in the management of biological evidence found at a crime scene. The quality of scientific training received by the Crime Scene Investigators and Crime Scene Management trainees determine the extent to which they effectively manage biological evidence at a crime scene. Empirical literature that could illustrate the link between pedagogical practices and outcome of scientific training on biological evidence management is however limited. This research therefore, focused on the relationship between pedagogical practices and outcome of scientific training on biological evidence management in Nairobi County, Kenya. The researcher sought to establish the content for scientific training on biological evidence management, methods of instruction, instructional resources and assessment methods for scientific training on biological evidence management. The study adopted descriptive research design with a sample size of 132. Participants included 87 Crime Scene Management trainees, 33 Crime Scene Trainers and 12 Quality Control Officers. Stratified and simple random sampling procedure was applied on Biological Evidence Management Trainees and their trainers. Purposive sampling was used to select the Quality Control Officers. Interview schedule was used to collect data from Quality Control Officers and structured questionnaires used for both Biological Evidence Management Trainees and their trainers. A pilot study was conducted at National Police College (B Campus) on 10% of the sample size. Reliability of the instruments was tested using split-half method. Cronbach’s Alpha coefficient of 0.825 to 0.965 for Biological Evidence Management Trainees questionnaire was obtained. The reliability coefficient for Trainers’ questionnaire ranged from 0.876 to 0.950. The quantitative data was analyzed by use of descriptive and inferential statistics with the aid of Statistical Package for Social Sciences (SPSS) version 25.0. Qualitative data was analyzed thematically and research hypotheses was tested at 95% level of confidence. The study is meant to inform curriculum planners in collaboration with Directorate of criminal investigations on the need of improvement of scientific training on biological evidence management curriculum. The observations of the research are to help the Interior and National Administration ministry on the need to avail and improve the resources required by DCI for Scientific Training. The content was sufficient though there were few lessons allocated thus inadequate coverage of content. Lecture was most preferred implying preference of teacher centered methods. Printed materials were the most preferred instructional resources, however resources, such as CSI simulations were integrated at relatively low rates. Findings from both BEM trainees and trainers indicated that except for practical and oral presentations, there was minimal use of high order formative assessment methods. Enough lessons should be allocated for adequate coverage of content, CSI trainers to use instructional methods and integrate more instructional resources which are learner centered.
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    FACTORS AFFECTING STUDENT’S ACHIEVEMENT IN BIOLOGY IN KENYA CERTIFICATE OF SECONDARY EDUCATION EXAMINATION IN DAY SECONDARY SCHOOLS IN KANGEMA SUB-COUNTY
    (Chuka University, 2020-12) MUGENDI, ARNOLD GITONGA
    The education of children is one of the important priority areas where parents as well as the government show great interest. Much of what students learn in school is planned to meet the needs of society and this is reflected in the government’s development priorities. Biology is one of the science subjects taken in secondary school education. There has been a continuous decline in performance of Biology by students at Kenya Certificate of Secondary Examination in day secondary schools. The main purpose of this study was to find out how selected factors affect the performance of students in Biology in Kenya Certificate Secondary Examination in Day secondary schools, in Kangema Sub-County. Factors which were studied were related to teaching of biology, materials available for learning Biology, and attitudes towards Biology subject. This study employed descriptive survey research design. The district had 13 registered public day secondary schools with approximately 420 biology students in form three where the study was confined. The schools were selected using simple random sampling technique. Purposive sampling was used to select biology teachers for the study. Data for the study was collected by use of questionnaires. Validity of the questionnaires was established from the researcher’s supervisors in the department of education at Chuka University. Reliability for the questionnaires was estimated using Pearson product moment correlation formulae, correlation co-efficient of 0.834 was got which was higher than the minimum of 0.700 and therefore it is acceptable for this study. Data analysis was done using Statistical Computer Package for Social Sciences (SPSS) on computer version 17.5 using percentages, means and frequencies. The analysis was done on methods employed in teaching Biology and learning materials in Day secondary schools. Finally, the study sought the relationship between students and teacher’s attitudes in achievement of Biology. The findings of the study came up with the recommendations on how to improve Biology achievement in secondary schools. The outcomes of this study will assist education planners and curriculum developers in planning and implementing the curriculum accordingly and improve Biology syllabus in terms of content and evaluations. The findings may also assist Kenya National Examination Council in unveiling the main factors affecting the performance of students in the biology examinations in the Kenya Certificate of Secondary Examination in public day secondary schools.
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    EFFECTIVENESS OF EXPERIENTIAL CONCEPT MAPPING TEACHING AND LEARNING STRATEGY ON ACHIEVEMENT AND ATTITUDE IN PHYSICS BY SECONDARY SCHOOL STUDENTS IN MAARA SUBCOUNTY, KENYA CATHERINE
    (Chuka University, 2020-12) Ngaine, Catherine Kawira
    The fundamental challenge facing the teaching and learning of physics as a science in Kenya secondary schools is how to enhance students’ conceptual understanding as well as affective characteristics associated with teaching and learning process. The challenge is clearly depicted by low academic achievement both at school level and national level. Application of new teaching strategies that will not only improve students’ achievement in physics but also positively change their attitude towards physics as a subject should be used. One of these teaching strategies is experiential concept mapping. The purpose of the study was to investigate the effectiveness of using experiential concept mapping teaching and learning strategy on students’ achievement and attitude in physics in secondary school. The target population of the study was 8430 physics student in Maara Sub County. Accessible population was 3137 form one students, from purposively sampled co-educational secondary schools in Maara sub-county. Solomon’s Four Group Non–Equivalent Control Group Design was used in the study. Based on the design, four co-educational schools forming the sample size of 182 form one students, was randomly sampled. The researcher ascertained the validity of the instruments by seeking opinions from experts in the field of study as well as assistance from supervisors. The experimental groups were taught using experiential concept mapping teaching and learning strategy while the control groups were taught using other conventional methods of teaching. Two instruments were used to collect data; Physics Students Achievement Test (PSAT) and Student Attitude towards Physics Learning Questionnaire (SATPQ). Piloting was conducted prior to data collection to improve reliability of the instruments. Reliability of the instrument was computed using Cronbach Alpha formula. Reliability coefficient of 0.783 and 0.705 for PSAT and SATPQ respectively were obtained. The raw data obtained was scored, coded and analysed using descriptive statistics (mean, standard deviation and percentages) as well as inferential statistics (ANOVA, and t-test). Hypothesis were tested at the alpha (α) value of 0.05 level of significance using Computer Statistical Package for Social Sciences (SPSS) version 20. The result of the study indicates a statistically significant difference between students’ achievement when exposed to experiential concept mapping teaching and learning strategy and students who were taught using conventional teaching methods. Further, the results from the current study showed that students attitude towards teaching and learning of physics was influenced by the method of instruction. The analysis of items in the SATPQ revealed that students in the experimental groups that were instructed using experiential concept mapping teaching and learning strategy had positive attitude towards physics as compared to those in control group that were instructed using conventional teaching methods. The results of the study also show that boys and girls when exposed to experiential concept mapping teaching and learning strategy improved their achievement in physics. From the study there was evidence that experiential concept mapping influence both students’ achievement and attitude towards physics learning. The researcher therefore recommends the inclusion of experiential concept mapping teaching and learning strategy as a teaching strategy to improve achievement and attitude in physics.