Cultural artefacts and biology instruction in public secondary schools in Meru South Sub-County, Tharaka-Nithi County, Kenya.

Abstract

Biology education in Kenya has been characterized by persistent poor performance in national examinations. The persistent poor performance in Biology is attributed to 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 specifically has addressed the types of cultural artefacts on Biology instruction exist. This study therefore sought to address the existing knowledge gap by assessing the types of cultural artefacts on Biology instruction with a specific focus on public secondary schools in Meru south sub-county. The study was based on Constructivist learning theory and socio-cultural theory, and applied a descriptive survey research design. The target population was heads of Biology subject, Biology teachers and forms four Biology students. The sample size of 351 respondents was determined using the sample table developed by Krejcie and Morgan. Data collection instruments were a questionnaire and interview schedule for heads of Biology subject. Expert opinion was used to establish validity and reliability. 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 that are available for used in Biology instruction with varying degree. 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.