Analysis of pragmatic strategies for improving chemistry performance in secondary schools in Migori county, Kenya

Abstract

This project has used philosophical analysis to look into the challenge of poor performance in Chemistry in Migori County in terms of other factors dependent on the learner, the teacher and the environment. The researcher has analysed how the learner manages their study time as they prepare for examinations, their language use, absenteeism from school and lateness for lessons. The teacher has been analysed in terms of their qualification, motivation and preparation and how these have contributed to poor performance in Chemistry in Migori County. The effect of the environment which include lack of facilities, poor school management and factors from the learner’s home have been analysed as the possible contributing factors to the dismal performance. This was done with a view to applying pragmatic strategies in suggesting possible remedies. The researcher has presented the current interventions put in place by the government of Kenya with the aim of improving performance in science subjects. The researcher has further suggested ideas that can lead to the improvement of performance in Chemistry within the area under investigation. These suggestions have been presented within the framework of the four dimensions of education namely the cognitive, normative, creative and dialogical dimensions of education. The researcher has further presented pragmatic strategies for improving performance in Chemistry. Finally, a further recommendation that can lead to good performance of Chemistry in Migori County, Kenya has also been analysed philosophically.