An evaluation of SMASSE in-service project on KCSE performance of Chemistry in public secondary schools, Teso-North District, Kenya

Abstract

SMASSE Project started in Kenya in 1998 with a purpose of strengthening mathematics and sciences at secondary level through teacher INSETS. Improved performance was one of the expected outcomes. However in Teso- North district, Chemistry performance in KCSE has been on the decline since the inception of SMASSE programme. It is upon that this study sought to evaluate SMASSE In-service project on KCSE chemistry performance in the district. Chapter one of the report gives a background to the study, the statement of the problem that justified the study, research objectives and questions that guided the study.

Chapter two reviewed the empirical literature related to SMASSE INSET programmes and it was organized according to the research objectives that addressed; ASEIIPDSI practice, management and administration of resources by school principals, student participation in classroom and attitude of teachers and students towards teaching and learning of Chemistry respectively. The influence of these factors on performance was summarized by a conceptual framework. The research adopted a descriptive survey research design. The study population comprised of 20 school principals, 38 teachers of chemistry and 4995 students all in 20 public secondary schools of the district. Simple random sampling was used to select a sample of 10 schools from which 10 school principals and 20 teachers of Chemistry were chosen as respondents. 250 students were selected from the 10 schools through stratified random sampling. Data was collected using questionnaires and analysed using descriptive statistics.

Statistical Package for Social Sciences was used to obtain information, which was presented in form frequencies and percentages. The study revealed that despite SMASSE intervention, ASEIIPDSI was not fully being practiced in classroom. Principals' had tried to prioritise and manage some resources well but others were not adequate for teaching and learning chemistry. The study also revealed students were not fully participating in chemistry lessons. Finally teachers and students attitude had not greatly changed despite SMASSE intervention. All these have influenced chemistry performance. The study therefore recommends that SMASSE programme should carry intensive needs assessment in the district to address challenges facing chemistry teaching and learning of chemistry holistically. Principals should prioritise text books and equipment for better learning process and ministry of education and TSC should employ more teachers and motivate them. Finally the students should be exposed more through motivational forums, symposiums and contests.