School factors influencing implementation of strengthening Mathematics and Science education in science teaching in public primary schools in Kandara Division, Muranga county

Abstract

The purpose of the study was to investigate school factors influencing implementation of Strengthening Mathematics and Science Education in science teaching in public primary schools in Kandara division. The objectives of the study were to determine the influence of provision and use of teaching and learning resources, teachers‟ attitude, teachers professional qualification and teachers workload on implementation of Strengthening Mathematics and Science Education approach in science teaching in public primary schools. It was based on constructivist theory by Bruner 1966. The study utilized descriptive survey research design. The target population of the study was 71 public primary schools, 160 science teachers and 3784 class seven pupils. The study sample comprised of 21 headteachers, 32 science teachers and 378 pupils. Simple random sampling and stratified sampling were used to select teachers and pupils from the selected primary schools. Data were collected using an interview guide for head teachers and teachers and pupils questionnaires. Collected data was analyzed both qualitatively and quantitatively. The study findings revealed that head teachers do not avail adequate teaching and learning resource for teachers to use during science lessons for effective implementation of strengthening mathematics and science education. However SMASE programme needs teachers to have a positive attitude towards demonstrative teaching in science lessons which has highly been affected by teachers negative attitude making learning ineffective among learners. Learning process is effectively implemented by experienced teachers where prior training and in-service training form a basis on the implementation of SMASE. Nonetheless, science teacher are overloaded with high number of pupils per class, more than one subject to teach and heavy workload of lessons to cover per week killing their motivation to implement SMASE INSET. Based on the study findings the researcher recommended that school administrators and other facilitators should organize seminars and workshops to build-up teachers‟ confidence amongst themselves and particularly on their attitudes concerning SMASE teaching. Therefore the researcher suggested a study to be carried out to cover the effects of other areas like socialbackground based factors as opposed to school based factors on the implementation of SMASE programme