Influence of strengthening mathematics and science education on pupils’ science performance in Kenya Certificate of Primary Education in Dondori Division Nakuru County

Abstract

The purpose of the study was to investigate influence of strengthening mathematics and Science Education on pupils’ science performance in Kenya certificate of Primary Education in Dondori division. The study aimed to achieve this by assessing learner-centred teaching methodologies, improvisation of learning resources, PDSI approach as well as teachers’ attitudes towards ASEI-PDSI strategies influence pupils’ science performance in KCPE. It was based on constructive theory by Taber (2009). The study adopted a descriptive survey design and targeted 12 public primary schools with 12 head teachers, 90 science teachers and 1510 class eight pupils. Simple random sampling technique was used to sample 30% of teachers and 10% of pupils in all public primary schools. The study sample comprised of 12 head teachers, 28 teachers and 151 standard eight pupils. Data were collected using questionnaires and analysed both qualitatively and quantitatively and presented in frequencies and percentages in form of tables and figures. Learners’ centred teaching methodologies on SMASE influence pupils’ science performance in KCPE, the study revealed that all the pupils indicated that they attended field trips once a year. About 65.8% of the pupils noted that they did peer-training daily in their class. The teachers and headteacher questionnaires revealed that 74.1% of the teachers and 66.7% headteachers said that group discussion and individual experiences in science lessons were carried out on weekly basis. Performance of pupils was also tested against their homework, 65.8% indicating that they had homework and 62.2% of the pupils attained between 40-100 marks in their current science exam. Improvising of local learning resources on SMASE influence pupils’ science performance in KCPE, 59.3% of the pupils indicated they had an average performance with the availability of learning resources on SMASE. Headteachers (83.3%) and teachers (81.5%) who indicated availability of teachings aids in their schools. On the availability of science textbooks majority of the pupils 85.2% indicated that science textbooks are available and hence had an effect of performance in science. Majority of the pupils (65.8%) indicated that they asked questions on unclear concepts daily. From the pupil’s attitude, 49.0% of the pupils indicated that they enjoyed very much the science lesson. About 96.3% of the teachers agreed that there was need for immediate follow up of assignment enhance academic performance while 92.5% of the teachers agreed that evaluation is very necessary for effective teaching and learning and 85.2% indicated that it is not possible to have activities in every lesson. The following are the recommendations of the study there is need more field trips to scientific sites to enable pupils get firsthand information. There is need for the school without teaching and learning aids, science text books to avail them to enable pupils to get information which they have not learnt from other areas in school. This would enable them to complete their homework. There is need for teachers to employ PDSI to enable pupils understand concepts that they did not understand during lesson time to enable them understand it better when asking questions. Teachers should implement what they have learnt in SMASE INSETS so as to ensure that pupils understand the concepts of the lesson well. There is need for teacher’s change of their attitude towards science lesson to enable change the attitude of the pupils and also to deliver it effectively.