ABSTRACT

This study intended to isolate the determinant factors for persistent poor performance of students in chemistry in Kwale County in the Kenya certificate of secondary education (KCSE). Data available indicates that performance of students in chemistry in KCSE has continued to be poor over the years. The poor performance both at the County and national level in chemistry persists from the pre to post interventions measures administered by the Government of Kenya through the Ministry of Education in collaboration with many other education stake holders. Performance of students of Kwale County in Chemistry has always been below the national average. A sample of 482 forms three students from 9 public secondary schools were randomly selected using both simple and stratified random sampling to participate in a descriptive interactive survey study. The students and their chemistry teachers were provided with questionnaires while Chemistry teachers, their Principals and the District Quality Assurance and Standards Officers [DQASO] were orally interviewed. Data obtained from the study as well as physical observation of the nature of the teaching and learning resources and the conduct of both the practical and theory chemistry lessons were analysed using SPSS software. Results obtained were presented using both descriptive statistics such as mean, percentages and frequencies as well as inferential statistics including one way ANOVA, chi-square and contingency coefficient (CC) measure of association. Results showed that student‟ background characteristics; attitude factors particularly Chemistry teacher‟s negative perception of their learners‟ abilities; inadequate use of resource in the teaching and learning process and negative socio-cultural factors as well as inappropriate learning environment were the main causes of the students‟ persistent poor performance in Chemistry in Kwale County. It is recommended that the Ministry of Education through  its various agents should, among other things, enhance supervision of curriculum implementation in schools, increase the amount allocated for tuition and release the funds in good time to enable prompt acquisition of learning materials. School managements, in conjunction with other stakeholders, should enhance teacher motivation and  provide more and better teaching and learning facilities to enable a more conducive environment for learning. Finally, Chemistry teachers must enhance their teaching approaches by adopting a more practical approach to the teaching and learning practices that would motivate the students to perform better in the subject.

CHAPTER ONE

INTRODUCTION

                  Background to the study.

Education remains the only major avenue for upward social mobility (Amutabi, 2003). In developing countries, Kenya included, most of the people still live below the poverty line. For such persons, the educational return remains as the major change agent for their livelihood (UNDP, 1994). However in exam-oriented systems of education, the quality of performance in the examination is the main determinant of those who would move up the social ladder and enjoy the limited opportunities available.

In Kenya like in many other examinations-oriented education systems, there exists a highly competitive national examination at the end of secondary school (Khatete, 1995). Those who perform well in the Kenya Certificate of Secondary Education (KCSE) examinations, with a mean grade of C and above, are selected to proceed for training in the government‟s institutions of higher learning and middle level colleges on government subsidy (KNEC, 2009 & MOE, 2009). On completing training, such persons are better placed to be absorbed in the highly competitive national and international job market. Performance of students particularly at the KCSE level therefore concerns all interested parties, especially the government of Kenya, the parents and the students themselves (Yeya, 2002).

The cut-throat competition is even more manifested in the science subjects such as Chemistry due to their perceived significant contribution to industrial and technological development particularly in attaining the Millennium Development Goals (MDGs) and Kenya‟s Vision 2030 (Riak, Mbugu, Tsuma, Ochuodho & Henry, 1996; Eshiwani, 1993; Birgen, 2004). The

development of a cadre of scientists and technicians involved in the selection and adaptation of important technologies would potentially improve the anticipated developments in agriculture, health and industries in line with the MDGs and Kenya‟s development plans (Musvosvi, 1998 as cited in Oduor, 2009). Failure in science subjects, Chemistry included, may therefore affect upward social mobility for many a households with poor performers.

The significant role of science in the attainment of the MDGs and Kenya‟s development has prompted the Government of Kenya to make it compulsory for each student to specialize in at least two out of the three science subjects (Chemistry, Biology and Physics) offered at the secondary school level. This notwithstanding, performance in these science subjects has continued to decline each year. The poor performances in sciences include Chemistry, which is one of the most “popular” science subjects that have continued to register high student enrolment in secondary schools. The perceived popularity of Chemistry, it was hoped, would translate into better performance. However, the performance has continued on a downward trend (KNEC, 2010). Available statistics show that in the last decade, students‟ achievement in Chemistry has remained low nationally and at the district level in Kwale County (KNEC, 1999; KNEC, 2010). Table 1.1 provides information on national performance of KCSE candidates in selected subjects for the period from 2006 to 2009.

Table 1.1 National KCSE results analysis by percentage in selected subjects 2006 – 2010

Source: KNEC (2010)

Table 1.1 indicates that Chemistry had the lowest mean percentage rating in 2009 and the second to last mean rating for the period ranging from 2006 to 2008. A similar trend in performance is observed for Chemistry in the case of Kwale County as is seen in Table 1.2.

Table 1.2 Kwale County KCSE results analysis of selected subjects 2002-2009 {Mean rating out of 12}

Source: Msambweni District Education Office, 2010

Table 1.2 shows that the performance in Chemistry for Kwale County was below the other subjects except for Mathematics in the period of 2002 to 2009. Studies have proposed various determinants of performance in sciences in general and Chemistry in particular. According to available research findings these factors include; poor teaching methodologies (Friedman, 2000), poor capital investment in terms of provision of science resources (Agusiobo, 1998), low teacher morale, substandard internal evaluation, poor administration and leadership, inadequate supervision and inspection of schools (Chiriswa, 2002), lack of support from parents, insecure working relationship between head teachers and their staff and indiscipline (Yeya, 2002) among others. In an attempt to check poor performance, the Government of Kenya through the Ministry of Education in collaboration with other stakeholders adopted a number of interventions. The measures included curriculum review and rationalisation to reduce the load both on students and teachers, on-the-job training of science teachers through SMASSE (Strengthening of Mathematics and Science in Secondary Education) to enhance subject mastery levels and strengthening of inspectorate department to improve curriculum implementation and supervision (KESSP, 2005).