CHAPTER ONE

INTRODUCTION

 Background to the study

In-service training is a universally recognized activity for promoting effectiveness in service

delivery. In his analysis of lists of the characteristics of effective professional development,

Guskey (2004) found out that the main characteristic of effective professional development is

enhancement of teachers’ content and pedagogic knowledge. Guskey’s thinking is in line

with that of Zalasvky and Leikin (2004) who argue that improving students’ learning depends

on a teaching force with appropriate beliefs and attitudes towards teaching and learning; and

who posses content and pedagogical knowledge quite distinct from the usual instructional

practice in most classrooms.

Globally, most countries such as Canada, Israel and Kenya are investing a lot in teacher in-

service training to improve quality and relevance of Education (Ogwel & Kisangi, 2009).

Desimone (2009) enumerates some characteristics of professional development that are

critical to increasing teacher knowledge and skills, improving their practice, and which hold

promise to increasing student achievement. These include content focus, active learning,

coherence, duration, and collective participation. It is against this backdrop that Kalai (1998)

asserts that professional proficiency can only be realized through participant involvement in

the programme design and evaluation.

Stigler and Hiebert (1999) observe that Japan has a history of in-service teacher training

experience of linking mathematics and science education to industrial applicability. The

achievement of the Strengthening of Mathematics And Sciences in Secondary Education

(SMASSE) project in Japan and the Philippines attracted a number of the development

bodies such the Association for the Development of Education in Africa (ADEA) and the

New Partnership of Africa’s Development (NEPAD) where the latter signed a letter of

1
understanding with SMASSE-Western, Eastern, Central and Southern Africa (WECSA) to

jointly develop activities in relation to strengthening of mathematics and science in

secondary education in Africa (SMASSE, 1999).This led to development of initiatives like

SMASSE-Kenya, SMASSE-Niger, SMASSE-Malawi, SMASE-Nigeria, SESEMAT-Uganda

and SMASTE-Zambia (Ogwel & Kisangi, 2009).

The Strengthening of Mathematics and Science (SMASSE) project was launched in July

1998 as a joint venture between the government of Kenya through Ministry of Education

Science and Technology (MoEST) and the government of Japan through Japan International

Co-operation Agency (JICA, 2007). The overall goal of the SMASSE project is to upgrade

the capabilities of young Kenyans in mathematics and science education. The project has

identified Activity Student Experiment and Improvisation (ASEI) and Plan Do See Improve

(PDSI) strategies for enhancement of classroom practices for quality teaching and learning of

biology.

The Programme for International Students Assessment (PISA) results of 2003 show that there

is a close correlation between the teaching techniques and the performance of learners

(OECD, 2004). Poor and declining performance trends observed in the science subjects over

the years in Kenya has been blamed on many factors. From the baseline study carried out in

1998 in nine pilot districts by SMASSE, Kimani (2010) notes that teaching methodology was

identified as the major factor hence the focus on ASEI-PDSI between 1999 and 2013

nationally. The table below shows Biology national percentage mean scores.

Table 1.1: Biology national performance 1999-2013

_______________________________________________________________

Year 19992000 2001 2002 2003 2008 20092010 2011 2012 2013

Mean score 30.227.8 27.5 29.5 36.2 30.32 27.129.2 32.4 31.6 32.3
___________________
________________________________________________________

2
Source: KNEC Reports (2000-2013)

From the data in the Table 1.1, it is evident that the national performance of students in

biology KCSE is well below average which is 50 percent. SMASSE project was an

intervention to address poor performance in mathematics and science subjects in Kenya

Certificate of Secondary Education (KCSE) examination. The first, second and third phases

of SMASSE project began in 1998, 2003 and 2009 respectively (CEMASTEA, 2012).

The SMASSE INSET in tigania west district was started in 2004 and ended in 2007. The

biology teachers were offered the in-service course for a period of four years of one cycle of

ten working days each year.

The table below shows tigania west district KCSE percentage mean scores

in Biology between 1999 and 2012.

Table 1.2: Biology performance in tigania west district 1999-2013

_______________________________________________________________

Year 1999 20002001 20022003 2008 2009 2010 2011 2012 2013

Mean Score 26.7 24.25 32.75 28.031.17 35.75 37.17 39.17 43.42 43.33 43.81
___________________________________________________________________________

Source: DEO tigania west district, 2014

The results above show that biology mean score is below average which is 50. Biology was

selected for this study because it has continuously registered increased enrolment despite the

minimal performance. Similar results were observed in a research conducted in Bomet by

Rotich (2012) which revealed that performance of students in biology KCSE examination

improved significantly after the introduction of SMASSE INSET. However, the study

revealed that the performance of students in biology before and after SMASSE INSET has

3
been below average (50 percent). The researcher therefore wishes to determine the influence

of learner centered strategies on biology performance in tigania west district.

 Statement of the problem

Prior to the introduction of the SMASSE programme in tigania west district the biology

performance trend was similar to that of the nation with mean scores below average. Despite

the rationale for the introduction of SMASSE programme in Kenya, to improve the

performance of students in mathematics and sciences, performance in these subjects in

secondary schools is still worrying as the largest percentages of candidates still obtain low

grades of D+ and below.

Studies conducted by Rotich (2012), Ndirangu (2006) and Ombati (2009) reveal that

performance of students in biology before and after SMASSE programme has been below

average; students’ involvement during the lesson has been partially achieved; and that

classroom practices have improved but have however, not translated into improved

performance of the subject. There has been minimal improvement in performance in biology

after introduction of SMASSE in-service training in Tigania west District. It is therefore

necessary for a study to be conducted to investigate the influence of girls biology

perfomanceon students’ biology performance in public secondary schools in tigania west

district from the year 2008 to date.

 Purpose of the study

The purpose of the study was to investigate Factors that lead to poor perfomance of girls in

Biology at the secondary education in Tigania West District,Meru County., Kenya.

 Objectives of the study

In order to fulfil its purpose, the study was guided by the following research objectives:

4
 To establish the extent to which the Activity Student-centred Experiment Improvisation

strategy influences students’ performance in biology in KCSE in tigania west district.

 To examine the extent to which the Plan, Do, See and Improve approach influence

students’ performance in biology in Kenya Certificate of Secondary Education in tigania west

district.

 To determine the extent to which teachers’ attitude towards girls biology

perfomanceinfluence students’ performance in biology in Kenya Certificate of Secondary

Education in tigania west district.

 Research questions

To meet the said objectives, the study was guided by the following research

questions:

 To what extent does the Activity Student-centred Experiment and Improvisation strategy

influence students’ performance in biology in Kenya Certificate of Secondary Education in

tigania west district?

 To what extent does the Plan Do See Improve strategy influence students’ performance in

biology in KCSE in tigania west district?

 To what extent do teachers’ attitudes towards girls biology perfomanceinfluence

students’ performance in biology in Kenya Certificate of Secondary Education in tigania west

district?

 What are the challenges of implementing learner- centred strategies in biology in tigania

west district secondary schools?

 Significance of the study

The outcome of this study may be important to the tigania west district Education office in

determining the extent to which SMASSE objectives have been achieved. The findings of the

5
study may enlighten the tigania west district SMASSE co-ordinators on how best to offer in-

service courses in pedagogy for the teachers of biology so as to improve their teaching

experiences. In addition, the findings may be used by biology teachers to improve on their

weaknesses in curriculum implementation and consequently improve their biology

performance.

 Limitations of the study

Limitations are challenges anticipated or faced by the researcher (Kombo & Tromp, 2006).

The research covered only one sub-county which may have unique settings hence the study

could not be used to generalize results to the whole country. For more conclusive results, all

the sub-counties in Kenya should be studied. However this is not possible due to research

constraints imposed by time, cost or availability of materials.

 Delimitations of the study

The study only covered public secondary schools within tigania west district of Meru county.

The study was limited to those public schools that had presented candidates for KCSE at

least five years before the commencement of SMASSE program in the Sub-county for

purposes of comparison. The study only considered Biology teachers who attended SMASSE

INSET and were teaching by then.

 Basic assumptions of the study

This study assumed the following:

 That all the biology teachers under study were professionally qualified.

 That all the biology teachers had successfully undergone the four cycles of SMASSE in-

service training.

 That local materials for improvisation were readily available.

6
 Definition of significant terms

This study gave the following terms operational definitions:

ASEI teaching strategy refers to a movement that advocates for activity focused

teaching/learning, student centred learning, experiments and improvisation.

Influence of learner-centred strategy refers to the effect of the teaching and learning

strategy on students.

In-service training refers to any program of systematized activities that enhance

effectiveness and efficiency of practicing teachers.

Learner-centred teaching and learning strategies refers to Activity Student-centred

Experiment and Improvisation (ASEI).

Performance refers to the grades obtained by candidates in biology

examination.

Pilot districts refer to the nine districts in which SMASSE was first conducted before being

rolled out to the rest of the schools in Kenya.

Plan Do See Improve (PDSI) refers to an approach that aims at helping teachers practice

Activity Student Experiment Improvisation (ASEI) at the classroom level (CEMASTEA,

2008).

Pre-service refers to the initial teacher education done either in a university or college before

commencing teaching.

Strengthening Mathematics and Sciences in Secondary Education refers to an in-service

course for secondary school teachers of mathematics and

sciences.

7
Training refers to the process of bringing professional teachers to an agreed standard of

proficiency through practice and instruction on Activity Student-centred Experiment and

Improvisation.

1.11 Organization of the study

This study was organized into five chapters. Chapter one was an introduction focusing on the

background to the study, statement of the problem, purpose of the study, objectives of the

study, research questions, significance of the study, limitations of the study, delimitations of

the study, basic assumptions of the study and definition of significant terms. Chapter two

explored the reviewed literature on the concept of In-service Training, the ASEI practice, the

PDSI approach, attitude of students towards biology, performance of biology in secondary

schools, challenges of implementing ASEI and PDSI teaching strategies, summary of

literature review as well as theoretical and conceptual framework of the study.

Chapter three dealt with research methodology under the sub-headings introduction, research

design, target population, sampling technique and sample size, research instruments,

instrument validity, instrument reliability, data collection procedures and data analysis

techniques. Chapter four comprised of data analysis, presentation, interpretation and

discussion of findings. Chapter five presented a summary of the findings, conclusion,

recommendations and suggestions of researcher for further studies.

8
 CHAPTER TWO

LITERATURE REVIEW

 Introduction

This chapter consists of related literature reviewed under the sub-headings; the concept of in-

service training, the Activity Student-centred Experiment and Improvisation practice and

performance in biology, the Plan Do See and Improve approach and performance in biology,

teachers’ attitude towards ASEI/PDSI strategies and performance in biology as well as challenges

of implementing Activity Student Experiment and Improvisation and Plan Do See and Improve

strategies. The chapter also contains a summary of literature review as well as theoretical and

conceptual framework of the study.

 The concept of in-service training

Organization of Economic Co-operation and Development (OECD) project of 2004 defines

in-service as those education and training activities engaged by primary and secondary school

teachers and principals following their initial professional certificates and intended mainly or

exclusively to improve their professional knowledge, skills and attitudes in order for them to

be able to educate children more effectively (OECD, 2004). It has been argued that most

teachers underwent traditional didactic instruction during the initial training and hence the

need to expose them to new methods of teaching (Ndirangu, 2006). She further emphasizes

the need to critically look into the teaching methodologies and strategies employed by the

teachers through in-service training.

Bamett and Hodson (2001) articulated a theoretical framework that promoted the study of

teachers’ pedagogical content knowledge as a means for understanding what science teachers

know and how they use that knowledge for teaching. This framework included four

overlapping dimensions that provide a context for teachers’ development; (a) pedagogical

content knowledge, (b) professional knowledge, (c) classroom knowledge, and (d) academic

research and knowledge. Pedagogical knowledge includes such things as knowing how to set

9
teaching goals, organize a sequence of lessons into a coherent course, conduct lessons,

introduce particular topics and allocate time for satisfactory treatment of all significant

concepts. Academic and research knowledge for teachers refers to content knowledge in the

subject, including the nature of science.

Brendzel (2005) notes that Japanese have been successful in teaching science using a model

that employs guided interactive demonstrations rather than hands on experiments. He argues

that this approach of teaching science probably arose from the fact that the Japanese system

has very large classes (from 50-70 students) and teachers have more preparation periods to

work together to prepare these demonstrations. Brendzel (2005) further notes that the

America’s model for effective teaching currently employs the active participation paradigm.

The standards for science teaching emphasize the need to teach children not only through the

use of activities but also through the use of critical thinking.

In Kenya, the Ministry of Education (MoE) is charged with the responsibility of maintaining

standards in education. The efforts of in-servicing teachers are done through the institution

within the ministry and with donor supported projects and non-governmental organizations.

All the in-servicing courses are given value by the ministry to ensure that the providers give

very high quality courses (MoE, 2002). The Centre for Mathematics, Science and Technical

Education in Africa (CEMASTEA) conducts in-service training for mathematics and science

teachers through programmes such as Strengthening Mathematics and Sciences in Secondary

Education (SMASSE) which aims at upgrading the capability of Kenyans in mathematics and

sciences (SMASSE 2004).

2.3 The Activity Student Experiment Improvisation (ASEI) practice and performance
in biology

Activity, Student, Experiment and Improvisation (ASEI) approach endeavours to shift

teaching and learning from knowledge-based teaching to activity-based learning, teacher-

centred teaching to student-centred learning, theoretical (chalk and talk) to experiment and

research-based approach, and recipe-type to scaled-down experiments with improvisations

(CEMASTEA, 2012). The first component (A) of ASEI, aims at helping teachers appreciate

10
the benefits of active learner involvement in the teaching and learning process. Teachers are

guided on how to use a variety of activities for effective lesson delivery. Gachenga (2007)

notes that the use of practical activities in learning needs to be emphasized.

The second component (S) of ASEI calls for a shift from the predominantly teacher-centered

pedagogy to learner focused practices. Teachers are guided on how to actively involve

learners by providing them opportunities to express opinions and explain ideas based on their

prior experiences (SMASSE, 2004).The third component (E) of ASEI emphasis a shift from

recipe and demonstration type experiments to investigative and hands-on type experiments

(JICA, 2007). The fourth component (I) of ASEI encourages the practice of

improvisation/innovativeness. This is achieved through: scaling materials for experiments,

utilization of available materials in the students’ immediate environment to raise the interest

and curiosity, modification and simplification of recipe-type text book experiment(s) and use

of non-conventional apparatus and resources (SMASSE, 2004).

When students are involved in well designed experiments, they learn how to observe,

manipulate, measure, reason, and develop skills for gathering information. The current

biology syllabus (KIE, 2010) has one of its main objectives as to enable learners to design

and carry out experiments and projects that will help them understand biological concepts.

A study by Nyagah (1997) on pupils’ performance and attitudes towards art and craft cited

two dimensions of performance of a practical subject as theoretical and practical

components. She argues that for the theory component, performance is judged from the

results of a written examination while for the practical component, emphasis is on the

process and product for a given project. For biology at secondary level in the 8-4-4 education

system,

performance is demonstrated through the results of theory Kenya Certificate of Secondary

Education examination at the end of four years; and the quality of practical projects done

during science congress.

11
 The Plan Do See Improve (PDSI) approach and performance in biology

To achieve the ASEI condition, the SMASSE project came up with PDSI. This means Plan,

Do, See and Improve (SMASSE, 2004). This approach aims at helping teachers to effectively

practice ASEI at classroom level. Important aspects of effective lesson delivery such as work

planning (schemes of work and lesson plans) and evaluation are emphasized.

The first part (planning) of PDSI deals with designing of instruction (planning the lesson) and

outlining lesson activities based on the ASEI principles. Arunga (2007) points out that

teachers are encouraged to rethink the usefulness of lesson plans as critical tools for lesson

delivery. During planning teachers take into consideration the learners’ backgrounds such as

learning difficulties, needs interests, misconceptions and previous experience in relation to

the topic. Prominence is given to how instructional activities will enable learners to

understand concepts, appreciate what they learn and apply what is learnt in real life contexts.

According to CEMASTEA (2012) the second (Do) part of PDSI is implementing the planned

lesson activities and is focused on lesson delivery; the teaching and learning process. This

includes lesson introduction where

teachers are guided on how to move from the traditional question and answer sessions in review

of previous lessons to interactive and innovative options such as games, role play, story-telling

and skits. At lesson development, Kimani (2010) observes that the lesson is designed to have

sufficient, varied and interesting learner activities to motivate and engage learners and facilitate

meaningful experiences. The activities provide opportunity for learner growth in knowledge

through discussions, reporting, asking and answering questions; and process skills through

observing, drawing, manipulating as well help the teacher deal with learners’ questions, and

misconceptions.

12
The third part (See) of PDSI calls for monitoring the learning process against the planned

activities and lesson objectives. Teachers are guided to focus on lesson evaluation both as

lesson progresses and at the end. Teachers can monitor learner progress through questions,

explanations and ability to follow procedures. The fourth part (Improve) of PDSI means

evaluating and making sense of the outcomes of the lesson in order to integrate the feedback

in subsequent lessons. In PDSI cycle, Migwi (2012) notes that teachers evaluate the teaching

and learning process by reflecting on performance and the effectiveness in achieving lesson

objectives. The teacher makes use of feedback to modify the lesson as it progresses in order

to eliminate misconceptions as well as improve subsequent instruction. (CEMASTEA, 2012).

 Teachers’ attitudes towards ASEI/PDSI strategies and performance in biology

Attitude is a concept, which arises from the attempt to account for the observed regularities in

the behaviour of individual persons. Kind, Jones and Barmby (2007) viewed attitude as

having different components which includes cognitive, affective and behavioral. Crano and

Prislin (2006) however contend that the attitude one has towards an object makes one to have

a judgment as to whether the object is good or bad, harmful or beneficial, pleasant or

unpleasant, important or unimportant. Wambui and Nyacombe (2006) noted that teachers’

attitude towards girls biology perfomancewas generally neutral. They indicate that teachers

are reluctant to perform experiments especially in chemistry which are deemed dangerous.

They further point out that in some cases experiments failed and that most practical sessions

were merely teacher demonstrations.

In a study on effects of strengthening mathematics and science on teachers’ pedagogical skills,

Kebaso (2012) found out that poor attitude towards girls biology perfomanceis both on the part of

learner and the teachers. He points out that while students think sciences are generally harder

than languages and humanities; teachers might tend to think the same right from their school days

or may have lost hope in their students’ performance. Kebaso (2012) further notes that SMASSE

13
targeted teachers first because of the time they spend with students and that attitude of the teacher

impacts on students.

The attitude of teachers which may be characterized by teacher centeredness, inability to carry

out experiments and demonstrations successfully, low frequency of experiments, chalk and talk,

being content driven and knowledge based impacts negatively on students. Negative attitude

among students is manifested in untidy/incomplete homework, frequent absenteeism/feigned

illness, lack of attention, in class, poor performance and low enrolment in optional science

subjects, especially physics (Kebaso, 2012).

Njiru (2012) concurs with Kebaso by observing that negative attitudes girls biology

perfomanceamong students may be displayed by tendencies such as coming to class late,

sleeping during the lesson, not feeling bothered by low scores, refusing to participate during

the lesson and not revising science tests. Mostly, the sciences are performed poorly in KCSE

not because they are difficult subjects but because learners develop negative attitude about

them hence shielding away from them. A positive attitude towards science leads to a positive

commitment to science that influence lifelong interests and learning in science (Simpson &

Oliver, 1990)

2.6 Challenges of implementing ASEI/PDSI strategies in biology

Kipkoech (2011) investigated the challenges facing implementation of SMASSE in Kericho and

observed that since its inception in 1998, the SMASSE program has contributed greatly to the

improvement of performance in science and mathematics in Kenya. However, the improvement

in performance has not been much as expected, despite the change in teaching

and learning approaches towards these subjects by the teachers. He attributed this dismal

performance to the following factors: students’ attitude is generally negative due to low entry

behaviour, belief that these subjects are hard, peer pressure, lack of proper learning facilities,

teachers’ absenteeism and theoretical approach to teaching science and mathematics.

14
A related study by Ombaso (2008) explored the factors that hinder the inclusion of carefully

selected activities. These were found to include: lack of sufficient time for preparation, inadequate

resource, lack of support from

administration and large class sizes that made it hard for teachers to give individual

attention to students.

In addition, Arunga (2007) is in agreement with Mugiri (1981) that once a programme has

been introduced in an education system, there is need for continual monitoring so as to

unravel the challenges and come up with remedies. Mugiri (1981) discovered that teachers

did not implement a challenge or innovation unless there were rewards for doing so.

From the SMASSE project impact assessment survey of 2004, Nui and Wahome (2006) reported

that students were actively involved in the learning process. However, it was noted that none of

the teachers had a written work plan, but judging from the flow of the lesson, it was evident that

teachers knew what they intended to do. Furthermore, the findings of this study were echoed by

Jangaa (2005) who says that the teachers prepare lesson plans as a matter of requirement and only

do it when followed by administrators. This means science teachers have not embraced the

ASEI lesson plan format, an indication that a lot more needs to be done in encouraging

teachers to use it.

2.7 Summary of literature review

The literature review was presented in six sections namely: the concept of in-service training,

the ASEI practice, the PDSI approach, Effects of teachers’ attitudes on performance of

biology and challenges of implementing ASEI and PDSI strategies. The finding by Jangaa

(2005) contradicts the SPIAS results of 2004 which claimed that teachers planned better and

more consistently after attending SMASSE in-service training. Njiru (2012) reports that in

2006 Mbeere District teachers tried to actualize the ASEI lesson plan in cycles three and four

but the major complaint was that it was not possible to implement it 100 percent due to the

15
various hindrances like work load, lack of time for planning, abstract topics, resistance to

change, lack of team work, inadequate physical facilities and resources.

Most of the studies reviewed so far reveal that girls biology perfomancehave caused notable

changes in the performance of biology. Reviewed literature indicates that the ASEI condition

and positive attitude towards biology have not been fully achieved. The reviewed literature

has however not revealed the root cause of poor performance of biology in secondary schools

in tigania west district despite implementation of girls biology perfomancehence the need to

carry out this study.

2.8 Theoretical framework of the study

The study is based on Jean Piaget’s theory of intellectual development developed in 1969.

Piaget’s central thesis as cited in Njiru (2012) is that the individuals are curious, active and

inventive throughout their lives. In this theoretical argument science abilities are stressed which

include abstract and logical reasoning, generation of hypothesis and organization of mental

activities into more complex structures. Kebaso (2012) asserts that if science teachers were in-

serviced, their skills improved, making students’ performance consequently to improve because

they acquired abilities that help to exploit and develop the potential of individual learners

especially in sciences.

In constructivist approach instructors have to adapt the role of facilitators and not teachers

(Kipkoech, 2011). Whereas a teacher gives a didactic lesson that covers the subject matter, a

facilitator helps the learner get his/her own understanding of the content. Constructivists view

learning as an active process where learners should learn to discover principles, concepts and

facts for themselves. The ASEI principle advocates for activity filled learning environment,

where learners’ interest, understanding and retention of knowledge is enhanced. This is in

line with Piaget’s theory which posits that knowledge is not passively acquired but is

discovered and constructed by the child’s activities. Furthermore, all knowledge is tied to

action and knowing an object or an event is to use it by assimilating it into an action schem

16
2.9 The conceptual framework of the study

Orodho (2009) defines a conceptual framework as a model of presentation where a

researcher represents the relationship between variables in the study and shows the

relationship diagrammatically.

Teachers’ attitude

Teaching
ASEI teaching
and learning Biology Performance in
strategy
KCSE

PDSI Approach

Figure 2.1: Conceptual framework: Influence of learner-centred

strategies on students’ biology performance.

The conceptual framework in figure 2.1 summarizes the influence of ASEI strategy, PDSI

approach and teachers’ attitudes on biology students’ performance and how they are interrelated.

If the ASEI strategy and PDSI approach are applied appropriately and teachers’ attitude towards

learner-centred strategy enhanced in teaching and learning of biology, the aftermath will be

improved quality of teaching and learning which translates to improved biology performance in

Kenya Certificate of Secondary Education Examination. This is made possible by ensuring that

lessons are characterized by activities, learner-centeredness, experiments and improvisation while

Teachers plan, teach, observe and discuss lessons.

17
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter focuses on research design, target population, sampling technique and sample

size, research instruments, validity of the instruments, reliability of the instruments, data

collection procedures and data analysis techniques.

3.2 Research design

Research design refers to the type of research guiding the study. The research adopted a

descriptive survey design. Best and Kahn (2006) assert that descriptive survey involve a

clearly defined problem and definite objectives, questions and development of

generalizations principles and theories that have universal validity. Descriptive survey design

therefore describes respondents’ characteristics such as opinions, abilities, attitudes, beliefs

and knowledge. Therefore this study aimed at capturing respondents’ opinions and attitudes

based on influence of ASEI and PDSI teaching strategies on biology performance in KCSE in

tigania west district.

3.3 Target population

Target population is defined as that population to which the researcher wants to generalize

the results of a study (Mugenda & Mugenda, 2003). According to the data from District

Education Officer (2013), there are 15 public secondary schools, 32 biology teachers and

1152 biology candidates in tigania west district. In descriptive studies, two categories of

respondents are crucial, that is, the informed specialist and consumers of a particular

intervention. Consequently,

18
this study targeted subject teachers who represented informed specialist and students who are

direct consumers.

3.4 Sampling techniques and sample size

Mugenda and Mugenda (2003) define a sample as a small group from the accessible population.

According to Mugenda and Mugenda (2003) an appropriate sample size should be ten percent of

the population. They further recommend as large sample as possible. However, for this study 20

percent of the students were used. In this case 10 out of 15 schools in tigania west district were

sampled purposively because they were established before SMASSE inception in the Sub-county

and hence would provide data on performance before introduction of SMASSE. Form four

students were selected for ease of interpretation of questionnaires and also because they are the

ones to sit for KCSE examination.

Table 3.1: Population and sample sizes

Category population sample

School 15 10

Biology teachers 32 20

Biology students 1154 230

 Research instruments

The only research instrument used in this study was a questionnaire for biology teachers and

biology students. A questionnaire is suitable for collecting this data because according to

Sekaran (2006) it is less expensive when administered to a group of respondents, establishes

rapport and motivates the respondents.

19
Anonymity in questionnaires helps to produce more frank responses than interviews

since there is no fear of victimization (Sekaran, 2006). In this study only two categories

of questionnaires were used, that is, biology teachers’ questionnaire and students’

questionnaire.

Biology teacher’s questionnaire had five parts. Part A which had seven items on

demographic data of teachers, part B on extent of ASEI practice and had nine items, part C

had six items and was on the PDSI approach, part D had nine items and was on the attitude

of the teacher’s while part E had ten items and was on challenges of implementing

ASEI/PDSI. The biology students’ questionnaire had five parts. Part A was on demographic

data of students, part B on ASEI practice, part C was on the PDSI approach, part D was on

attitude of the students while part E was on challenges of implementing ASEI/PDSI

strategies.

3.5.1 Validity of instruments

Kothari (2003) defines validity as the degree to which an instrument measures what it is supposed

to measure. To enhance content validity, appropriate and adequate items relevant to research

objectives were included in the questionnaires. To improve on validity, a pilot study was carried

out in two schools using four teachers and 20 students to identify items that were inadequate in

measuring the variables hence discarding or improving on them. The two schools did not form

part of the schools selected for the study. The instruments were then reviewed with the help of the

project supervisors who are experts in this area of study.

20
3.5.2 Reliability of instruments

Reliability is a measure of the degree to which a research instrument yields consistent results

or data after repeated trials (Mugenda & Mugenda, 2003). Test-retest technique was used to

ascertain the reliability of the instrument. Four teachers and twenty student respondents were

randomly selected to respond to the items. After two weeks, the same items were

administered to same respondents and the results compared to determine the reliability of the

instrument (Orodho, 2009). Pearson’s product moment correlation formula was employed to

compute the correlation co-efficient.

r = ∑xy - ∑x ∑y
____
N

(∑x2) - (∑x)2( ∑y2– (∑y)2

____ __
N N

Where

r- The degree of reliability

x- The score obtained during the first test y- The score

obtained during the second test

∑- means summation

N- The number of scores within each distribution Source:

Orodho (2009)

The range of coefficient is normally -1 to +1. A correlation coefficient of 0.88 for the teacher and

0.92 for the student indicated a high degree of reliability of the

21
data. According to Frankel and Wallen (2000) if the correlation lies between 0.5 and 1.0 the

instrument will be judged reliable.

3.6 Data collection procedures

A research permit was obtained from the National Commission for Science, Technology and

Innovation (NACOSTI). The District Commissioner and the District Education Officer

tigania west district were presented with a copy of the permit and an introductory letter

before the commencement of the study. The principals of the sampled schools were served

with an introductory letter at least a day before the data was collected. The researcher did

personally visit the schools and administered the questionnaires. Teachers and students were

given at least two days to complete the questionnaires after which they were collected by the

researcher.

3.7 Data analysis techniques

Data analysis techniques are statistical methods which were used to analyze data so that it could

be interpreted. The questionnaires were checked for completeness while data was coded by

assigning a code to every response. In coding, the factor items were scored from a five point

Likert scale. Descriptive statistics were used to summarize the data in form of means, standard

deviations, frequencies and percentages and the data was organized and presented in form of

frequency tables, bar graphs and pie-charts. Statistical package for social sciences (SPSS) was

used to tabulate code and process data into a database because it is able to handle large amounts

of data. Qualitative data was grouped into similar themes and words were used to explain the

situation. All data analysis was done in line with the research objectives of the study and research

questions.

22
 CHAPTER FOUR

DATA ANALYSIS, PRESENTATION AND INTERPRETATION

4.1 Introduction

This chapter presents findings from the study with data generated from the field. The

findings have been presented with respect to each of the specific research questions. The

methods used in data analysis are both qualitative and quantitative. The main issues

discussed include the following: the respondents’ response rate, background information of

the respondents and responses to the research questions.

4.2 The respondents’ response rate

The study involved a sample of ten secondary schools drawn from a target population of

fifteen public secondary schools. This information is shown in the table 4.1.

Table 4.1 Questionnaire return rate

Respondents Target Response Response rate

Biology teachers 20 20 100.0

Biology students 230 226 98.3

Total 250 246 98.4

The researcher had targeted 20 biology teachers for the study all of whom participated forming a

100 percent return rate. The study also targeted 230 biology students of whom 226 responded to

the study questions making a response rate of 98.3 percent. This was a very good degree of

response (Mugenda, 2003). According to Edwards, Robert, Clarke Diguiseppi, Pratop, Wentz and

Kwan

23
(2000), a questionnaire return rate of 80 percent and above is absolutely satisfactory, while

60 percent to 80 percent return rate is barely acceptable. The high rate of questionnaire return

is an indication that the teachers and students responded properly and hence were interested

in the study. The questionnaire return rate was high because the researcher collected the

questionnaires immediately they were filled.

4.3 Background information of the respondents

The target respondents in the study were biology teachers and students from tigania west district.

In order to gain understanding of the respondents involved in the study, each respondents were

asked to indicate their personal data.

Information that was included in the teachers’ demographic data were gender, highest

professional qualification, age, length of teaching, lessons in a week, SMASSE INSET

attendance and years taught in the current station.

4.3.1 Distribution of teachers by gender

The biology teachers were asked to indicate their gender. This information was useful in

showing gender distribution in the schools under study. This will indicate whether there is

gender balance or imbalance in the schools under study. Gender imbalance may influence the

students’ attitude towards learner-centred strategies. The distribution of teachers by gender is

illustrated by table 4.2.

24
Table 4.2 Distribution of teachers by gender

Gender Frequency Percentage

Male 16 80.0

Female 4 20.0

Total 20 100.0

The study established that majority of the biology teachers were male. From the findings in

table 4.2, 80 percent of the biology teachers were male while 20 percent of the biology

teachers were female; this shows that the teaching in biology in the sub-county was

dominated by males. This implies that majority of the biology teachers involved in the

study were males. This may be attributed to apathy and stereotypes that showed science

subjects as a male domain. Female teachers may impact on the attitude of the girl child as

they would like to emulate their female biology teachers. A study by Changeiywo, Ngeno

and Barchok (2002) on teachers’ intention to apply SMASSE methods in secondary schools

by gender in Kericho found that there was no statistically significance difference in how

teachers apply the ASEI/PDSI teaching strategy by gender. This means that the skewed

numbers of male to female teachers will not affect the findings of this study.

4.3.2 Distribution of teachers by highest professional qualifications

Biology teachers were also required to indicate their highest professional qualification. The

factor of highest professional qualification is important in determining the level of

competence which is necessary in the implementation of

25
 the

learner-centred strategies. The figure 4.1 illustrates distribution of teachers by highest

professional qualifications.

Figure 4.1 Distribution of teachers by highest professional qualification

The study revealed that most of the biology teachers in the sub-county had attained a Bachelors’

degree in education. The findings show that biology in the region is being handled by

professional teachers who were qualified to teach biology. This is in line with the Teachers

Service Commission guidelines for hiring teachers, that is, it is a policy requirement to have a

minimum of a Diploma to teach in secondary school. There is need however for diploma teachers

to upgrade themselves through joining higher level institutions like universities for degree

courses to gain modern skills and improve their effectiveness.

26
4.3.3 Distribution of teachers by age

When respondents were categorized according to age, the results were as illustrated on the

figure 4.2.

Figure 4.2 Distribution of teachers by age

From the findings, the study revealed that 45 percent of the biology teachers were aged

between 40 years and 49 years. This implies that the teachers involved in the study were

mature and were expected to have good mastery of content due to long exposure to the

content hence were in a better position to apply learner centred strategies than those who are

still young in the profession. The study findings also revealed that biology teachers were well

distributed in terms of their age noting that there were young biology teachers in the region,

this shows that biology teaching was being done by both the young and the old.

27
4.3.4 Distribution of teachers by teaching experience

The researcher sought to know the teaching experience of teachers under study. The results

are shown in table 4.3.

Table 4.3 Distribution of teachers by teaching experience in years

Teaching experience Frequency Percent

1 –5 4 20.0

6 – 10 2 10.0

11 – 15 5 25.0

Above 15 9 45.0

Total 20 100.0

As shown in table 4.3, 20 percent of the teachers responded that they have taught for less than 5

years whereas 45 percent of them indicated that they had over 15 years teaching experience.

This implies that most of the teachers had adequate experience to make them efficient and

effective in their profession (Ndirangu, 2006). They could also give factors that lead to poor

performance in biology since they have taught for a long time. This implies that majority of the

respondents had worked long enough and therefore were conversant with the impact of the

leaner centred teaching strategies on students’ performance in biology. This is in agreement with

the study by Moini (2009) who established that work experience of teachers influences their

attitude towards their teaching subject and more experienced teachers tend to perform better than

novice teachers.

28
4.3.5 Distribution of teachers by workload

The study sought to find out the weekly teaching load of the biology teachers. The findings

are represented in table 4.4.

Table 4.4 Distribution of teachers by workload

Workload(lessons) per Frequency Percentage

week

4 -10 0 0.0

11-18 2 10.0

19- 24 10 50.0

Above 24 8 40.0

Total 20 100.0

The study revealed that 10 percent of the teachers had a workload of 11 – 18 lessons

whereas 40 percent had a workload of above 24 lessons. This implies that most teachers

have inadequate time to prepare ASEI lesson plans as well as marking students work. For

teachers to practice girls biology perfomanceeffectively they require a lesser workload so

that they can have ample time for proper planning.

4.3.6 Distribution of teachers by attendance of SMASSE INSET

To establish the number of teachers who attended SMASSE INSET, the researcher asked

the teachers to indicate whether or not they attended the SMASSE INSET. The study

revealed that all the teachers interviewed (100 percent) indicated that they had attended

SMASSE INSET. This implies that teachers are willing to learn new teaching strategies and

embrace changes. This

29
further demonstrates a positive change in attitude by the biology teachers which is very

essential in the implementation of learner centred strategies.

4.3.7 Distribution of teachers by SMASSE INSET cycles attended

To establish how frequent the teachers attended SMASSE INSET, the researcher asked the

respondents to indicate the number of SMASSE INSET cycles attended. The findings are

presented in table 4.5.

Table 4.5 Distribution of teachers by SMASSE INSET cycles attended.

SMASSE Cycles Frequency Percentage

1 cycle 1 5.0

2 cycles 2 10.0

3 cycles 3 15.0

4 cycles 14 70.0

Total 20 100.0

As shown in table 4.5, 70 percent of the teachers indicated that they had completed four

cycles since the SMASSE INSETS began while five percent indicated one cycle. Some

teachers did not attend all cycles and therefore they have gaps in knowledge because each

cycle had a specific theme. Completion of 4 cycles is expected to equip teachers with good

mastery of subject and positive attitude towards learner centered strategies which could

improve their teaching skills. This concurs with a previous study by Inyega (2002) which

revealed that attendance of all the SMASSE cycles promoted positive attitudes towards the

subjects among teachers and improve their effectiveness in teaching.

30
4.3.8 Distribution of teachers by period taught in current stations

To establish staff stability, teachers were asked to indicate the period taught in their current

stations. The findings are presented in table 4.6.

Table 4.6 Distribution of teachers by period taught in current station

Period (years) Frequency Percentage

Less than 1 3 15.0

1 –5 8 40.0

6 – 10 3 15.0

11 – 15 2 10.0

Above 15 4 20.0

Total 20 100.0

The study revealed that 40 percent of the teachers have taught for one to five years in their

current station while 20 percent have taught for more than fifteen years. This implies that

there is low staff stability leading to relatively high teacher turnover. For an innovation such

as SMASSE to yield good results there is need to ensure staff stability.

4.3.9 Demographic information of students

Included in the biology students’ demographic data was their class, gender, type their school

boarding status, their own boarding status, their KCPE marks and their current performance

in biology.

31
4.3.10 Distribution of students by gender.

The biology students were asked to indicate their gender. The findings are presented in table

4.7.

Table 4.7 Distribution of students by gender

Gender Frequency Percentage

Male 111 49.1

Female 115 50.9

Total 226 100.0

The table 4.7 above indicates that 50.9 percent of the biology students are female and 49.1

percent are male. This implies that more female students study biology as compared to male

student. This may be attributed to apathy and stereotypes that showed science subjects as

male domain. Since biology is an optional subject, most girls prefer taking biology rather

than physics while boys prefer the converse. This so happens in schools where chemistry is

compulsory and students has to choose their second subject between biology and physics.

4.3.11 Distribution of schools by type

To have an understanding of the types of schools under study students were asked to

indicate the type of school they belong to. The findings were summarised in table 4.8.

32
Table 4.8 Distribution of schools by type

School type Frequency Percentage

Boys 42 18.6

Girls 45 19.9

Mixed 138 61.1

Total 230 100.0

The table 4.8 above shows that 18.6 percent of the schools in the tigania west district admit

male students only, 19.9 percent admit female students while 61.1 percent admit students of

both genders. This means that the sample is a good representation. The schools that admit

students of one gender have the advantage of interpersonal competition which will

eventually yield good results. Group discussions constituted by students of same gender are

more likely to be successful than those composed of both genders as shyness is not

common.

4.3.12 Distribution of schools by boarding status

The boarding status of the schools was considered in this study as it determines the amount

of time available for practising ASEI/PDSI strategies. Boarding schools have extra time for

remedial teaching, group discussions as well as project work as compared to day schools.

The extra work is expected to translate to improve performance in biology. To have an

understanding of the types of schools in the area under study, the schools were grouped into

three categories as shown in figure 4.3.

33
Figure 4.3 Distribution of schools by boarding status

The information shown in Figure 4.3 above indicates that 39.4 percent of the schools in

tigania west district are boarding schools, 9.3 percent are mixed day schools while 50.9

percent are mixed day and boarding. This means that mixed schools were predominant in the

study. Students in boarding schools usually have a lot of free time and therefore have

adequate time to practice the girls biology perfomanceespecially ASEI strategy.

4.3.13 Distribution of students by KCPE marks

In order to establish the entry behaviour of the students in the area under study, students were

asked to indicate their KCPE examination marks. The results were as shown in table 4.9.

34
Table 4.9 Distribution of students by KCPE examination marks

Marks Frequency Percentage

351 – 500 26 11.5

320 – 350 49 21.7

290 – 319 55 24.3

250 – 289 72 31.9

Below 250 24 10.6

Total 226 100.0

The information shown in table 4.9 above indicates that 11.5 percent of the students scored

351 marks and above in KCPE examination while only 10.6 percent scored below 250

marks. This implies that most of the students were above average in KCPE examination

performance hence high entry behaviour. High entry behaviour would translate to faster

comprehension of new ideas and better participation in learner-centred strategies. Kipkoech

(2011) found out that students’ attitude to teaching and learning biology was generally

negative due to low entry behaviour.

4.3.14 Distribution of students by current performance in biology

To establish the current performance in biology of students in the study area, students were

asked to indicate their current biology mean scores .The findings were represented in figure

4.4.

39

35
Figure 4.4 Distribution of students by Current performance in biology

Figure 4.4 above indicates that 52.2 percent of the students currently score below average

while 47.8 percent score above 50 percent. This implies that knowledge, skills and concepts

learnt during SMASSE INSET have not yielded the expected results. The results contradicts

the findings by Migwi (2012) which indicated that schools performed better in biology after

teachers attended SMASSE INSET programme.

4.4 Findings on the extent of ASEI practice

To address the question of the extent to which the ASEI strategy influence students’

performance in KCSE in biology in tigania west district data was sought to provide

information on the activities performed by the teachers in teaching biology. The

questionnaire also sought information from the students to determine the activities they are

involved in.

36
4.4.1 Teachers’ responses on extent of ASEI practice in biology

The researcher sought to find out the extent to which teachers had applied the ASEI strategy

in the teaching and learning of biology. This data is presented in table 4.10.

Table 4.10 Teachers’ responses on extent of ASEI practice on biology

Item Daily Weekly Monthly Termly Never Totals

F % F %F % F %F %F %

i) Engage students 7 359 45 2 10 1 51 5 20 100

in a variety of
activities
ii) Give class 2 109 45 6 30 1 5 2 10 20 100
demonstration

iii) Organize group 1 59 45 7 35 3 15 0 0 20 100

discussion

iv) Carry out small 1 59 45 7 35 3 15 0 00 100

scale experiments

v) Engage students 0 00 01 5 6 30 13 65 20 100

in project work

vi) Improvise in 2 104 20 7 35 6 30 1 5 20 100

experiments

vii) Use teaching aids 6 3010 50 2 10 1 51 5 20 100

such as models
and charts
viii) Organize field 0 00 00 0 0 0 20 100 20 100
trips/ecological
studies
ix) Involve students 0 0 3 15 2 10 11 55 4 20 20 100
in designing
experiments

37
Table 4.10 above shows that 35 percent of the biology teachers in the sub-county engage
students in a variety of activities daily. This is in agreement with the findings by Ndirangu
(2006) that involvement of learners during the lesson is yet to be achieved. The study
showed that ten percent of the teachers gave class demonstrations daily. The study revealed
that only percent of the teachers organize group discussions on daily basis. The study also
showed that only five percent of the teachers carried out small scale experiments daily. The
National Research Council (1996) believes that the best way of teaching biology is to assist
learners by arousing their curiosity.

On engaging students in project work the study revealed that 65 percent of the teachers do

not engage students in project work at all. On improvisation ten percent of the teachers

indicated that they improvise in experiments daily. This implies that the improvisation of

resources has not been fully achieved in the teaching of biology. This contradicts the findings

by Ndirangu (2006) that 59 percent of the teachers improvised during experiments.

On use of teaching aids such as models and charts only 30 percent indicated that they use

them almost every lesson. Pertaining to organization of field trips all of the teachers indicated

that they never organized field trips. This study indicated that 55 percent of the teachers

involve students in designing of experiments once in a term. The information indicates that

the ASEI strategy has not been fully implemented in the teaching of biology in tigania west

district.

4.4.2 Students’ responses on the extent of ASEI practice in biology

The researcher sought information from the student on the teaching practices in biology in

order to confirm the teaching practices of their teachers. This information is presented in

frequencies and percentages in table 4.11.

38
Table 4.11 Students’ responses on the extent of ASEI practice in biology

Item Daily Weekly Monthly Termly Never Total

F % F %F % F %F %F %

i) Individual 3 1.3 7 3.1 9 4 91 40116 51 226 100

experiment

ii) Group 22 9.7 119 52.7 41 18.1 27 1117 7 226 100

discussions

iii) Observe 5 2.2 28 12.425 11.1 61 271.7 47.3 226 100

teacher
demonstration

iv) Go for field 0 00 0 1 .4 6 2.7219 96.9 226 100

trips

v) Carry out 0 024 10.623 10.2 69 30.5 110 48.7 226 100
ecological
studies

vi) Do project 0 04 1.8 7 3.1 22 9.7193 85.4 226 100

work

vii) Do peer 4419.5 52 23 29 12.8 36 15.9 65 28.8 226 100

teaching

The table 4.11 above shows that only one percent of the students indicated that individual

experiments are carried out daily while 51 percent indicated never. This indicate that most

students are not given adequate time to manipulate apparatus as advocated for by the SMASSE

INSET. The study shows that only 9.7 percent of the students were involved in group discussions.

The study indicated that 47.3 percent of the students never observed teacher demonstration. This

implies that teacher demonstration was teacher-centred rather than learner-centred. The study

indicated that 96.9 percent of the biology students were not involved in field trips. On carrying

out ecological studies 48.7 percent of the students indicated they

39
never carried out ecological studies. This implies that biology teachers need to take students

for ecological studies more often to expose them to real life situations. The study revealed

that 85.4 percent of the students were not involved in project work. Some students (19.5

percent) also indicated that there was peer teaching during the lessons. This means that

teachers have to re-emphasize the importance of project work as well as peer teaching.

4.4.3 Biology performance based on the ASEI practice

The level of implementation of ASEI strategy was rated and compared with KCSE biology

performance in ten schools in the last five years as in table 4.12.

Table 4.12 Biology performance based on the ASEI Practice

Schools Rating 2009 2010 2011 2012 2013

A 35 65.6 74.8 74.4 71.5 64.0

B 30 52.3 57.6 59.8 55.6 56.3

C 31 53.6 54.0 55.5 62.8 52.0

D 22 30.3 39.2 33.0 45.2 50.0

E 20 26.8 30.2 36.2 32.5 32.7

F 25 25.3 27.4 35.8 37.0 44.6

G 27 32.8 31.2 31.1 34.9 36.0

H 26 29.6 23.6 30.6 31.6 30.8

I 21 33.8 25.8 33.3 24.2 26.6

J 24 37.2 27.8 44.1 38.2 46.3

The researcher used the likert type scale which is a summation rating. The total scores were

computed by summing the value of the nine items checked for each

40
respondent. Table 4.12 indicates that 30 percent of the schools have exceeded the average

rating of 27 but have not attained the maximum rating of [Link] means that the schools

have implemented the ASEI strategy but not fully as expected. The findings also indicate

that the higher the rating the higher the KCSE results meaning that the ASEI practice

influence the performance.

4.5 Findings on the PDSI approach

4.5.1 Teachers’ response on the extent of PDSI practice in biology

The researcher sought information from the teachers on the teaching practices in biology to

confirm the implementation of PDSI strategy. This information is presented in table 4.13.

Table 4.13 Teachers’ responses on the extent of PDSI practice in biology

Daily Weekly Monthly Termly Never Totals

F % F % F % F % F % F %

i) Prepare an ASEI 1 5.05 25 1 5.0 2 10 11 55 20 100

lesson plan

ii) Considers learners’ 12 603 15 1 5 0 0 4 20 20 100

background before
planning
iii) Use students’ 10 505 25 2 10 2 10 1 5 20 100
suggestions for
teaching
iv) Allow students to 3 159 45 5 25 2 10 1 5 20 100
report their
findings
v) Allow students to 5 253 15 1 5 4 20 7 35 20 100
evaluate your
lesson
vi) Use students’ 8 404 20 2 10 3 15 3 15 20 100
feedback to
improve your
lesson

41
The table 4.13 above shows that only five percent of the biology teachers in the study prepare

ASEI lesson plans in every lesson as advocated for by the SMASSE innovation while 55

percent do not prepare ASEI lesson plans at all. The study showed that 60 percent of the

teachers consider learners’ background before planning their lessons while 20 percent do not

consider learners’ background during planning. The study revealed that 50 percent of the

teachers use students’ suggestions. This indicates that majority of the teachers have embraced

the aspect of learner’s involvement in the learning process. On allowing students to report

their findings the study showed that only 15 percent of the teachers allowed them to report

their findings daily.

On allowing students to evaluate the lesson, the study showed that 25 percent of the teachers

allow them daily while 35 percent do not allow them at all. This indicates that the use of

students to evaluate lessons is not fully achieved in the teaching of biology. The study further

revealed that only 40 percent of the teachers use students’ feedback to improve their lesson

daily. The information indicates that the PDSI approach has not been implemented fully.

4.5.2 Students’ responses on the extent of PDSI practice in biology.

The researcher sought information from the students on the teaching practices in biology to

confirm the teaching practices of their teachers. This information is presented in table 4.14.

42
Table 4.14 Students’responses on the extent of PDSI practice in biology

ItemDailyWeekly Monthly Termly Never Total

F % F % F% F% F % F %

 Participate

in lesson
14 6.2 30 13.3 26 11.5 74 31.9 84 37.2 226 100
preparation
ii) Give
suggestions
85 37.6 49 21.7 36 15.9 31 13.7 24 11.1 225 100

during the lesson

 Report your

findings
29 12.8 74 32.7 32 14.2 40 17.7 51 22.6 226 100

 Comment

on the
51 22.6 47 20.8 28 12.4 38 16.8 62 27.4 226 100
lesson
delivery
v) Ask

questions on 108 47.8 56 24.8 24 10.6 219.3 17 7.5 226 100

unclear
concepts
vi) Share your
experience
101 44.7 53 23.5 14 6.2 3415 24 10.6 226 100

with others

The table 4.14 above shows that only 6.2 percent of the students participate in

lesson preparation daily while 37.2 percent of them never participated. This means

that most of the students participate in lesson preparation sometimes. Only 37.6

43
percent of the students indicated that they give suggestions during the lesson

daily. The study shows that only 12.8 percent of the students report their findings

daily while 22.6 percent do not report their findings. On whether they comment on the lesson

delivery 22.6 percent of the students indicated that they do, while 27.4 percent indicated

never. Commenting on lesson delivery is very vital as it helps the teacher to improve on

lesson delivery. At least 47.8 percent of the students indicated that they ask questions on

unclear concepts daily. The study further revealed that 44.7 percent of the students share their

experience with others daily while 10.6 percent of the students indicated never.

4.5.3 Biology performance based on PDSI approach

The level of implementation of PDSI approach was rated and compared with KCSE biology

performance in schools in the last five years as in table 4.15.

Table 4.15 Biology performance based on PDSI approach

School Rating 2009 2010 2011 2012 2013

code

A 23 65.6 74.8 74.4 71.5 64.0

B 19 52.3 57.6 59.8 55.6 56.3

C 29 53.6 54.0 55.5 62.8 52.0

D 30 30.3 39.2 33.0 45.2 50.0

E 16 26.8 30.2 36.2 32.5 32.7

F 19 25.3 27.4 35.8 37.0 44.6

G 18 32.8 31.2 31.1 34.9 36.0

H 23 29.6 23.6 30.6 31.6 30.8

I 14 33.8 25.8 33.3 24.2 26.6

J 18 37.2 27.8 44.1 38.2 46.3

44
The researcher used the likert scale which is a summation rating. The total scores were

computed by summing the value of the six items checked for each respondent. Table 4.15

indicates that 50 percent of the schools have exceeded the rating of 18 but have not attained

the maximum rating of [Link] implies that the PDSI strategies have not been fully

implemented.

4.6 Findings on the attitude of teachers ASEI and PDSI strategies

4.6.1 Teachers’ responses on attitude towards ASEI/PDSI strategies

The researcher sought for information from teachers on their attitude towards implementation

of ASEI and PDSI strategies in biology. The data is presented in table 4.16.

45
Table 4.16 Teachers’ responses on attitude towards ASEI/PDSI strategies

Item Strongly Agree Not Disagree Strongly Totals

agree sure disagree
F % F % F % F % F % F %

i) An ASEI lesson 3 15 7 351 57 35 2 10 20 100

plan is difficult
to prepare
ii) A lot of time is 7 35 11 550 02 10 0 0 20 100
required to
Prepare
comprehensive
lesson notes
iii) My students 0 0 2 102 1010 506 30 20 100
rarely give
correct answers
iv) My school has 0 0 2 100 08 40 10 50 20 100
inadequate
facilities for one
to do practical
v) It is not possible 3 15 9 450 07 35 1 5 20 100
to have an
activity in every
lesson
vi) My students do 0 0 7 350 08 40 5 25 20 100
not perform due
to low entry
behaviour
vii) Evaluation is 13 65 6 30 0 00 01 5 20 100
very necessary
for effective
teaching and
learning
viii) Having a variety 5 25 10 50 0 04 20 1 5 20 100
of activities
during the lesson
delays syllabus
coverage
ix) Immediate 11 55 9 45 0 00 00 0 20 100
follow-up
assignments
enhance
academic performance

46
The data represented in table 4.16 showed that 15 percent of the teachers indicated that ASEI

lesson plan is difficult to prepare while 45 percent of them disagreed. The study also showed

that the teachers appreciated the value of planning their work though 35 percent strongly felt

that a lot of time was required to prepare comprehensive lesson notes. On whether students

rarely give correct answers 30 percent of the teachers disagreed while 10 percent agreed.

Most teachers (50 percent) indicated that their schools had adequate facilities for one to do

practical, only 15 percent of the teachers strongly agreed that it is not possible to have an

activity in every lesson. Students do not passively receive and process information. They are

active participants in the learning process (DECD, 2004). Students should therefore be

encouraged to participate more during the lessons through activities.

The study further revealed that 35 percent of the teachers agreed that their students do not

perform due to low entry behaviour while 25 percent indicated that entry behaviour does not

affect performance. More so, the study shows that, 65 percent of the teachers strongly agree that

evaluation is very necessary for effective teaching and learning. However, the majority (75

percent) of the teachers felt that having a variety of activities during the lesson delays syllabus.

All the teachers (100 percent) indicated that immediate follow up assignments enhance academic

performance. This data indicates that the attitude of the teachers towards learner centred strategies

in the teaching of biology is positive but is still attaining.

4.6.2 Students’ responses on attitude towards ASEI/PDSI strategies

The researcher sought information from students on their attitude towards girls biology

perfomanceas applied in biology. The results were summarized in frequencies and

percentages in table 4.17.

Table 4.17 Students’ responses on attitude towards ASEI/PDSI strategies.

Strongly Agree Not Disagree Strongly Totals

agree sure disagree

F % F % F % F %F % F %

47
 Working with living organisms in biology is very interesting
 Discussion helps me share ideas with other students

iii I understand ) biology

concepts better during peer teaching

 Field trips enable me to appreciate biology as part of real world

 When involved in an experiment i develop scientific skills

 Project work enables me to engage in scientific investigation of my choice

 I gain a lot by participating in a teacher demonstration

The study indicated that 69 percent of the students strongly agreed that field trips enable them

appreciate biology as part of real world. However, 1.3 percent of the students disagreed. Majority

of the students’ (63.3 percent) strongly agreed that when involved an experiment they develop

scientific skills. When students are involved in well designed experiments, they learn how to

observe, manipulate, measure, reason and develop skills for gathering information (JICA, 2007).

On project work enabling one to engage students in scientific investigation 50.9 percent of the

students strongly agreed while 0.9 percent disagreed. Majority of the respondents (67.3 percent)

strongly agreed that they gain a lot by participating in a teacher demonstration; however, 2.7

percent of them strongly disagreed.

4.6.3 Biology performance based on teachers’ attitudes towards learner-

centred strategies

Teachers’ attitudes towards girls biology perfomancewere rated and compared with KCSE

biology performance in ten schools in the last five years as in table 4.18.

48
Table 4.18 Biology performance based on teachers’ attitudes

Schools Rating 2009 2010 2011 2012 2013

A 30 65.6 74.8 74.4 71.5 64.0

B 37 52.3 57.6 59.8 55.6 56.3

C 34 53.6 54.0 55.5 62.8 52.0

D 29 30.3 39.2 33.0 45.2 50.0

E 29 26.8 30.2 36.2 32.5 32.7

F 32 25.3 27.4 35.8 37.0 44.6

G 35 32.8 31.2 31.1 34.9 36.0

H 38 29.6 23.6 30.6 31.6 30.8

I 25 33.8 25.8 33.3 24.2 26.6

J 36 37.2 27.8 44.1 38.2 46.3

The researcher used the Likert type scales which are summated ratings. The positive items

were assigned higher weights and negative items lower weights. The total score was

computed by summing up the value of items checked for each respondent. Table 4.18

indicates that the attitude of teachers towards girls biology perfomanceis positive. The data

showed that 90 percent of the teachers scored 28-45 the positive attitude category.

4.7 Findings on challenges of ASEI/PDSI strategies

4.7.1 Teachers’ responses on Challenges of ASEI/PDSI strategies.

To establish the challenges that face the implementation of ASEI and PDSI strategies,

teachers were asked to indicate their level of agreement with the items listed. The results are

in the table 4.18.

Table 4.18 Teachers’ responses on challenges of ASEI/PDSI strategies.

49
 Strongly Agree Undecided Disagree Strongly Totals
agree disagree

F % F % F % F % F % F %

i) Lack of
sufficient
8 4012 600 00 00 020 100
time
ii) Large class
size
9 458 400 03 150 020 100
iii) Heavy
teaching
10 508 400 02 100 020 100
load
iv) Low morale
among
3 1512 601 54 200 020 100
teachers
v) Syllabus too
long
1 57 35 0 012 600 020 100
vi) Pressure to
cover
4 2012 600 03 151 520 100
syllabus
vii) Low entry
behaviour
0 013 650 05 252 1020 100

 Lack of
laboratory
3 15 1 5 0 010 50 6 30 20 100
assistant
ix) Lack of
supervision
2 10 2 10 0 010 50 6 30 20 100
x) Mischievous
students
2 10 2 10 2 10 9 45 5 25 20 100

50
The table 4.18 above shows that 40 percent of the teachers strongly agreed that they had no

sufficient time for implementing learner centred strategies. Some 45 percent of the

respondents strongly agreed that large class size was a challenge to effective implementation

of ASEI/PDSI; however, 15 percent of the teachers indicated that large class size was not a

challenge.

The study revealed that 50 percent of the teachers strongly agreed that heavy teaching load

was an impediment in the implementation of learner centred strategies while 10 percent of

the teachers disagreed with the same. Low morale among teachers was an obstacle to proper

implementation of ASEI/PDSI as indicated by 60 percent of the teachers, though 20 percent

of them disagreed. Only five percent of the teachers strongly agreed that syllabus was too

long while 60 percent disagreed.

On pressure to cover the syllabus 60 percent of the teachers agreed while five percent

strongly disagreed. The study further indicated that 65 percent of the teachers agreed that low

entry behaviour slowed down implementation of ASEI/PDSI strategies while ten percent

strongly disagreed. Lack of laboratory assistant is not a major challenge in implementation of

learner centred strategies. This was confirmed by 30 percent and 50 percent of the

respondents who strongly disagreed and disagreed respectively. Lack of supervision was not

a challenge as confirmed by 30 percent and 50 percent of the teachers who indicated strongly

disagree and agree respectively. Only ten percent of the respondents strongly agreed that

mischievous students were a challenge to proper implementation of learner-centred

strategies.

51
4.7.2 Students’ responses on challenges of ASEI/PDSI strategies

To establish the challenges of ASEI/PDSI strategies, the students were asked to indicate the

challenges they face in the learning of biology. The results are indicated in the figure 4.5.

Others 2.2

Teachers absenteeism 4.9

Hard terminologies 8.0

CH
AL Negative attitude 10.2
LE
NG Inadequate apparatus
ES
Inadequate practicals

Poor study habit

Inadequate revison materials

52
PERCENTAGE OF STUDENTS

Figure 4.5 Students’ responses on challenges of ASEI/PDSI strategies

Figure 4.5 indicates that 22.6 percent of the students have inadequate revision materials. This

implies that activities such as group discussions might not take place successfully as revision

materials are a guiding tool. The research findings show that 19.9 percent of the students

practice poor study habits. This implies that students may focus more on rote learning rather

than understanding concepts. The study further reveals that 18.1 percent of the students carry

out few practicals. This means that they are not adequately exposed to hands-on activities and

hence do not acquire sufficient manipulative skills.

The figure shows that 14.2 percent of the students indicated that they have inadequate

apparatus in their schools. This implies that experiments may not be conducted successfully

hence students will not learn how to observe, manipulate, measure, reason and develop skills

for gathering information. Other challenges indicated by the students included negative

attitude towards biology, hard terminologies, teachers absenteeism, lack of discussion groups,

lack of regular tests, failure to complete syllabus, failure to ask questions whenever one does

not understand a concept as well as lack of self esteem. The findings of this study are in

agreement with the findings by Ombaso (2008) that inclusion of carefully selected activities

was hindered by lack of sufficient time for preparation and large class sizes.

53
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Introduction

This chapter provides a summary of the study, summary research findings, conclusions and

recommendations as well as suggestions for further research.

5.2 Summary of the study

The purpose of this study was to investigate the influence of girls biology perfomanceon

students’ biology performance in Kenya Certificate of Secondary Education in tigania west

district of Meru county. The study aimed to answer four research questions that is to what extent

does the activity centred student centre experiment and improvisation strategy influence students’

performance in biology in tigania west district? To what extent does Plan Do See Improve

strategy influence students’ biology performance in KCSE? To what extent do teachers attitude

towards girls biology perfomanceinfluence students KCSE performance in biology? What are the

challenges of implementing learner centred strategies in Biology in tigania west district

secondary schools?

The study adopted descriptive research design. The target population for the study was 15 public

secondary schools in tigania west district. The schools had 32 biology teachers. 20 biology

teachers from 10 public secondary schools and 230 students participated in the study. Four

teachers and 20 students were used for piloting. Data was collected by researcher using self-

administered questionnaires for biology teachers and students. A correlation coefficient of the

research instrument was found to be 0.88 and 0.92 for teachers and students respectively. The

questionnaires were therefore considered reliable, statistical package for social sciences was

used to tabulate code and process data into a database because it is able to handle large

amounts of data.

54
5.3 Summary of Research findings

The main findings of the study on the ASEI practice were that majority of the teachers

engage students in a variety of activities during the learning/teaching process. The study

showed that 55 percent of the teachers gave class demonstrations frequently. Half of the

teachers under study indicated that they organize group discussions regularly; According to

SMASSE (2004) group discussions provide students with opportunities to express opinions

and explain ideas based on their prior experiences. Most teachers carry out small scale

experiments though only 5 percent do them daily. The biology teachers rarely engage

students in project work. The study showed that 30 percent of the teachers improvised in

experiments while 70 percent rarely. This denies the students a chance to raise their interest

and curiosity. The use of teaching aids such as models and charts is almost fully achieved.

The study indicated that 80 percent of the teachers use them almost daily while 10 percent of

the teachers rarely use them.

All the teachers under study indicated that they never organize field trips/ecological studies.

The study indicated that 75 percent of the teachers rarely involved students in designing of

experiments while the rest do involve them.

The main findings of the study on the PDSI approach and performance in biology were that

majority of the teachers were not preparing ASEI lesson plan. It was further noted that only 5

percent of the teachers were preparing ASEI lesson plans for every lesson as prescribed during

the SMASSE in-service training. The majority of the teachers considered learners’

background before planning, however 20 percent of the teachers indicated never. Use of

students’ suggestions for teaching is still being attained by most of the teachers. Students

were allowed to report their findings by their teachers. A few teachers allowed their students

to evaluate their lesson. This makes it impossible for the teachers to integrate the feedback in

subsequent lessons. The biology teachers use students’ feedback to improve their lessons.

55
The teacher make use of feedback to modify the lesson as it progresses in order to eliminate

misconceptions as well as improve subsequent instruction (CEMASTEA, 2012).

The findings of the study on teachers’ attitude and performance in biology were that majority

of the teachers felt that an ASEI lesson plan was difficult to prepare even after undergoing

the SMASSE in-service training. The study revealed that teachers still felt that a lot of time

was required to prepare comprehensive lesson notes. Majority of the teachers disagree with

the statement that there were inadequate facilities for one to do practical. The study also

showed that the teachers appreciate the value of teaching and learning activities though they

felt it was not possible to have an activity in every lesson. A majority of the teachers did not

attribute low performance to low entry behaviour. The teachers agree that evaluation is very

necessary for effective teaching and learning. Most of the teachers agree that having a variety

of activities during the lesson delays syllabus coverage. The study showed that most teachers

indicated that immediate follow up of assignments enhances academic performance. This

data indicates that the attitude of the teachers towards implementation of learner centred

strategies is yet to be fully achieved.

The main findings of the study on challenges of implementing ASEI/PDSI approaches were that

the biology teachers identified lack of sufficient time as one of the major challenges in the

implementation of ASEI/PDSI approach. Large class size and cited as a challenge by 85 percent

of the teachers. This denies the students the opportunity to be given individual attention. The

majority of the teachers indicated that heavy teaching load hindered their effective

implementation of ASEI/PDSI approach especially lesson planning. Seventy five percent of the

biology teachers agreed that low morale among teachers contributed to the failure to involve

students in a variety of activities during the lessons.

Too long syllabus was not a cause of teachers’ inability to implement the knowledge and skills

acquired during the SMASSE training. The teachers have pressure to cover syllabus within the

time stipulated by the school administration. This prompts the teachers to use teacher-centred

56
methods of teaching and learning such as lecture method and teacher demonstration. Low entry

behaviour was responsible for the slow adoption of ASEI/PDSI approaches by teachers. They

argued that students with low entry behaviour had language barrier and were slow in grasping

concepts. Most schools in the sub-county have a laboratory assistant hence lack of laboratory

assistant is not a challenge to effective implementation of learner- centred strategies. Majority of

the teachers did not attribute their failure to practice learner centred strategies to lack of

supervision either by school administrators, the SMASSE INSET coordinators or Quality

Assurance and standards officers. Majority of the biology teachers indicated that presence of

mischievous students in their respective stations did not hinder from imparting knowledge

and skills to their learners through ASEI/PDSI approach.

5.4 Conclusions

From the findings of the study it can be concluded that the Activity Student centred

Experiment and Improvisation (ASEI) strategy has not fully enhanced students’ performance

in biology as was expected. This is because its implementation by in-serviced teachers has

not taken root. Teachers have failed to embrace hands on activities and instead have reverted

back to teacher-centred methods of teaching such as lecture method and teacher

demonstrations. The effective implementation of Plan Do See Improve (PDSI) strategy is still

in the process of being attained. Teaching and learning of biology has not been as effective as

it should be due to poor or inadequate planning. Failure of the majority of the biology

teachers to prepare and use lesson plans in every lesson is a major setback in the

implementation of learner centred strategies.

The biology teachers’ attitude towards implementation of learner centred strategies is

positive and is still attaining. Their attitude has changed as compared to the report of the

baseline studies carried out 1998, which reported it as negative (SMASSE, 1999).

Implementation of learner centred strategies in biology in the tigania west district secondary

schools has been faced by numerous challenges. Some of those challenges are within

57
SMASSE’s scope of operation while others are beyond SMASSE. Failure to address above

the challenges has resulted to low morale and poor performance causing the biology mean

score to remain below average.

5.5 Recommendations

Based on the findings and conclusions of the study the following

recommendations were made:

 Research findings indicated that the ASEI strategy has not been fully implemented. In

view of this monitoring and evaluation by SMASSE coordinators in liaison with the quality

Assurance officers should be intensified to assess whether or not they are achieving their

objectives in the field. The findings of the evaluation should be analysed and discussed

during the proceeding SMASSE INSET. To enhance attendance of SMASSE in service

training a fixed calendar should be put in place. In addition a mop-up in-service course

should be organized for those who fail to attend some sessions due to one reason or the other.

This will raise the morale of the concerned teachers as they will feel that their individual

needs are catered for. To ensure that all teachers attend SMASSE INSET, it should be made

mandatory by the teachers’ service commission. This would ensure uniform exposure of

information to all teachers. Teachers should organise students into permanent discussion

groups right from form one to enable them carryout experiments, improvisation and

ecological studies with ease. The groups should always be provided with work sheets

whenever there is an activity to be performed. This will enhance team work and provide a

forum for students to share experiences.

 Failure of most teachers to implement PDSI strategy implies that they have not “owned” the

SMASSE in-service training. There is therefore need to involve

teachers at all levels of planning and implementation of SMASSE INSET.

58
Research findings indicated that majority of the teachers do not prepare lesson plans. It is

recommended that the ministry of education in conjunction with CEMASTEA provide prepared

lesson plans for all the topics so that teachers can have uniform material to refer to during the

teaching. To entice teachers to write lesson plans, the school administration should provide each

teacher with lesson plan books that have ASEI lesson plan format. Also any teacher who wishes

to attend interviews for promotion either to higher job group or administrative post should be

asked to submit the updated lesson plan books.

 To enhance teachers’ attitude towards ASEI/PDSI strategies the sub-county Education

Board should introduce annual rewards for teachers who practice the learner-centred

strategies. Regular workshops should be organized to sensitize teachers on how to practice

ASEI/PDSI strategies within the prevailing situations. During workshops an open forum

should be encouraged to enable participant share their experiences and come up with home

grown solutions to their problems.

 The study findings indicated that there is still a variety of challenges that hinder

implementation of ASEI and PDSI strategies. The challenge of heavy teaching load should be

addressed by the schools’ board of management (BOMs) through hiring of trained teachers to

supplement the ones posted by the Teachers Service Commission. The government should

also increase budgetary allocation for the ministry of education to facilitate hiring of more

teachers. The Kenya Institute of Curriculum Development should revise the biology syllabus

to reduce its contents leaving the most relevant topics to allow completion of the syllabus and

adequate testing and revision.

59
5.6 Suggestions for further research

There is need for further research to be conducted in the following areas:

 An in-depth study to assess the influence of girls biology perfomanceon biology

performance in the entire Meru county. This is vital because there are historical,

geographical, institutional and other differences between sub-counties.

 Further research should be done to identify institutional factors that hinder

implementation of learner –centred strategies.

 A study to be conducted assessing the influence of learner – centred strategies in

performance of other science subjects and mathematics on tigania west district. This is

because SMASSE INSET involved the training of teachers of other sciences and mathematics

as well.

 The study did not focus on influence of girls biology perfomancein private schools; this

would be a rich area for research.

 There is need to carryout studies, which would address the issues, pertaining to other

teaching methodologies that could be effective in improving biology performance.

60
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Ayier, J.O. (2009). Factors affecting the implementation of strengthening of mathematics and
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Best, J.W & Kahn, W. (2006). Research in education. London : Bacon press.

Brendzel, S D. (2005).Strategies for successful science teaching. University press of

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CEMASTEA, (2012).The CEMASTEA Newsletter. Nairobi.

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DEO, (2013). Tigania west District KCSE Results analysis.

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Jangaa, R.M.(2005). ASEI instructional design: A paper presented during cycle 2 of

Mombasa district SMASSE INSET in 2005.

JICA, (2004). The history of Japan’s educational development: What implications can be
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JICA, (2010). Partners in Development. Nairobi: Jica Newsletter.

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mathematics and science in secondary schools in Koibatek District.(Unpublished Masters
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District.( Unpublished Masters project).Kenyatta University. Nairobi.

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Kothari, C.R. (2003). Research methodology methods and Techniques. KK Goupta. New
Delhi.

Krejcie, R.V. & Morgan, D.W. (1970). Determining sample size for research activities:
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Kuroda, N. (2005). Japan’s initial experience with technical development cooperation in

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Migwi, P.W.(2012). The impact of SMASSE project on teaching and learning of Biology in
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Mugenda, O.M & Mugenda, A.G. (2003). Research methods: Quantitative and Qualitative
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SMASSE Project. (2004). Sixth stakeholders workshop on effective management of SMASSE
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SMASSE project. (2008). Statistical analysis of SMASSE project survey. Tokyo: JICA.

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63
APPENDICES
APPENDIX A

LETTER OF INTRODUCTION

MT KENYA UNIVERSITY

NKUBU CAMPUS

P.O. Box 753

NKUBU

Dear Sir/Madam,

RE: FACTORS THAT LEAD TO POOR PERFOMANCE OF GIRLS IN BIOLOGY

AT THE SECONDARY EDUCATION IN TIGANIA WEST DISTRICT,MERU
COUNTY.

I am a post graduate student in the Department of Education at Mt Kenya University. I am

carrying out a research on the above stated topic. Your school has been selected to take part

in the study. I kindly request your permission to gather the required information from your

institution. The questionnaires are designed for this research purposes only, therefore no

name of respondent will be required.

Thank you in advance for your anticipated co-operation. Yours

sincerely,

ANN N KIU
NUC/012/BEDS/00753

64
APPENDIX B

QUESTIONNAIRE FOR BIOLOGY TEACHERS

The purpose of this study is to investigate the Factors that lead to poor perfomance of girls in

Biology at the secondary education in Tigania West District,Meru County.

You are kindly requested to answer the questions as honestly as possible. Do not indicate your

name on this questionnaire. Your responses will be treated confidentially. Please put a tick in the

appropriate bracket or fill in the information in the blank spaces provided.

Section A: Background information

1. What is your gender? Male ( )Female ( )

2. What is your highest professional qualification?

PhD ( ) Masters ( ) B. Sc ( ) B. Ed ( ) Diploma ( )

3. What is your age?

20-29years ( ) 30-39years ( ) 40-49years ( ) 50-60years ( )

4. For how long have you been teaching?

1-5 years ( ) 6-10 years () 11-15 years ( ) Above15 years ( )

5. How many lessons do you have in a week?

4-10 ( ) 11-18 ( ) 19-24 ( ) Above 24 ( )

6. a. Have you attended the SMASSE INSET? Yes ( ) No ( )

b. If yes, how many cycles have you attended?

1( ) 2( ) 3( ) 4( )

7. How many years have you taught in your current station?

Less than 1 ( ) 1-5 ( ) 6-10 ( ) 11-15 ( ) Above 15 ( )

65
Section B: The ASEI Practice

8. How often do you perform the following activities in teaching biology?

Statement
Week MontTerml
Daily ly hly y Never
i. Engage students in a variety of activities

ii. Give class demonstration

iii. Organize group discussion

iv. Carry out small scale experiments

v Engage students in project work

vi. Improvise in experiments

vii. Use teaching aids such as models and

charts

viii. Organize field trips/ecological studies

ix. Involve students in designing

experiments

66
Section C: The PDSI approach

9. How often do you perform the following activities in teaching biology?

Mo
Statement We nthl Ter Nev
Daily ekly y mly er

i. Prepare an ASEI lesson plan

ii. Considers learners’ background before planning

iii. Use students’ suggestions for teaching

iv. Allow students to report their findings

v. Allow students to evaluate your lesson

vi. Use students’ feedback to improve your lesson

67
Section D: Attitude

10. To what extent do you agree with the following statements?

Statement Stronglya Not Disag Stronglydis

gree Agree sure ree agree

i. An ASEI lesson plan is difficult to

prepare

ii. A lot of time is required to prepare

comprehensive lesson notes

iii. My students rarely give correct

answers

iv. My school has inadequate facilities

for one to do practicals

v. It is not possible to have an activity

in every lesson

vi. My students do not perform due to

low entry behaviour

68
vii. Evaluation is very necessary for
effective teaching and learning

viii. Having a variety of activities during

the lesson delays syllabus coverage

ix. Immediate follow-up assignments

enhance academic performance

Section E: Challenges of implementing ASEI/PDSI

11. The following is a list of challenges faced by biology teachers in the use of ASEI-PDSI

approach in teaching. Kindly indicate your level of agreement.

Challenge
Strongl Undecid Stronglydisa
y agree Agree ed Disagree gree
i. Lack of sufficient time

ii. Large class size

iii. Heavy teaching load

iv. Low morale among teachers

v. Syllabus too long

vi. Pressure to cover syllabus

69
vii. Low entry behaviour

viii. Lack of laboratory assistant

ix. Lack of supervision

x. Mischievous students

xi. Others (specify)……………………………………………………

Thank you for your participation

APPENDIX C

QUESTIONNAIRE FOR BIOLOGY STUDENTS

The purpose of this study is to investigate the influence of learner-centered strategies on

students’ biology performance in Kenya certificate of secondary education in tigania west

district,meru county. You are kindly requested to answer the questions as honestly as

possible. This questionnaire is for the purpose of research only. Do not write your name

anywhere. The responses shall be absolutely confidential. Please put a tick (√) in the

appropriate bracket or fill in the information in the blank spaces provided.

Section A: Background information

[Link] you currently in form four? Yes ( ) No ( )

[Link] is your gender? Male ( ) Female ( )

[Link] is your School status? Boys () Girls ( ) Mixed ( )

70
 [Link] is your school’s boarding status? Boarding ( ) Day ( ) Mixed ( )

[Link] you a boarder or a day scholar? Boarder ( ) Day scholar ( )

[Link] many marks did you score at KCPE?

351-500 ( ) 320-350 ( ) 290-319 ( ) 260-289 ( ) Below 250 ( )

 What is your current performance in biology?

0-20 ( ) 21-49 ( ) 50-69 ( ) 70-79( ) 80-100( )

Section B: The ASEI practice

8. How frequently do you perform the following activities in biology?

Statement Fortnig
Daily Weekly htly Termly Yearly
i. Individual experiment

ii. Group discussions

iii. Observe teacher demonstration

iv. Go for field trips

v. Carry out ecological studies

vi. Do project work

71
vii. Do peer teaching

Section C: The PDSI approach

9. How often do you do the following things during the biology lessons?

Statement
Dail Wee Fortni Terml Year
y kly ghtly y ly

i. Participate in lesson preparation

ii. Give suggestions during the lesson

iii. Report your findings

iv. Comment on the lesson delivery

v. Ask questions on unclear concepts

vi. Share your experience with others

Section D: Attitude

10. To what extent do you agree or disagree with each of the following

statements?

agree
Statement
Stron Not Disa Stronglyd
gly Agree sure gree isagree

72
i. Working with living organisms in

biology is very interesting

ii. Discussion helps me share ideas with

other students

iii. I understand biology concepts better

during peer teaching

iv. Field trips enable me to appreciate

biology as part of real world

v. When involved in an experiment it

develop scientific skills

vi. Project work enables me to engage in

scientific investigation of my choice

vii. I gain a lot by participating in a teacher

demonstration

Section E: Challenges of implementing ASEI/PDSI

11. What problems do you face in the learning of biology?

73
Thank you for your participation

74
80

APPENDIX D

RESEARCH AUTHORIZATION LETTER

75
76
81

APPENDIX E

RESEARCH CLEARANCE PERMIT

77
78
82

79