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