Influence of Strenghthening Mathematics and Science Education in-service Training on Pupils’ Science Performance in Public Primary Schools in Rigoma Division of Nyamira County, Kenya

Abstract

Strengthening Mathematics and Science Education (SMASE) innovation is an initiative of the Government of Kenya in collaboration with Japan International Co-operation Agency (JICA). SMASE in-service training was started in 2009 as a measure to improve performance in science. To this end, the purpose of the study was to investigate the influence of strengthening mathematics and science education in service training on science performance in public primary schools in Rigoma Division. The objectives of the study were to establish the use of Activity, Student Experiment and Improvisation (ASEI) and Plan Do See and Improve (PDSI) intervention, use of teaching/learning resources, use of improvisation and teachers‟ workload. The study was based on constructivist learning theory which advocates or active participation of learners in the learning process. The study adopted descriptive survey research design. The target population consisted of 65 public primary schools and their head teachers, 65 standard 8 science teachers and 2400 class 8 pupils. The study sample consisted of 20 head teachers, 20 standard 8 science teachers and 240 standard 8 pupils. Simple random sampling was used to select public primary schools and purposive sampling was used on standard 8 pupils. Data were collected using questionnaires for head teachers, science teachers and standard 8 pupils. Piloting was conducted in two public schools using two head teachers,2 standard 8 science teachers and 20 standard 8 pupils to check the validity of the research instruments. The data obtained were computed for reliability using Pearson‟s product moment correlation. Correlation coefficient was 0.88 for head teachers,0.82 for teachers and 0.85 for class 8 pupils. Data were presented in form of figures and tables. The study findings revealed that 72.2 percent of the teachers used ASEI-PDSI approach in the teaching of science. Findings on ASEI-PDSI lesson plan use revealed that 55.5 percent of the teachers do not use ASEI-PDSI lesson to teach science lessons. The findings also revealed that 88.9 percent of the teachers do give class demonstrations. On use of teaching/learning resources the findings revealed that majority of science teachers at 72.0 percent agreed that they use teaching/learning resource when teaching science. The findings also revealed that 66.6 percent of the schools have adequate teaching/learning resources. Findings on use of improvisation revealed that 88.9 percent of the teachers used improvised teaching/learning resources. On influence of teachers‟ workload and science performance, 77.8 percent of the teachers agreed that workload did affect pupils‟ performance in science. Based on the findings, the researcher concluded that preparation of ASEI-PDSI lesson plan is a critical tool for effective lesson delivery. The researcher recommended that all science teachers who attend SMASE-INSET training should use ASEI-PDSI approach whenever they are teaching for better performance. The researcher suggested further study to investigate school factors that influence implementation of ASEI-PDSI practices in public primary schools in the division.