EVALUATION OF LEARNER COMPETENCIES, PERCEPTION, TEACHING METHODS AND RESOURCES IN PRACTICALS ON PERFORMANCE IN CHEMISTRY IN NAROK COUNTY SECONDARY SCHOOLS, KENYA

Abstract

Practical work plays a key role in the instruction of science and chemistry in particular. Besides assisting students to gain understanding into scientific knowledge, it also helps to acquire a number of scientific skills, namely cognitive, manipulative and motivational. However, the achievement of these goals depends on the way practical work is taught in schools. This study was done to assess the effect of learner competencies in chemistry practicals on performance in chemistry in secondary schools, establish the effect of student perception to chemistry practicals on performance in chemistry, evaluate the influence of teaching methods in chemistry practicals on performance in chemistry and determine the influence of teaching resources in chemistry practicals on performance in chemistry. The study was carried out in Narok County of Kenya. The County was selected because according to report by the Kenya National Examination Council, performance in chemistry has been below average and lack consistency over the years as from 2012 to 2017. A descriptive survey design was used in which data was collected using questionnaire, interview and observation schedule. Document analysis was also used to obtain required information for the study. A sample size of three hundred and seventy-seven respondents were randomly selected from Chemistry teachers and Form three students from 145 public secondary schools in the County. Data was analyzed using descriptive statistics with the aid of Statistical Package for Social Science (SPSS). Analysis of Variance (ANOVA) was used to test the hypotheses. The findings of the study indicated that observation, manipulation, problem solving and computation skills were low which translated to low performance in majority of the schools. Entry characteristics of students had a small impact on performance in chemistry practical. The Analysis of Variance results indicated that science skills which included observation, manipulation, problem solving and computation had positive significant effect on the performance in chemistry (P < .05). Student attitude towards teacher and school attributed to the perception towards the subject (practical) hence affecting performance in Chemistry. Student perception in chemistry practical was also found to have positive statistical significant effect on performance in Chemistry (P<.05). It was revealed that teaching methods that were mainly adopted were lecture, demonstration and practical that lacked sufficient supervision. This affected significantly performance in Chemistry. Majority of laboratories were not sufficiently equipped with apparatus and reagents and were inadequate to accommodate large classes. Therefore, teaching resources significantly affected the performance in chemistry. The study concluded that learner competencies, attitude, teaching methods and resources had significant effect on the performance in chemistry. It was recommended that there is need to adopt new instructional methods like computer based learning, cooperative learning and guided inquiry laboratory methods to enable students develop competencies essential for handling chemistry practical. School laboratories should be well equipped with reagents and apparatus required for experimental practices