AN INVESTIGATION OF FACTORS CONTRIBUTING TO POOR PERFORMANCE IN CHEMISTRY AMONG GIRLS IN SECONDARY SCHOOLS IN NANDI NORTH SUB-COUNTY, KENYA.

Abstract

Chemistry is one of the most important branches of science and its contributions to development of a country need to be emphasized. Its performance, however, has been poor especially amongst girls. The purpose of this study was to determine the factors influencing the performance of girls in chemistry in secondary schools in Nandi North Sub-County, Nandi County, Kenya. The specific objectives were to; investigate the attitude of girls towards learning of chemistry, establish the type of teacher interaction styles used in teaching chemistry, determine the influence of availability of teaching and learning materials on secondary school students’ performance in chemistry and investigate the perception of teachers towards teaching of chemistry. Descriptive survey research design was adopted. The sample consisted of 303 Form three students and 9 chemistry teachers selected using proportionate, simple random and purposive sampling techniques. Questionnaires, interviews and observation schedules were used to collect data. Validity and reliability of these instruments were determined before data collection. Quantitative data were analyzed using frequencies, percentages and t-test while qualitative data were transcribed and arranged thematically before reporting in narrations and quotations. The study found out that there was a significant difference between boys and girls in terms of attitude towards Chemistry. It emerged that there was a significant difference between male and female students (p≤.05) on effect of teacher interaction styles used in chemistry on students’ achievement. However, the study found that there was no significant difference on the mean of boys and girls on influence of availability of teaching and learning materials on students’ achievement in chemistry (p≥.05).The study findings showed that majority (68.1%) of male students believed that they were sure of learning chemistry while majority (57.4%) of the female students were not sure of learning chemistry, pointing out poor confidence among girls in learning chemistry. The study found that there was no significant difference on the mean of boys and girls on influence of availability of teaching and learning materials on students’ achievement in chemistry (p≥.05). Further the findings showed that majority of the students believed that there were no well-equipped chemistry laboratories in their schools thus making student not to be acquainted to practicals. The analysis also showed that background characteristics and teacher’s negative attitude towards learners’ ability in chemistry were the main causes of persistent poor performance. The study recommended that teachers of chemistry need to encourage and motivate girls to develop a positive attitude toward the importance of chemistry as a subject. Further, teachers of chemistry need to be aware of the best instructional strategies that motivate girls to like chemistry. Furthermore, there is need for the government and other education stakeholders to provide adequate and relevant teaching and learning materials which motivates students to learn Chemistry. The findings of this study could provide a framework for teachers on which they could re-evaluate their instructional strategies during chemistry lessons for the enhancement of effective teaching and learning. It could also provide insight for the curriculum designers into the kind of practical experiences in secondary school chemistry needed to aid sound understanding of scientific concepts and principles. Further the study findings could provide a framework for the KNEC on which it could re-evaluate their objectives and objectives so that the practices during secondary school chemistry lessons especially practicals are in line with what the curriculum demands on students.