i

PROJECT CODE: 000244

DETERMINANTS OF STUDENTS ACHIEVEMENT IN

CHEMISTRY AND PROPOSED STRATEGIES IN PUBLIC
SECONDARY SCHOOLS IN MWALA DISTRICT, MACHAKOS
COUNTY, KENYA

TABLE OF CONTENT

Title --------------------------------------------------------------------------------------------i

Declaration------------------------------------------------------------------------------------ii
Table of Content-----------------------------------------------------------------------------iii
List of figures---------------------------------------------------------------------------------vi
List of tables----------------------------------------------------------------------------------vi
Acronyms and Abbreviation---------------------------------------------------------------vii
Abstract--------------------------------------------------------------------------------------viii

Chapter One: Introduction---------------------------------------------------------------1

1.1 Background of the study----------------------------------------------------------------1
1.2 Statement of the Problem---------------------------------------------------------------9

1.3 Purpose of the study---------------------------------------------------------------------10

1.4 Objectives of the study------------------------------------------------------------------10

1.5 Research questions----------------------------------------------------------------------11

1.6 Significance of the study---------------------------------------------------------------11

1.7 Assumptions of the study--------------------------------------------------------------12

1.8 Limitation of the study-----------------------------------------------------------------12

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1.9 Delimitation of the study---------------------------------------------------------------13

1.10 Theoretical framework----------------------------------------------------------------13

1.11 Conceptual framework----------------------------------------------------------------16

1.12 Operational Definition of Key Terms-----------------------------------------------18

Chapter Two: Review of Related Literature-----------------------------------------19

2.1 Introduction------------------------------------------------------------------------------19

2.2 Studies on performance in other parts of the world outside Africa--------------19

2.3 Studies on performance in Africa but outside Kenya -----------------------------20

2.4 Studies on performance of other subject in Kenya---------------------------------23

2.5 Studies on performance of Chemistry in Kenya -----------------------------------27

2.6 Summary of related literature review------------------------------------------------30

Chapter Three: Research Methodology-----------------------------------------------31

3.1 Introduction-------------------------------------------------------------------------------31

3.2 Research Design-------------------------------------------------------------------------31

3.3 Study Locale-----------------------------------------------------------------------------31

3.4 Study Population -----------------------------------------------------------------------32

3.5 Sample Size and Sampling Technique-----------------------------------------------32

3.5.1 Sample Size-------------------------------------------------------------------32

3.5.2 Sampling Technique---------------------------------------------------------33

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3.6. Research Instruments-------------------------------------------------------------------34

3.6.1 Questionnaire-----------------------------------------------------------------34

3.7 Pilot Study--------------------------------------------------------------------------------35

3.7.1 Validity------------------------------------------------------------------------36

3.7.2 Reliability---------------------------------------------------------------------36

3.8 Data Collection Technique-------------------------------------------------------------37

3.9 Data Analysis----------------------------------------------------------------------------37

3.10 Logical and Ethical Considerations--------------------------------------------------38

BIBLIOGRAPHY--------------------------------------------------------------------------40

Appendices-----------------------------------------------------------------------------------44

Appendix I: Principal questionnaire-------------------------------------------------------44

Appendix II: Chemistry teachers questionnaire---------------------------------------50

Appendix III: Students questionnaire-----------------------------------------------------56

Appendix IV: Time frame------------------------------------------------------------------61

Appendix V: Budget -----------------------------------------------------------------------61

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LIST OF FIGURES Page

Figure 1: Conceptual framework for the study..14

LIST OF TABLES

Table 1.1: Percentage of Government spending on education in different level.2

Table 1.2: KCSE- Science analysis for the year 2009-2012, Nationally ....6

Table 1.3: KCSE examination analysis (Sciences) (2009-2013), Mwala District...7

Table 3.1: Number of School by type in secondary schools in Mwala District..31

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ABBREVIATIONS AND ACRONYMS

BoG: Board of Governors

CDF: Constituency Development Funds

DEOs: District Education Offices

EMIS: Education Management Information System

GDP: Gross Domestic Product

GNP: Gross National Product

GoK: Government of Kenya

ICT: Information Communication and Technology

INSET: In-Service Training

KCPE: Kenya Certificate of Primary Education

KCSE: Kenya certificate of Secondary Education

KIE: Kenya Institute of Education

KNEC: Kenya National Examination Council

MoE: Ministry of Education

NCST: National Council of Science and Technology

NGOs: Non-Governmental Organization

PTA: Parents Teachers Association

SAGAs: Semi-Autonomous Government Agencies

SMASSE: Strengthening Mathematics and Sciences in Secondary Education

TSC: Teachers Service Commission

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UNESCO: United Nations Educational, Scientific and Cultural Organization

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ABSTRACT
Educational reforms and development have been the objectives of the government since
independence. This includes provision of quality education which lead to both economic
and social development. Despite the government efforts on education and especially
achievement on sciences and intervention measures, achievement in chemistry has for
many years remained poor. The statement of the problem of this study is to establish
determinants of students achievement in Chemistry despite concerted efforts by
stakeholders to provide resources and other components aimed at enhancing its
achievement. The objectives of this study are to find out students perception towards
chemistry achievement, to establish whether teacher qualification and experience affect
achievement of chemistry in secondary school, identify the availability of ICT facilities
and other teaching and learning resources in secondary schools and if their use influence
achievement of chemistry and finally identify strategies used by teachers and learners to
enhance achievement in chemistry in Mwala District. The study is based on production
function theory where combination of inputs like students factors, teacher factors and
school environment interact through teaching and learning process to produce output in
form of learners achievement. The study has reviewed performance of students in
chemistry and other subjects within the country, in Africa and outside Africa. The study
will adopt descriptive survey design and also will use an ex-post facto design. The location
of this study is at Mwala District in Machakos County, Kenya, where students
achievement in chemistry has been low for repeated number of years. The study population
is school Principal, chemistry teachers and form3 students taking chemistry subject. The
study will constitute a sample size of 25 Principals, 25 Chemistry teachers and 250 Form
3 students to give a total of 300 respondents. The study will adopt stratified sampling to
select the public schools to be included in the sample. Proportional allocation of sample
size of the public schools in each stratum will be used. This study will use questionnaires
to collect data from the respondents in order to obtain the feedback for the purpose of
coming up study findings for generalization.
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CHAPTER ONE

INTRODUCTION

1.1 Background information

For many years, since independence, education has been identified as one of the key factor

towards economic growth, more wealth, skilled manpower availability, decline in

population growth, long life, better health outcomes, low crime rates etc in Kenya and

many other parts of the world. Harbison (1973) argues that the wealth of nations depend

on their capacity to develop their human resources and not so much on their physical

resources.

He argues that a country which is unable to develop skills and knowledge of its
people and utilize them effectively in the national economy will be unable to
develop anything else.

According to Psacharopolous (1988), education is considered the route to economic

prosperity, the key to scientific and technological advancement, the means to combat

unemployment, the foundation of social equality and equal wealthy distribution.

Glennerster et al (2011) noted that education is widely seen as one of the most promising

paths of individuals to realize better and more productive lives and as one of the primary

drivers of national economic development.

It is against this backdrop that education reforms and development have been long the

standing objectives of the Government of Kenya (GoK) since it gained its independence in

1963. Although the causal relationship between schooling and development in Kenya is
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less extensive compared to more industrialized nations, there is sufficient evidence to

conclude that access to and provision of quality education leads to both economic and

social development. It is in this regard that the GoK has continued to invest heavily in

formal education. For instance, a public spending in education in Kenya as a proportion of

Gross Domestic Product (GDP) has increased from 5.1% in 1980/1981 to 15% in

2008/2009. Compared to other countries in Sub-Saharan Africa with similar GDP per

capita, Kenya spends considerable more funds on education in relation to its Government

expenditure and Gross National Product (GNP). The percentage of government spending

on education in different levels in Kenya is shown in Table 1.1

Table 1.1: The percentage of government spending on education in different levels in

Kenya

Level of Education % of fund allocation (2008)

Pre-primary Education 0

Primary Education 55

Secondary Education 27

Tertiary Education 16

Others 2

Source: UNESCO 2008

From the above table, the percentage of funds is majorly allocated at primary and secondary

level of education. Such allocation should translate to greater output at these levels of
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PROJECT CODE: 000244

education. One way to reflect this is through students achievement in their examination.

If this is not reflected, then the funds allocated towards education at primary and secondary

level would be a mere wastage.

In appreciating the global importance of scientific literacy, the Kenya government linked

the achievement of scientific, technological and industrial development goals of Vision

2030 to sound teaching of science (Government of Kenya, 2007). The government

envisages the attainment of Vision 2030 by primarily equipping learners with scientific

knowledge and process skills for industrial and technological development which is one of

the national goals of education. It is hoped that the attainment of this knowledge and

process skills will propel the country to achieve Vision 2030 hence make it technologically

more competitive on the international markets. However, sound science teaching that

would lead to acquisition of process skills and scientific knowledge requires an appropriate

curriculum and provision of both physical and skilled human resource.

With regard to the curriculum, the 8-4-4 science curriculum in Kenya stipulates in

secondary school, science is compulsory up to form two for all students after which

students select at least two science subjects as they proceed to form three regardless of the

focus of specialization (KIE, 2005). Therefore one must do a science subject which makes

it compulsory. The curriculum further recommends the allocation of a double lesson every

week for laboratory based activities for every science subject so as to enable learners

develop scientific process skills. This is based on the belief that frequent laboratory use
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will not only enable learners acquire scientific process skills but also foster the

understanding of scientific concepts.

More importantly, the Ministry of Education, (MoE) has identified the science laboratory

as critical in the teaching of science since its use enhances the achievements of the national

objectives of teaching science (Government of Kenya, 2005). Consequently, the

government provided schools with science equipment besides constructing laboratories so

as to create an environment conducive for effective science teaching and learning (Waititu

& Orado, 2009).

Besides providing physical resources, the Government has also instituted in-service

training (INSET) to strengthen the teaching of mathematics and science in secondary

schools (SMASSE) (Nui & Wahome, 2006; Waititu & Orado, 2009). The INSET is based

on a baseline survey that showed that there was need to change the teachers attitudes

towards the teaching of science, equip them with appropriate teaching methodologies and

boost their content knowledge. It was hoped that by focusing on these three aspects, the

teachers would be able to manipulate the science teaching environment (classroom and

laboratory) so as to improve students learning outcomes. The INSETs main focus is

to make teachers embrace hands on and minds on teaching approaches (Nui &

Wahome, 2006). These are approaches that require learners to actively participate in

learning activities. Such teaching approaches will inherently require the use of the science

laboratory.
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The Government of Kenya has also adopted a national ICT policy in January 2006. This

was after many failed attempt in preceding years (Waema, 2006; Kariuki, 2009). The

policy is based on four guiding principles: Infrastructure development, Human Resource

Development stakeholders participation and appropriate policy and regulatory framework.

The GoK, through MoE plays a coordinating, overseer and mobilization role in bringing

together key stakeholders in the ICT in education sector. (Farrel, 2007) A numbers of

initiatives have delivered ICT infrastructure to schools, mainly secondary level. These

include initiatives supported by parents, the government, NGOs or other development

agencies and the private sector. (Farrel, 2007) Notable among these are EMIS, Computer

for Schools-Kenya and Microsoft partners in learning program.

Other initiative by the government was bringing the Kenya Economic Stimulus Program

(ESP) to boost economic growth. This was after the Kenyan economy being led into a

recession situation brought about by economic slowdown after 2007/2008 post election

violence which led to decline in economic growth rate from 7.1% in 2007 to 1.7% in 2009.

The total budget allocated amounted to 22 Billion Kenyan shillings going towards the

construction of schools, horticultural markets and health sector among others in all the 210

constituencies. Things to be done in each constituency included; two primary schools to

be upgraded, one secondary school to be constructed as a centre of excellence, addition of

10500 primary school teachers and 2100 secondary school teacher among other things.

These interventions and efforts by government are all meant to ensure that science students

achieve the requisite scientific knowledge and process skills that they will harness to build
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PROJECT CODE: 000244

a technological society envisaged by Kenyas vision 2030. It is against this background

that science education has been accorded a prime position worldwide. Within the context

of science education, Chemistry has been identified as a very important science subject and

its importance in scientific and technological development of any nation has been widely

reported. It was as a result of the recognition given to Chemistry in the development of the

individual and the nation that it was made a core subject among the natural sciences and

other science related courses in Nigerian education system. It has been a pre-requisite

subject for offering most science oriented courses in the tertiary institution and this calls

for the need in teaching it effectively Edmwonyi-out (2011).

Chemistry teaching is supposed to be result oriented and students centred, and this can only

be achieved when students are willing and the teachers are favourably disposed, using the

appropriate methods and resources in teaching the students. Students need to be actively

involved in the learning process in which they are continuously equipping, testing,

speculating and building their own personal construct and knowledge. It is only by

personalizing such knowledge that it becomes valid, meaningful and useful to them. In

chemistry, students need to actively construct their own personal awareness and meaning.

Despite the prime position chemistry occupies in our educational system and the efforts

made by researchers to enhance performance, students performance in chemistry and

sciences in general are still low. This is clearly seen from candidates continued poor

performance on science in national examinations as is clearly demonstrated in KNEC

science results for the years 2009 up to 2012 in Table 1.2

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Table 1.2: KCSE- science analysis for the Years 2009-2013

YEAR

2009 2010 2011 2012

SUBJECT Mean (%) Mean (%) Mean (%) Mean (%)

Biology 27.30 29.23 32.44 26.21

Chemistry 19.13 24.91 23.66 27.93

Physics 31.33 35.13 36.64 37.87

Source: KNEC Reports 2010, 2011, 2012 and 2013

The table 1.2 above shows that performance in Chemistry is the poorest among the three

science subjects for consecutive years. It further reveals that sometimes there is

improvement and other times it drops unlike other subjects which are reflecting

improvement in all the years for the years extracted. This implies that, it is difficult to

predict the achievement of Chemistry by students in future years. This in turn will continue

to lock out those students wishing to pursue science-related courses that require chemistry

knowledge and skills as a prerequisite subject.

Mwala District is one of the districts noted for poor performance especially in the science

subjects over the past several years. The performance in chemistry for the last three years

can be compared with overall performance and other science subjects in the KCSE Exam

in Mwala District is as shown in table 1.3.

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Table 1.3; Science performance in KCSE exam (2009 2011), Mwala district
Year 2009 2010 2011 2012 2013
M.S. M.G. M.S. M.G M.S. M.G M.S. M.G. M.S. M.G.

O/score 4.189 D+ 4.396 D+ 4.440 D+ 4.319 D+ 4.626 C+

Biology 3.818 D+ 4.084 D+ 4.176 D+ 3.704 D+ 4.414 D+

Physics 3.608 D+ 4.180 D+ 4.372 D+ 4.230 D+ 4.654 C-

Chemistry 3.150 D 3.438 D 3.330 D 3.596 D+ 3.690 D+

Key: M.S.= Mean Score, M.G.= Mean Grade and O/Score= Overall score

Source: Extracted from Mwala District result analysis, 2010, 2011, 2012 and 2013.

The above table 1.3 shows that Chemistry is the poorest done subject of the three science

subject at Mwala District. The mean score and mean grade of chemistry indicate that

majority of the students in the District achieve low grade in chemistry which implies that

they cannot pursue science-related courses requiring Chemistry knowledge. However it is

also noted some improvement in the years 2011, 2012 and 2013 but of the three subject

chemistry has the smallest improvement in year 2012/2013 of +0.094(2.6%) compared

with biology ,+0.71(19.1%) and physics +0.424 (10.0%). If the cause behind such low

achievement is not identified and then addressed, the resources channeled towards

Chemistry subject will continue to be wasted and also the potential skilled manpower in

those science-related courses requiring chemistry skills and knowledge will miss out in the

District.
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Despite the heavy investment in education by the government, parents and private sector

the Performance of sciences has continued to be poor and worst in chemistry among the

sciences. In spite of the efforts made to improve science performance including Chemistry,

the achievement of chemistry has remained poor in most parts of the country. Mwala

district in Machakos County has been identified by the researcher to be one of the districts

that perform poorly in Chemistry subject

Without overemphasizing about performance in chemistry and other sciences, the

continued low achievement in Chemistry subjects will hinder most of secondary school

graduates from pursuing sciences-oriented courses at tertiary levels, produce dependent-

minded graduates and will continue to widen the gap between the rich and the poor. At the

same time continued poor performance in sciences will lead to retarded scientific,

technological and industrial development both within and outside the country. In response

to these arguments, there is the need then to carry out a study to establish what determine

low achievement in chemistry in public secondary schools at Mwala District in Machakos

County.

1.2 Statement of the problem

The importance of sciences and especially chemistry in scientific, technological and

industrial developments in any nation cannot be over emphasized. However one cannot

ignore the fact that teaching and learning process of these subjects primarily involve

learners and teachers. The learners interact with teachers, learning and teaching materials

and resources for the performance to be realized. How the teacher will apply the knowledge
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and skills acquired during the time of training, use and execute the available teaching

resources and the teachers and learners perceptions towards chemistry and other science

subjects is likely to affect the performance of students in these subjects.

The study seeks to establish determinants of low achievement in Chemistry despite

concerted efforts by stakeholders to provide resources and other components aimed at

enhancing its achievement.

1.3 Purpose of the Study

The main purpose of the study is to identify factors which influence poor performance in

chemistry and propose strategies to solve them at Mwala district in Machakos County,

Kenya.

1.4 Objectives of the study

The study has come up with the following objectives.

i. To find out students perception towards chemistry performance in KCSE in

Mwala district.

ii. To establish whether teacher qualification and experience affect performance

of chemistry in secondary school at Mwala district.

iii. To identify the availability of ICT facilities and whether their use in teaching

and learning Chemistry influence KCSE achievement of chemistry in

secondary school at Mwala district.

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iv. To identify the availability and use of chemistry teaching and learning resources

in secondary schools and their influence on performance of chemistry at Mwala

district.

v. To identify the methods used by learners and teachers to improve achievement

of chemistry in Mwala district.

1.5 Research questions

Based on the objectives of this study listed above, the researcher has come up with the

following research questions.

i. What is the perception of students towards chemistry which may lead to a given

level of performance in KCSE exams at Mwala district?

ii. What is the influence of chemistry teachers qualifications and experience on

chemistry performance in KCSE exam?

iii. Are there ICT material in schools and are they used in teaching and learning

Chemistry? How do they affect performance of Chemistry subject during KCSE

exams?

iv. Are the chemistry teaching and learning resources including laboratory technician

available and if they are there are they being used in order to improve performance

of chemistry?

v. What are the strategies used to improve chemistry performance in learners.

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1.6 Significance of the Study

When causes of poor performance of chemistry subject and the proposed strategies in

Mwala district are identified, the findings will be of great importance to the following

group of peoples.

i) The current and future students taking chemistry as final examinable subject,

chemistry teachers and head of schools will be aware of the problems behind poor

performance in chemistry within the district.

ii) The findings will enable the school heads and other educational stake holders to

address problems of poor performance in more specific terms.

iii) The information obtained from this study will help the curriculum developers and

the Ministry of education (MoE) to identify areas of concern towards curriculum

implementation and evaluation.

iv) The findings of this study will guide the education financing groups to the relevant

areas which require greater attention to increase the output.

v) The findings of the study will assist in improving internal efficiency in education.

1.7 Assumptions of the study

The assumptions during this study will be:

i. All the respondents will be cooperative and information given will be true and

accurate.
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ii. The Form 3 students to be selected from different schools have acquired enough

learning experience. In terms of chemistry performance to facilitate relative

accurate responses towards research findings

1.8 Limitation of the study

The limitation of this study will be:

i. There are many causes of poor performance in chemistry and in general

performance but due to financial constraints, only a few have been selected for this

study.

ii. Only the sampled students, teacher and head teachers responses will be used to

generalize the findings of the study because of limited time allocated to complete

this study course.

iii. The study will limit itself to the selected respondents. For more conclusive

findings, all students taking chemistry, teachers, head teachers, parents and other

education stakeholders should have been studied. However, this will not be

possible due to financial and other logistic constraints like unavailability and

inaccessibility.

1.9 Delimitation of the Study

i. The proposed study will confine itself to only form three students, chemistry

teachers and head teachers in public secondary schools that have the direct

interaction with chemistry performance responsibility. Because

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ii. Only students currently in form three and teachers handling form three or form

four classes to be included in the sample although the form four students and

those who have completed form four will not be included even though they can

have great input.

1.10 Theoretical Framework

This study will be guided by Production Function Theory. According to Psacharopolous

and Woodhall (1985) inputs that go into education production process are divided into two

major categories. Exogenous inputs and are inputs which the school does not have direct

control like poverty levels, income levels, politics, weather conditions etc. The second

category is endogenous inputs where the school has direct control in them. They include

teachers, students, school facilities/resources, ICT facilities etc.

The production function is used to determine maximum product which can be derived from

a given combination of inputs. Students academic achievement during examination

performance can be taken as a function of students perception towards a particular

subject, teachers availability, qualification and experience, availability and use of

resources in teaching and learning, availability of ICT facilities and their use, strategies

used to improve performance among others. This information can be expressed in

production function in the form:

A= f(Sp, Tqe, Rau, Ifu, Sif, ---------------)

Where A= Achievement of students (examination performance)

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f =Function

Sp=Students perception towards a subject

Tqe=Teachers availability, qualification and experience

Rau=Resource availability and their use

Ifu=ICT facilities and their use

Sif= Strategies used by learners and teachers to improve performance

= Error term due to other inputs

The school which is a formal institution is where students receive education and are

assessed through examinations act as affirm or enterprise. Based on production function

theory, the raw materials i.e. students and others like teachers, books, laboratory, ICT

materials etc act as inputs. Interaction of students during teaching and learning process is

the process to produce certain outputs like Academic performance. The school therefore

takes human raw materials (students) and converts them into more useful, valuable persons

(Who have knowledge, attitude and skills and can pursue further studies or are skilful and

employable adults)
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1.11 Conceptual framework

Fig 1.1 Conceptual framework for the study

School factors

Teaching/Learning Resources

ICT Facilities

Teachers Availability

Teachers factors
Students factors
Academic qualification
Perception
Teaching experience
Learning style
Teaching style

Teaching and
Learning Environment

Dependent Performance in Chemistry

Variable KCSE exam

Source: Adapted from Winberg, 2006

According to Winberg (2006), a learning environment is a setting that is influenced by

variety of variables such as teaching and learning resources, perception towards learning,
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instructional and revision strategies among others. This study will restrict itself to students,

teachers and school factors. This is because they are the main factors responsible of

learning environment and hence acquisition of knowledge and skills for performance in

chemistry.

The independent factors are students factors, teachers factors and school factors.

These are the main factors responsible for teaching and learning of environment which in

turn result in Performance in exams.

Students factors include students perception to a given subject or thing, learning styles

and strategies used to learn in order to pass in examinations. Teachers factors include

teacher qualifications and experience, teaching styles, execution of the available ICT

facilities and Teaching resources in order to influence performance. The school factors

involve Teachers availability, ICT facility e.g. computers and internet, Teaching and

learning resources like textbooks laboratories and classrooms.

The students factors, teachers factors and school factors form the independent variables

and which interact with one another during the teaching and learning process. The teaching

and learning environment is the process that finally influences educational outcomes

(which is dependent variables) in form of chemistry performance at KCSE examination.

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1.12 Operational Definition of Key Terms

Chemistry: It is one of the science subject done in secondary school. It is concerned

with the study of composition, properties and reaction of matter

under different physical conditions.

Performance: Refers to the mean scores as obtained by students in KCSE examination

Public school: This is a school formally supported by government especially in terms of

teachers employment.

Students perception: It is a way of thinking or feeling by a learner about something or

somebody usually reflected in a persons behavior when reacted by that

thing, situation or person. It can also mean a learned, emotionally formed

disposition to react in a consistent way, favorable or unfavorable toward a

person, object or situation.

Teaching/learning resource: These are materials used by teachers and learners and

which aid in acquiring of knowledge, attitude and skills during teaching and

learning process.
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