THE IMPACT OF IN-SERVICE PROJECT ON STUDENTS' ENROLMENT

IN PHYSICS IN SECONDARY SCHOOLS IN EMINING DIVISION

OF KO IBA TEK DISTRICT

RESEARCH REPORT SUBMITTED TO THE INSTITUTE OF OPEN AND DISTANCE

LEARNING IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE

AW ARD OF BACHELORS DEGREE IN EDUCATION-SCIENCE

OF KAMPALA INTERNATIONAL UNIVERSITY.

BY:

JUMA THOMAS ONDERA

BED/10767/61/DF.

NOVEMBER 2008

DECLARATION

[, Juma Thomas Ondera declare that this research proposal is my original work and to the best of

ny knowledge, has not been presented by anybody else for any of the study programme for the

mmeward.

5ignature: ________ _

JUMA THOMAS ONDERA Date

11

APPROVAL

[his research proposal is submitted to Kampala International University, Institute of Open and

)istance Learning in partial fulfillment of the requirements for the award of Bachelors Degree of

~ducation-Science after being supervised and approved by:

lignature: ... ~ ........ '.". 0 ...... . \.1r. Fr(;!d Ssemugenyi

:::".~isor) .......... -~ J. ~ ~ -.... .

Ill

DEDICATION

fhis research proposal is dedicated first and foremost to the creator, the Almighty God, who gave

ne the physical and mental strength to undertake and accomplish this project in the prescribed

)eriod of time. Secondly, to our beloved son John Paul Munroe Ochanda Juma junior. May the

<\lmighty God grant you wisdom and grow up to be a God fearing person

IV

ACKNOWLEDGEMENT

?irst and foremost, gratitude goes to the supervisor, who devoted a lot of time and patience to this

;tudy and manuscript preparation. I am particularly very grateful for the extraordinary advice,

~uidance and concern accorded by my supervisor, Mr. Fred Ssemugenyi, of the Institute of Open

md Distance Learning, Kampala International University. Second, I wish to convey sincere

~ratitude to the DQASO of Koibatek District, Mr Odhong' for the kind permission he accorded

ne to access the KCSE results analysis over the years. Third, the Principals of the four Secondary

~chools deserve special mention for granting me permission to undertake the study in their

~chools and sparing time to participate in it. Fourth, the students and staff of the four schools

foserve congratulation for participating in this case study. Fifth, the cooperation given by District

::ducation Officer, DPC (SMASSE) members, District SMASSE trainers' representative Mr.

David Tuitoek, my fellow SMASSE District trainers and my family is sincerely acknowledged.

Last but not least, I thank my lovely wife Lily Achieng Juma for neat typing of the research

Jroposal.

fhe author would like to absolve all individuals and institutions mentioned above for any errors of

Jmission and /or commission or any interpretational error(s). For these, the author remains solely

:esponsible.

Juma 0. Thomas

V

ABSTRACT

The central problem of this study was to evaluate the impact that the teacher In-Service Education

md Training has had on enrolment of Physics. Over the years, students' enrolment in this subject

had been quiet low. Under SMASSE project, probable factors were identified that could have been

the possible cause of low enrolment and, subsequently, teacher In-Service Education and Training

was recommended. Several cycles of (SMASSE) In-SET have been mounted in the country over

the years aimed at tackling the identified factors. To this end, the purpose of this study was to

detennine the impact of teacher In-Service Education and Training (In-SET) on students'

enrolment in the physics subject in selected secondary schools in Koibatek District. The study

sampled schools using purposive sampling technique using the criteria of boarding status and type

of school (Boys, Girls or Mixed). From the four sample schools, an equal number of students (40)

were selected from each school and at least two physics teachers per school yielding a total of 160

students and at least 8 physics teachers. The 4 Directors of study (D.O.S) in the sample schools

were also interviewed and provided very important information as far as enrolment and

performance over the years is concerned. Data was collected using questionnaires for both

students and teachers Interview schedule for District quality assurance and standards officer

(DQASO), D.O Sand school principals was also conducted. An observation checklist was used to

investigate the type of teaching strategies employed in teaching physics subject in the selected

schools. Data collected was analysed using both descriptive and inferential statistics. The major

finding was that, in some of these sampled schools, where physics was still taught using lecture

methods, students' enrolment and performance was still very poor but in the schools where

teachers had adopted the ASEI/PDSI strategies of teaching as advocated for under SMASSE In­

Service Education and Training, performance was good which automatically led to higher

enrolment. However, generally, the teacher In-Service Education and training has led to an overall

increase in perfonnance and enrolment over the years. Other follow up mechanisms such as

effective use of continuous assessment tests (C.A.Ts) and supervised study time was also lacking.

Based on these findings, it is recommended that most school laboratories should be well equipped

and science teachers be In-Serviced in the use of practical approaches to teaching. Teachers should

also be motivated to concentrate on assisting students to make maximum use of their private study

time.

VI

TABLE OF CONTENTS

Page

Title page ........................................................................................................... .

Declaration...................................................................................... . . . . . . . . . . . . . . . . . . .. ii

Approval... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

Dedication.......................................................................................... . . . . . . . . . . . . . . . . . iv

Acknowledgement................................................................................................ v

Abstract......................................................................................................... . . . . . . vi

Table of contents....................................................................................... vii

List of tables ................................................................................................ x

CHAPTER ONE

1.0 INTRODUCTION

1.1 Background to the study ....................................................................................... 1

1.2 Statement of problem ............................................................................................ 3

1.3 Purpose of the study/ General objective ............................................................. .4

1.4 Specific Objective of the study ....................................................................... 4

1.5 Research questions ...................................................................................... 5

1.6 Significance of the study ........................................................................................ 5

1.7 Limitations and Delimitations .................................................................................... 7

1.8 Definitions of central terms and abbreviations ......................................................... 7

vii

CHAPTER TWO

REVIEW OF RELATED LITERATURE

2. 0 Introduction ........................................................................................................... 1 0

2.1 Theoretical framework ................................................................................ 1 O

2.2 conceptual framework ................................................................................ 11

2.3 Trends in students' enrolment and performance in physics ................................. 12

2.4 The ASEI/PDSI Strategy of teaching ............................................................. 15

2.5 Alternative approaches that could complement ASEI/PDSI approaches ................. 17

2.6 Trends of students taking science based courses at University ........................... 17

2.7 Problems of physics ................................................................................... 20

2.8 Objectives of physics .................................................................................. 21

2. 9 Status of enrolment.. .................................................................................. 22

CHAPTER THREE

3.0 RESEARCH METHODOLOGY

3.1 Introduction ............................................................................................. 23

3.2 Research Design/approach and location of the study ......................................... 23

3.3 a) Target population & sample size ................................................................. 25

3.3 b) Sampling procedure .............................................................................. 25

3.3 c) Sample size .................................................................................................. 26

3.4 Field work arrangements and Research instruments ........................................ 27

3.5 Data collection procedure ........................................................................... 30

3.6 Data analytical techniques .................................................................................. 32

Vlll

CHAPTER FOUR

4.0 DATA PRESENTATION AND ANALYSIS

4.1 Introduction ............................................................................................. 33

4.2 Presentation of findings ............................................................................. 33

4.3 Summary of research findings .................................................................... .41

CHAPTER FIVE

5.0 SUMMAY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary ................................................................................................ 50

5.2 Conclusions .............................................................................................. 50

5.3 Recommendations .................................................................................... 52

5.3.1 Suggested research ................................................................................ 53

REFERENCES ......................................................................................................... ... 54

APPENDIX A: (Questionnaire items for students) ...................................................... 55

APPENDIX B: (Questionnaire items for teachers) ....................................................... 57

APPENDIX C: (Interview schedule for principals and D.O.S) .................................... 61

APPENDIX D: (Transmittal letter for principals) ...................................................... 63

IX

LIST OF TABLES

TABLE

3.3 a) Enrolment and category of the sample schools ............................................ 25

3.3 b) Teachers' population and Gender of physics teachers ................................... 26

4.2.1 a) Age of respondents .............................................................................. 33

4.2.1 b} Gender of physics teachers .................................................................... 34

4.2.2 a) Professional qualification of physics teachers ............................................ 35

4.2.2 b) Teaching experience of physics teachers ................................................. 36

4.2.2 c) Trends of students' enrolment in physics .................................................. 37

4.2.3 a) Teachers workload .............................................................................. 38

4.2.4 a) Areas teachers find difficulty in physics .................................................... 39

4.3 a) Schools' K.C.S.E enrolment and performance of phy. for the last seven years ... 41

4.3 b) Frequency of carrying out practical lessons ................................................ 43

4.3 c) Status of apparatus and equipment.. ......................................................... 44

4.3 d) Extent to which physics is relevant to learners ............................................. 46

4.3 e) Students' influence on choice of physics .................................................... .46

4.3 f) Frequency of students missing physics lessons ............................................ 48

X

CHAPTER ONE

1.0 INTRODUCTION

This chapter focuses on the following: Background information to the study, Statement of the

problem, Purpose of the study, Objective of the study, Research questions, Significance of the

study, Limitation and delimitation, Definition of central terms and abbreviations.

An analysis of the enrolment and performance of the students in the sciences reveals a worrying

trend. This became a major concern for all in the education sector, and various factors were

advanced as causative. The government, through the Ministry of education (M.O.E) and in

collaboration with the government of Japan, represented by IlCA initiated In-Service training

programme for all the science teachers in the republic as part of strategy to tackle this downward

trend.

The major objective of the In-service training was to upgrade the capability of young Kenyans in

Sciences (Chemistry, Physics and biology) at Secondary school level education. The goal is to be

achieved through a regularized In-Service Training (INSET) for teachers of sciences in the

country.

1.1 Background to the study

The enrolment and performance of students in sciences at KCSE continued to pose a major

challenge to all education stakeholders in Kenya Several factors have been advanced as causative

and numerous solutions have been put forward. This concern led to commencement of the

Strengthening of Mathematics and Sciences in Secondary Education (SMASSE) Project.

The Strengthening of Mathematics and Sciences in Secondary Education (SMASSE) Project is a

joint venture between the Government of Kenya, represented hy the Ministry of Education and the

Ministry of Science and Technology, (MoEST), and the Government of Japan, represented by

Japan International Co-operation agency (nCA). Its operation was formalised on February 27th

1998 following the signing of Records of Discussion (RD) and the minutes of the meeting agreed

by the two parties.

The overall goal of the project is to contribute towards upgrading the capability of young Kenyans

in Sciences (Chemistry, Physics and biology) at Secondary school level education. The goal is to

be achieved through a regularized In-Service Training (INSET) for teachers of Mathematics and

sciences in the country. The project covers Mathematics, physics, Biology and Chemistry.

However, Education Management for Secondary schools is also being assisted under the project

whenever necessary.

Presently, The INSET is organised at two levels Viz:-

a) National level: At this level, at least four senior teachers in each of the four mentioned subjects

from all the 84 Districts in Kenya are trained for IO worlcing days at CEMASTEA-Karren over the

Holidays.(the number to he trained may go up depending on then number of teachers in the

District in that particular subject).This are trained by Kenyan and Japanese National trainers who

are currently stationed at CEMASTEA-Karren.

I>) District level: The teachers trained at the National level carry out IN-SET

1ctivities at this level. Depending on the number of Mathematics and science teachers in a District,

his level of IN-SET may have may have more than one IN-SET centres. An IN-SET centre has

)etween 150--200 trainees.

2

It is recommended that this be a residential activity where participants are accommodated in a

school selected as the SMASSE District IN-SET Centre. This level targets all Mathematics and

Science teachers who do not train as District Trainers. The IN-SETs, which are conducted within

the reach of teachers, are non- residential. For a teacher to be considered fully In-serviced, four

cycles at each level were, initially, considered adequate. Additional IN-SETs at all levels have

been proposed to meet the emerging issues.

A number of start-up activities were carried out before the first National IN-SET. One such

activity was the sensitisation of key stakeholders in the Education sector from all the Districts with

a view to familiarising the stakeholders about: the objectives of the project and such IN-SETs,

Administrative and management mechanism ofSMASSE IN-SET, Financing and sustainability of

the project and organisation and structure of the project

1.2 Statement of the problem

Enrolment and excellent performance in sciences in our Secondary Schools is considered a very

important indicator towards building a viable pool of Scientific and Technical cadre necessary for

not only our long term industrialization prospects but also eventual poverty reduction/eradication

in our country and also our general economic growth and social development. However, the

performance and enrolment of students in physics at KCSE has continued to pose a major

challenge to all concerned with Education in Kenya. Several factors have been cited as causative

and numerous solutions have been put forward. This concern led to commencement of the in­

service training programme herein referred to as SMASSE IN-SET project (strengthening of

Mathematics and Sciences in Secondary education in-service Education and Training).

3

The overall goal of SMASSE IN-SET project has been to contribute to upgrading the capability of

young Kenyans in Mathematics and Sciences. The project aims to strengthen Mathematics and

Science Education at Secondary level in Kenya through regularised In-Service training of serving

teachers in the whole country. For such a project to succeed, there has been put in place an ,

elaborate organisational structure at all levels. Effort has been made to institutionalise the project

.Its secretariat is currently based at CEMASTEA-Karren, Nairobi. Manpower is being trained both

within the country and outside the country. The monetary implication of the project is enormous.

Currently, the SMASSE INSET project is financed by the parents/guardians who have students in

secondary schools at the rate of Kshs.150 per student per year and the MOE of Kenya and JICA.

Therefore the sustainability and continuity of SMASSE IN-SET depends greatly upon the positive

impact so far realised from the several SMASSE IN-SET cycles held so far.

t.3 Purpose of the study/General objective.

Based on the problem stated above, the purpose of this proposed study was to investigate the

impact of SMASSE In-Service Education and Training- Cycles on enrolment of students in

physics using verifiable impact transfer indicator instruments whose findings was to be useful to

all stakeholders in the Education Sector and to policy makers in terms of decision making

concerning sustainability and the future of such IN-SETs. This was due to the fact that the cost

inputs ought to match the output.

1.4Specific Objective of the study ,

The study focused on the following specific objectives:

I) Assessed the rationale for the continuation of the SMASSE In-service project based on

students' enrolment in physics

4

2) Reviewed and evaluated the activities and achievements of the SMASSE In-Service

project on performance in physics.

3) Make proposals/Recommendations for activities for the future SMASSE In-Service project

that would make it easier for teachers to adopt ASEI/PDSI approach to teach physics.

4) Clarify the problems and issues to be addressed that could compliment the ASEVPDSI

-approches for the successful implementation of the future In-Service project

1'.5 Research questions:

The research questions for this study were:

I) Has the In-Service project had any impact on students' enrolment in physics in the

division from 200 l- 2007?

2) Has the In-Service project has any impact on students ' Performance in physics in the

division from 200 l-2007?

3) To what extent have the teachers adopted the ASEi movement and the PDSI approach in

their teaching and how can the SMASSE INSET be strengthened in order to meet

antic ipated challenges and objectives?

4) What alternative approach could complement the ASEI/PDSI - approaches of teaching in

addressing the enrolment of students in physics in the Division?

1.6 Significance of the study

The findings of the proposed study highlighted the impact; so far, the SMASSE IN-SET has had

on the students' enrolment and performance in physics. The study brought into sharp focus the

correlation between the activities of the IN-SET and performance and enrolment of the

students in physics. The results of this study would prov ide information to help change the

attitudes of the students, teachers and educational admin istrators towards physics. The study

wou ld serve as a guide to career choice and counselling so that the society can benefit from the

5

capabilities of the youth in as much as those careers, which required sound knowledge of physics

is concerned. The findings of the proposed study will also have both theoretical and practical

implications for the future of SMASSE IN-SET in the Division and by extension, the District and

the Nation at large. Theoretically, the study was expected to contribute to the advancement of

knowledge about the SMASSE IN-SET to all stakeholders in the Education sector.

The study also has practical significance because it led to the improvement of strategies for the

mounting and implementation of future IN-SETs by identifying the strengths and constraints in the

mounting and implementation process. The study may be of immediate benefit to the Ministry of

Education in the formulation of future IN-SETs aimed at enhancing students' enrolment and

performance in physics.

Similarly, results of this study enlightened SMASSE IN-SET curriculum developers (Trainers) on

the achievement of outlined objectives. This should delve into the need to develop a curricular that

is home grown and that meets the challenges and needs of the students in the area as to when and

how the situations present itself The study also formed a base upon which others can develop

their studies.

1.7Limitations and Delimitation

1.7.1 Limitations

The following were the limitations of the proposed study:

1) So far, there was little documented literature on SMASSE INSET.

6

2) The study limited itself to only four public Secondary Schools in Emining Division of

Koibatek District. These are Mogotio Girls' Boarding Secondary School, Emining Boys'

Boarding Secondary School, Kisanana Mixed Boarding Secondary School and Rosoga

Mixed Boarding and Day Secondary School.

3) For a more conclusive result, all the four Divisions of the Koibatek District should have

been covered. However this was not possible due to financial and other logistical

constraints such as terrain, and inaccessibility and time constraint.

4) It was not possible to cover the opinion of parents and other stakeholders such as Board of

Governors of the different schools because tracing them required time, resources and other

logistics.

1.7.2 Delimitation

The researcher was conversant with most of the schools for he is also a physics teacher in one of

the schools in the division and also SMASSE trainer in the District in Physics subject. This made

the work easier.

1.8 Definitions of central terms and abbreviations.

1.8.1 Definitions of central terms.

Science education ....... Physics, Chemistry and Biology.

Levels ..................... National, Provincial or District level.

7

Region . . ........ .... ... . ... Emining Division of Koibatek District.

Trainers . . . . . . . . . . . . . . . . . . The few teachers selected from every District in every Science

and Mathematics subjects to train at the National level who latter

on shall train the rest of the teachers at the District level in.

Trainees .................... The rest of the Mathematics and Science Teachers who trained at

the District level by the District Trainers.

Trainers Representative .. The lead Trainer elected by the Trainers to represent them in

various aspects concerning the SMASSE Project.

' Means' ..... .. ........ .. .. The average of the mark and grade that would have been attained by

the students.

1.9.2 Abbreviations.

INSET ..................... In-Service Education and Training

SMASSE .......... .. .... Strengthening of Mathematics and Sciences in Secondary

DEO ...................... District Education Officer.

MOE .. ...... ..... .. ..... ... Ministry of Education

JICA ...................... Japan International Cooperation Agency.

MO EST ... ..... . .......... Ministry of education, Science and Technology.

ASEI Movement .......... Activity, Student-centred, Experiment and Improvisation

movement.

PDSI Approach ...... . . . Plan, Do, See and Improve approach.

Education.

D.O.S ....................... Director of Studies in the sample schools.

KSTC ... ... . .... .. .. .. . . .. .. Kenya Science teachers' College.

8

KNEC ...................... Kenya National Examination Council

SPIAS ..................... SMASSE Project Impact Assessment Survey.

SMASE-WECSA ........ Strengthening of Mathematics And Science Education in Western,

Eastern, Central and Southern Africa.

CEMASTEA .............. Centre for Mathematics, Science and Technology education in

Africa.

DPC ...................... District Planning Committee.

QASO .................... District Quality Assurance and Standards Officer.

RD ......................... Record of Discussion

9

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter provided theoretical framework, conceptual framework and critical review of

literature on why the government of Kenya through the Ministry of education, in conjunction with

the government of Japan through JICA initiated the In-service programme for the serving teachers,

herein referred to as SMASSE IN-SET.

2.1 Theoretical Framework

According to the learning theory advanced by Muyinda Wilson in his book - effective teaching in

higher educatio~ he note that the characteristic of the practical method of teaching is therefore

that the instructor has deliberately designed some form of technique to make it easier to enable the

learner to learn the material he /she is presenting.

One characteristic of the practical method seen in this sense is that it constitutes a very serious

challenge to the instructors to the use their ingenuity to design or devise methods which will

enable the learner to learn or remember.

The second characteristic is that no instructor is absolved from the obligation to devise such

methods, no matter how abstract is subject matter may be. These two characteristics have been the

theories upon which SMASSE In-SET Project devised its curriculum whose prime goal has been

to upgrade the capability of students in mathematics and science.

10

Huxley Thomas in his book " Effective teaching" also stresses the fact that in order to enable

students learn and even remember, it is important to provide mechanisms, illustrations, examples ,

etc during the process of instructing,. This is the premise upon which SMASSE -In-SET project

operates.

2.2 Conceptual framework

Conceptual framework on the impact of In-service Education and Training (In-SET) and

enrolment in physics.

Attend In-SE Cycle

In-SET: • Shared experiences • Positive attitude chanm,--• Correct methodology • PDSI/ ASEI Strategy • T IL Resources • T/L Activities

Effective Teaching

hysics teacher making hoice about In-SET

Do not Attend In-SET Cycles

.

0

0

0

0

0

Negative attitude Poor methodology No strategy Not innovative Don't care mentali~

1 I

Good performance

High enrolmen

j Low enrolmen

'" Less effective & Less intense effort

The teachers who attend the SMASSE In-SET are more effective in their teaching than those who

do not attend the In-SET. The In-Serviced teachers impact more positively in their classes leading

to better performance of the students and subsequently higher enrolment since students would like

to enrol in optional subject that they are sure of performing better.

2.3 Trend in students' enrolment and performance in Physics.

SMASSE Project started in 1998 is an initiative aimed at Strengthening Mathematics And

Sciences in Secondary Education. Enrolment and performance in these subjects at this level has

been dismal over the past several years. In order to remedy the situation, it was necessary that the

project identify the causative factors of this low enrolment and dismal performance so as to design

a matrix that would counter these effects. Baseline studies were carried out in 1998 in a few

selected Districts and numerous suggestions were advanced as the possible problem areas that

needed quick attention for the situation to improve. The main problem areas that the project could

address were;

• Poor attitude (of the teacher, student and parents).

• Inappropriate teaching methods and approaches.

• Poor content mastery by the teacher.

• Poor utilisation and distribution of school resources.

• Inadequate supervision/guidance from the Ministry of Education science and technology.

Poor attitude

Farrant J.S, in his book 'Attitude and performance-1980' many teachers have a negative

attitude towards teaching Mathematics sciences and towards teaching in general as a profession.

12

The consequence of this was a teacher with little or no enthusiasm for teaching these subjects or

for the job as a whole. This meant that little or no effort was put into the preparation and the

performances of activities pertaining to effective teaching/learning.

Anderson,et al, in his book 'Attitude-change- 1990' observes that the parents were not spared,

either when it came to negative attitude. Many of them were not interested in what went on in the

schools their children attended, the reason being that they were either too busy or just ignorant of

what expected of them. When schools were either close and students took home progress reports,

parents did not go through them so as to update themselves with the academic progress of their

children, in order to see what motivational of remedial actions needed to be taken. Hence apart

from paying school fees, they were otherwise completely detached from the academic life of their

leaving the teacher and the school as they only source of guidance and motivation. (It's worth

noting that learners' attitude is strongly influenced by teachers' and parents' attitude).

Inappropriate Teaching Methods and Approaches

SMASSE Project, teaching methodology-1998, Teachers did not seem to take into consideration

what was more important in teaching: the process or the content? Neither did they take into

account for whom they were canying out the teaching process i.e. who is the most important

person in the inappropriate teaching approaches and methods unknowingly. The teaching /learning

process, therefore, became a teacher-<:entered affair, being mainly a knowledge based 'chalk and

talk' with little or no learner involvement. Not enough effort was put into raising the learner's

interest or curiosity in learning the subjects. Full scale experiments with conventional equipment

and apparatus were the norm whenever experiments were done. However it was not unusual that

13

experiments were ignored all together where these equipment/apparatus and/or chemicals were not

available. The learners were given inadequate or no assignments thereby denying them the

opportunity to reinforce by practice the concepts learnt during lessons [SMASSE Project,1999]

Inadequate content Mastery by the Teacher

Apart from the attitude problems, most teachers who were still young in the profession seemed to

have problems in determining the level of content appropriate for their students. However, what

was more surprising was lack of enough content to teach. This showed how unprepared thee

teachers were before going to class to teach. Explanation of concepts was not done satisfactorily

due to lack of adequate content mastery. It was so disheartening to sit in a class and watch a

teacher struggle, unable to explain something or getting a calculation wrong. 1n addition, it was

evident that knowledge and skills to make links between school science and students' immediate

environment/daily life applications was lacking

Poor utilization and Distribntion of School Resources

According to Dr Wamahiu [Distribution of School Resources and performance!, Many

science teachers complained about lack of teaching/learning resources in their subject areas, even

though they themselves were guilty of not efficiently using what was available. 1n addition they

ignored the fact that with improvisation they could afford numerous activities for their students.

However, many of the school managers had wrong priorities when it came to the management of

school resources. Financial resources were misdirected towards non-academic activities such as

building dining halls and administration blocks, buying school buses etc, while essential facilities

such as laboratories and laboratory equipment/materials and textbooks were inadequate or were

14

altogether not available. Equally non-academic activities such as music, games, drama, etc, took

preference over textbooks, equipment/chemicals.

Inadequate Supervision/Guidance from M.O.E.

SMASSE Project, teaching methodology-1998, noted that here was inadequate

Supervision/Guidance of the curriculum implementation process and on proper management, use

and maintenance of school resources by MOEST. This ensured that the already mentioned

problems persisted since there was no regular monitoring that would continuously help identify

them and prescribe the appropriate measures to be taken to rectify them. In all these the learner

was the victim, having been made by the prevailing circumstances to believe that excelling in

Mathematics and the science required special abilities

Hence the Way Out Was

With these problems, along with others having been identified, the next step was to come up with

appropriate remedial measures that could effectively address them. The project realized that only a

radical step in the fonn of a movement would do so, especially for the classroom situation. To

such a movement, all those involved in the project would ascribe in order to practice and spread its

ideals. Hence the birth of'ASEI-Movement' and the 'PDSI-Approach' to teaching of sciences.

2.4 The ASEi movement strategy of teaching.

The word ASEI is an acronym coined from two phrases and two words:

• Activity focused teaching/Leaming

• Student centred teaching/Leaming

• Experiments

15

• Improvisation

ASEI was appropriate name for the movement because there was need to shift attention from areas

of lesser importance to that which really should be true focus: improving the learner's academic

achievement by enhancing the quality of teaching/learning.

The birth of ASEI Movement was therefore one of the most important steps SMASSE IN-SET

project took in order to realise the project goal of contributing to the upgrading of the capability of

young Kenyans in Mathematics and Sciences. The movement considers the quality of classroom

activities as critical to achieving effective teaching and learning. It therefore religiously extols the

virtues of teachings/learning that is first and foremost Activity focused. These are meaningful

hands-on (manipulation), minds-on (Intellectual-thinking, reasoning), Mouths-on (Discussion),

Hearts-on (Those that stirs up the learners' interest/feelings about the subject) activities. These

activities should be student-centred i.e. designed to involve the participation of the learners as

much as possible. The student-centred teaching/ learning activities should again as much as

possible, involve doing Experiments. The rationale here is the established fact that human beings

are more likely to remember what they do than what they see or are told.

Apart from training the learners on how to handle apparatus/equipment, experiments also enhance

learning by promoting curiosity and interest. In perfonning the experiments, the movement

advocates for incorporating Improvisation where conventional equipment/apparatus or

chemicals/materials are not available [SMASSE Project-1999].

16

2.5 Alternative approaches that could complement the ASEi movement--The PDSI

approach strategy ofteachiug.

In order to attain the 'ASEi condition' outlined above, it is imperative that deliberate effort be

made to:

Plan activities according to the principles of ASEI Movement.

Do the planned activities.

See how effectively the activity was done, i.e. evaluate the process to see whether the objectives

were achieved as planned.

Improve on the whole process based on the outcome of the evaluation. The SMASSE IN-Service

refers to this approach to teaching/ learning process as the Plan, Do, See, and Improve approach

(PDSI) Approach [SMASSE Project, 1999].

2.6 The trend in terms of numbers of students taking Science based courses in the

Universities

Mr. Wasanga Paul M. (Improving performance-KNEC-2005) observes that the candidates'

performance in Mathematics and Science subjects has been characterized by fluctuations whereby

'means' have increased and dropped but generally the means have been low when compared to

the means of the other subjects.

He concludes that there is need to marshal all our resources for improvement of students'

performance in Mathematics and Science for there is no country known to have developed

economically and technologically without good candidate performance in these subjects. He

reiterates that the efforts of SMASSE therefore need to be supported by all of us but more

importantly we need to create a mechanism of assessing the gains made by the project so that we

17

are able to determine which interventions add value positively to enhancement of good

performance in Mathematics and Science. (From the unpublished paper titled 'The Impact of

SMASSE project and other initiatives on the performance in Mathematics and Sciences

subjects at KCSE level)'

According to Mr. Maganga 0. (Teacher IN-SET -2006) The INSET is a way of enhancing

teacher quality. This is usually marked by acquisition of sound knowledge, skills and attitudes in

Mathematics and Sciences that is considered an important body of knowledge for informed

citizenship in an increasingly technological world and particularly in this era of rapidly increasing

development of Information Communication and Technology. These subjects also represent a

critical filter to many careers and opportunities to higher education. The aim and therefore the

quality teaching of Mathematics and Sciences require that students are able to apply Scientific and

Mathematical knowledge. It is desirable therefore that thinking skills such as creative thinking,

critical thinking innovatively, productive thinking versus reproductive thinking and in general

development of higher order thinking skills and problem solving skills are nurtured and cultivated.

This should be a significant goal of Mathematics and Sciences instruction. His must of necessity

be valued i.e time provided for it, supported and evaluated. This can only be done through the

creation of an environment in which students are encouraged to actively participate in

Mathematics and Sciences lessons and be part of the lesson as opposed to being passive recipients

of knowledge.

The SMASSE initiative through the ASEI-PDSI strategy aptly addresses these issues through a

regularized and institutionalised system on In-service Education and training (INSET) An

18

important development is the shift in focus to the quality of classroom interaction in which the

teacher is engaged as an agent of change as opposed to being solely a target for change.

We strongly believe that teacher quality is critical in the achievement of ministry of education's

Vision of"Quality education and training for development" (SMASSE Newsletter)

Mr Matembo, in his document entitled "Learners' confidence in Mathematics and Sciences"

notes that from the baseline studies previously conducted at the onset of SMASSE Project, one of

the reasons for poor performance in Mathematics and Sciences in National Examinations is the

Negative attitude of the learners and in some cases the negative attitude of the teachers towards

the subjects.

He however points out that attitude is formed and developed; and the environment provides fertile

ground for this. (SMASSE Newsletter)

Therefore the first Cycle of the INSET (Cycle 1-2003) was mounted with the sole objective of

addressing the problem of how to break the negative "attitude" and inculcate in learners and

teachers a positive attitude towards mathematics and sciences.

The Second Cycle of the INSET (Cycle 11-2004) focussed on "Hands-on-Activities" whose main

focus was on providing alternatives to the conventional apparatns used in the study of Sciences

and Mathematics in Secondary Schools. The hands-on-activities included experiments,

improvisations/ innovative activities, practical work and discussion tasks.

The third Cycle of the INSET-2005 (Cycle 111-2005) had the theme "Actualisation of

ASEI/PDSI Strategy" During this Cycle of the INSET, actual classroom teaching was conducted

based on the latest methodology and improvised apparatus with the main emphasis laid on

19

student-centred approach to teaching as opposed to teacher-centred approach. This Cycle ill gave

the teachers an opportunity to try out their ASEI/PDSI approach to teaching strategy.

The theme of Cycle IV-2006 of the INSET was "Im pact Transfer" During this Cycle IV; focus

was on monitoring impact transfer indicators in a classroom where all the previously learnt skills

is implemented. This cycle IV encouraged continuous evaluation of lessons as the teaching/

learning progressed at every stage of the lesson.

Beyond the 4lh Cycle, Districts were supposed to be self-sustaining and be able to mount IN-SETs

based on their respective needs. The financial implications of mounting such IN-SETs were to be

met by the District.

2.7 Problems of physics as a subject.

I .Physics was considered to be a male domain confined primarily to the acquisition of skills and

knowledge passed through information or experiences. This is the same problem which the

pioneers of physics education in America for example Ellen Richards, Catherine Beecher

strived to eradicate and it's till now the nagging problem, that the present physicists strife and

endeavour to overcome.

2. The coming of the missionaries seemed to perpetuate this problem of sex stereotype.

3. Physic subject has been perceived as requiring the very bright students particularly those

who are very good in Mathematics.

The 8-4-4 system of education has taken a move away from this anomaly by teaching

physics subject to both boys and girls. It is hoped that this will eventually change the

attitude of the society towards physics as a subject.

20

4. Physics is perceived to lead to less prestigious employment compared to the other

professions like Medicine. Parents therefore are sceptical about their children taking physics

subject with the rhetorical questions what prospects does it have? And where will it lead you?

5. Lack of continuing professional growth is another hindrance to most people to admire the

subject.

2.8 Objectives of Physics

KIE Physic science syllabus teachers guide (2002) Kenya Literature Bureau has the objectives

of physics as;

(a) The learner should be able to select and use appropriate instruments to cany out

measurements in the physical environment.

(b) Apply the principles of physics and acquired skills to construct appropriate scientific

devices from the available resources.

(c) Develop capacity for critical thinking in solving problems in any situation.

(d) Contribute to the technological and industrial development of the nation.

(e) Appreciate and explain the role of physics in promoting health in society.

(I) Acquire positive attitude towards physics

(g) Acquire adequate knowledge in physics for further education and/ or training.

(h) Apply the principles of physics and acquired skills to construct appropriate scientific

devices from the available resources.

21

2.9 Status of Enrolment

The student-teacher ratio must be improved if adequate attention has to be given to individual

learners. Unmanageable numbers of students per school indicates that there will be very little

contact between the teacher and the students, and hence learners will be given little or no

assessment, guidance and counselling.

22

3.1 Introduction.

CHAPTER THREE

RESEARCH METHODOLOGY.

The chapter on Research Methodology had several sub-sections that described the Research

Design and location of the study, described the sample selection technique and target population,

the various research instruments and the methods of data analysis. The extent to which the study

relied on qualitative and quantitative methodology was also be specified.

3.2 Research Design/Approach and Location of the Study

The research adopted a case study approach using a diagnostic design that investigated the impact

of SMASSE IN-SET on performance and subsequently enrolment in physics in Secondary

Schools in Emining Division ofKoibatek District-Kenya.

This diagnostic study design was intended to produce statistical information about the

SMASSE IN-SET Cycles so far held to the benefit of all the stakeholders in the Education sector

and policy makers so that they can be in a position to make informed justifiable decisions

concerning the sustainability and relevance of such IN-SETs.

By using performance and enrolment categories of impact transfer indicators the proposed study

fited within the diagnostic study design. The evaluation of the achievement of the SMASSE IN­

SET activities is carried out using the following criteria:

23

Effectiveness; which was aimed at determining the extent to which the project purpose has been

achieved through the outputs.

Impact; that was investigated in terms of negative and positive, and direct or indirect effects

which were unexpected in the project.

Sustainability; in terms of policy, technology, environment, social-cultural factors, institutional

management and financial aspects.

Relevance; in terms of validity of project purpose and overall goal in connection with government

policy and needs of the society.

To enable the researcher assess the impact of SMASSE IN-SET in the region, questionnaires was

developed that was aimed at getting information about the effectiveness, impact, sustainability and

relevance of the SMASSE IN-SET.

Among the verifiable impact transfer indicators to be observed on upgrading the capability of

students in physics included investigations into:

o Performance in KCSE in physics over the years,

o Quality of grades in KCSE in physics over the years,

o Enrolment in the number of those opting to take Physics.

o Number of girls taking Physics,

o Participation in Science and Mathematics based clubs,

o Attitude of both teachers and students towards physics

o Availability and use of physical facilities and human resources that support the teaching

and learning of Sciences.

The location of the study was secondary schools in Eminig Division ofKoibatek District.

24

The selection criterion for the study location is discussed below in the appropriate section of this

chapter.

3.3 a) Target Population

Census inquiry reveals that in Emining Division there are 13 Secondary Schools. Two of these

schools are new public schools that have not been in existence for more than two years. They are

currently in form two levels. Two other schools are private church sponsored schools that are not

involved in SMASSE INSET activities. The next four schools have not presented candidates for

KCSE Examinations for a period more than three years. These later schools have presented

candidates for KCSE Examinations in the years 2006 and 2007 only.

3.3 b) Sampling Procedure

Based on the above scenario, the mentioned schools were not part of the target population. This

left five other schools that were the target population schools for this research proposal. Two of

these schools are currently fully double-streamed schools while one is double-streamed up to form

Ill. One is triple-streamed up to form one and double-streamed in the other classes. The other is

still single-streamed. The total students' population in these sample schools is 1,638 and the

teaching force is of 88 teachers. There are 5 members of the DPC. There are 2 officers in the

DEO's office in charge of the SMASSE activities and 16 District trainers. The four D.O.S

from the sample schools will also be part of respondents. These give a total target population

of 1,753 persons.

Purposive sampling technique was used to select the four sample schools using set

criteria such as ; Type of school (Provincial/District),Boarding status (Boarding, Day, Mixed day

and Boarding) or whether the school is Boys' only, Girls' only or mixed schools.

25

The target population schools are the schools that have been presenting candidates for the KCSE

examinations over the years under investigations in this study proposal. The institutions are as

below:

Table 3.3 a) Enrolment and Category of school

1e of the Institution Category /Streams Students' population Boarding status Sex

OGA SEC. SCH. Provincial, 2streams 337 Mixed day/Boarding Mixed

NJNG SEC. SCH. Provincial, 3streams 405 Boarding Boys

}OTIO SEC. SCH. Provincial, 2streams 368 Boarding Girls

\NANA SEC. SCH. Provincial, 2streams 358 Boarding Mixed

Table 3.3 b) The teaching population in the four schools is distributed as follows:

1me of the Institution Total no. of teachers No. of Male physics No. of Female physics

teachers teachers

)SOGA SEC. SCH. 14 3 0

1JNJNG SEC. SCH. 21 3 0

)GOTIO SEC. SCH. 24 2 0

SANANA SEC. SCH. 18 3 0

3.3 c) Sample sizes

The population from which the sample was to be drawn did not constitute a homogeneous group

and therefore, stratified sampling technique was applied so as to obtain a representative sample.

In this technique, the population was stratified into three non-overlapping sub-populations or strata

and sim pie random sam piing technique used to select items from each stratum.

During this diagnostic study, the three crucial sub-populations/ categories of respondents are:

26

Informed specialists, the users and the beneficiaries of the information generated through the

SMASSE IN-SET activities.

Under the informed specialist category, this study will target the DQASO who was the

District SMASSE Coordinators in the DEO's office who is directly involved in the SMASSE

activities in the District. Under the informed specialists, 8 out of the total 16 District trainers are

also targeted. The 4 Principals of the Target Schools, and at least 2 physics teachers from each of

these schools are targeted to represent the users of information generated through the SMASSE

INSET activities. This yielded a total of 8 teachers. 40 students from each of the sample schools

were targeted to represent the beneficiaries of the information generated through the SMASSE IN­

SET activities. This yielded a total of 160 students. The entire sampling matrix yielded a total

sample size of 180 respondents for the proposed study.

3.4 Field Work Arrangements and Research Instruments for Data Collection.

3.4.1 Development of Instruments.

The research instrument used included two sets of questionnaire (appendices A and B)

One questionnaire was meant for physics science teachers. It sought for information on their

teaching experience, their workload, whether enrolment is fluctuating or increasing, time allocated

to physics subject, area teachers find difficulties in, whether resources and equipments are

sufficient for each student, number of physics students per class and usefulness of physics subject

to the learners.

The second questionnaire was meant for form four, three and four two physics students. It sought

to know how they made a decision to take physics, the areas they find difficulties in, problems

experienced as a result of studying physics.

27

3.4.2 Questionnaires. Two types of questionnaire items are used. These are the structured or

closed-enclosed questionnaire and the unstructured or open-ended questionnaire. Each

questionnaire item is developed to address a specific objective, the research question or the

hypothesis of the study. The structured questionnaire items are accompanied by an appropriate list

of options from which respondents select the answer that best describes the situation in their view.

The 'other' option is made available to take care of those responses that may not fit in the given

categories. The level of literacy of the anticipated respondents was also taken into consideration.

Piloting or pre-testing the Questionnaire items.

The questionnaire was pre-tested to a selected sample that is identical to the actual sample to be

used in the study. The number of respondents in the pre-test sample was about 1 % of the entire

sample size, which is about 18 respondents. The pre-testing eliminated deficiencies in the

questionnaire items such as wrong phrasing of questions and insufficient space to write the

response. Questions that are vague was also revealed through pre-testing in the sense that the

respondents interpreted them differently and therefore, such questions were be rephrased. The pre­

testing therefore enhanced validity and reliability of the questionnaire as an instrument of data

collection.

Reliability of the instrument

The reliability of the questionnaire instrument was ascertained by pre-testing it in the field as

follows:

• The developed questionnaire was given to a few identical subjects (about 8) for the study

(not the ones included in the main study).

• The questionnaire responses were scored manually.

28

• The same questionnaire was administered to the same group of subjects after a period of

two weeks.

• The questionnaire responses were scored manually.

• A comparison between the answers obtained in the two cases above was made.

A correlation coefficient of about 0.6 was considered high enough to indicate a high reliability for

the instrument.

Validity of the instrument

Three SMASSE National trainers, competent in the area of IN-Service Education and Training are

requested to assess the relevance of the items used in the questionnaire developed. They examined

the questionnaire items individually and provided feedback to the researcher. Their

recommendations were incorporated in the final questionnaire.

3.4.3 The interview instrument

The researcher tried to get information from the interviewee and recorded it by himself. It was

assumed that the respondents had infonnation and they were willing to give honest answers in the

to the researcher. The structured type of interview was adopted. Structured questions were

developed which were used with all the respondents under this method of data collection. This

interview schedule was conducted both in the form of personal face to face interview for those

respondents who could be accessed readily like the Principals and D.O.S of the sample schools

and in the form of telephone interview for the DQASO who have since left the District.

3.4.4 The observation instrument

The observation was based on a check-list or a form that contained the things to be observed.

29

Observation information fell into two categories:

Observation of physical resources such as Laboratories and frequency of use.

Observation of social processes such as class interactions and teaching methodology,

whether: student centred or teacher centred.

In both cases, a detailed observation schedule was developed that facilitated easy recording of the

findings. The researcher caITied out the observation both as a participant observer especially when

engaging in Laboratory sessions when the students are carrying out experiments in the Laboratory

and in the next instance as a non-participant observer especially when observing the lessons of

fellow teachers.

3.5 Data Collection Procedure

All the schools included in the sample were visited during the month of May-July 2008. The

purpose of the visit was to make aITangements for visiting the schools to administer

questionnaires.

Questionnaires were collected after a week.

3.5.1 Methods for Data Collection

The main methods used to collect data include:

• Observation: This involved collection of data by way of own investigation, without

interviewing the respondents. Structured observation design was adopted and therefore a

checklist containing the areas to be observed were prepared and important findings recorded

as soon as they are observed. The observation information fell into two categories namely:

Physical facilities for example pieces of equipment and apparatus, and laboratories.

30

Laboratory checklist was developed to help ascertain the availability and extent to which such

facilities are currently put into use. Such a checklist was used to collect information on past

status, documentary records and current status. Social process such as class interactions

between teachers and students, students and student interaction, and interaction through club

activities was also observed. Observation was found important in obtaining information that

might not be easily obtained through face-to-face interviews or questionnaires. This was

mostly achieved through lesson observation among the students either as participant observers

or non-participant observer. As participant observer, the researcher joined the group he was

observing and in the process observed what was going on without the group knowing that the

researcher was collecting information on them. Similarly, as a non-participant observer, the

observer took a position where his presence was be explained.

• Reading documents: The documented responses made by respondents on questionnaire items

obtained from responses made by the two sub-categories of respondents namely the teachers

and the students of the various schools. Reading reports on questionnaire items was considered

appropriate method for collecting data from these groups of respondents because they

individually record and interpret these questionnaire items. Most of the teachers are also

directly involved in SMASSE INSET activities either as trainers or trainees. The questionnaire

items were used to collect information on:

• Performance in K.C.S.E examinations

• Enrolment levels and careers choices over the years

• State and the level of human and physical resources

• Implementation of ASEI-approach and PDSI-movement as advocated for under

SMASSE INSET.

31

• Opinion of teachers regarding what need to be done so as to make future SMASSE IN­

SETs better.

• Interviewing

The personal and telephone interview schedules were used to obtain in-depth information from

DQASOs regarding their opinion on the efficiency and sustainability of the project. This was

partly because of the fact that some of them have since left the District and it was difficult to trace

them physically due to frequent changes of their physical addresses and place of work.

3.6 Data Analysis

Responses given by various respondents were in different fonnats i.e. written and verbal, hence

results were not treated uniformly. Descriptive statistics was used e.g. means, tables and

percentages to analyse the data. Pie Charts and Bar graphs were used to represent the findings.

32

CHAPTER FOUR

4.0 DATA PRESENTATION AND ANALYSIS

4.1 Inh·oduction

From the result obtained, the data collected from the respondents was analysed in form of

percentages means and summarized in tables and graphs. The enrolment in the physics science

was related to the various areas of teaching and learning experiences that both the teacher and

the students undergo in school. The result discussed here was extracted from the research

tools. The letters A, B, Care given to represent schools.

A is Rosoga mixed Day & Boarding high school

B is Emining Boys' high school

C is Kisanana Mixed high school.

D is Mogotio girls' high school

4.2 Presentation of findings:

4.2.1 Rationale for continuation of the In-Service Education and Training (SMASSE In-SET)

Responses from Physics Teachers

The age of physics science teachers affect the performance of physics science subject, which in

return affects enrolment. In that the behaviour pattern of the teacher and his/her overall

approach, experience and treatment of the students' responses determine their performance.

Table 4.2.la Age of respondents

Age Frequency "/0

25-29 1 ll.1%

30 and above 8 88.9%

33

From the results, 88.9% of the physics science teachers were 30 years and above while 11.1 %

were below the age of30 years down to 25 years according to questionnaire item administered.

"Since science learning has its basis in first hand experience of the pupils. We should

provide them the resources and materials, where they can see, hear, smell and taste if the teacher

honestly tries he can make the classroom a place of direct experience. Though this has a limited

scope much of the teachers' efforts should be to bring to the science room real things from the

environment and arrange them so that the total situation becomes conductive to science

learning".

Having young teachers in the profession at times could be discouraging to the students because

they actually don't bring the real life experiences from the environment and this could be a

possible cause for low enrolment and poor performance. Through regularized In-Service

Education and training, it is possible to have these teachers be able to share experiences with the

other long serving teachers in the field. It is therefore important that In-Service Education and

training be institutionalised and regular training be conducted.

Gender of physics science teachers

The gender of physics science teachers affects the petfonnance of physics, which in tum affects

enrolment in physics; this is because the overall approach determines students' motivation to

learning.

Table 4.2.1 b Gender of physics science teachers

Sex Number %

Male 9 100

Female 0 0

34

From the result I 00% of the physics science teachers were male while 0% were female. This

indicates that there are only male teachers within the division handling the subject.

Female teachers could be acting as models to the youths so as to be emulated by the girls but since

they don't handle the subject, girls' enrolment is even discouraged the more. This actually affects

enrolment and performance as a whole.

From the result all the four schools studied had enough teachers. The student-teacher ratio has to

be reduced if adequate attention must be given to individual learners; that is when performance

can be enhanced so as to encourage enrolment.

4.2.2 Achievement of the project:

Table 4.2.2a professional qualification of physics teachers

~ A B C D Total %

Q

S. l (Untrained) 0 0 0 0 0 0

Diploma in Sci. Educ. 2 1 1 1 5 55.5

B.Ed Science 1 I 1 1 4 45.5

B.Sci. ( Untrained) 0 0 0 0 0 0

P.G.D.E 0 0 0 0 0 0

M.Sc. Education 0 0 0 0 0 0

Other specify 0 0 0 0 0 0

From the result 55.5% of the physics teachers were holders of Diploma in Science Education

while 45.5% were holders ofB.Ed Science certificates. This shows that the physics teachers have

the content, competence and are professionally trained.

35

According to World Bank report quoted in the 'Daily Nation (Feb 15,1997:15)', "Inadequate

learning and teaching facilities, untrained or poorly trained teachers, irrelevant curriculum and

poor use of resources impact negatively on education process"

This implies that school with well-trained teachers may perform better in physics and in tum

encourage enrolment. However, methodology is very important if performance and enrolment is to

be any better. In schools where teachers practiced ASEI-movement and the PDSI approach in their

teaching, performance was noted to be improving and similarly enrolment was on the rise.

Teachers planned their teaching and were innovative and were able to improvise where

conventional apparatus were absent. This approach had a positive impact on the enrolment and

performance.

Teaching experience of physics teacher

According to Das (I 985) notes that

"Neither the text book nor the teacher alone can be the best medium of instruction but a good text

book and experienced teacher can make the teaching and learning experiences effective "

Table 4.2.2b Teaching experience of physics teacher

~ A B C D Total %

g y

0-3 0 0 0 0 0 0

4-8 1 1 1 0 3 33.3

9 and above 2 I I 2 6 66.6

The above show that 0-3 years there was no teacher, while 4 to 8 teaching experience had 33.3%

and the majority had 10 years and above teaching experience which had 66.6%. This indicates that

the teachers who had taught more than eight years had a chance to go through the syllabus twice,

36

whereas those with ten years and above had gone through the syllabus more than twice, this also

gave them a chance to be more conversant with the syllabus. The teachers who had gone through

the syllabus at least once were able to evaluate themselves and could give a better approach to

their teaching next time. Such teachers were observed to be able to adopt ASEi and PDSI

approach in their teaching very easily. This encourages students' enrolment. Teachers who had

taught for less than four years could be updated of the challenges normally encountered by those

who had taught for more than four years through regularized In-Service Education and Training.

Table 4.2.2c Trends of students enrolment in physics

Statement Frequency Percentage

Fluctuating 5 55.6%

Increasing 3 33.3%

Decreasing I 11.1%

The result indicates that 55 .6% are fluctuating in enrolment of physics while 33.3% felt that

enrolment is increasing. I I .I% felt that the enrolment and performance was decreasing. The

reasons the teachers gave for decreasing in enrolment and performance was students feared the

subject, while others cited that it was an expensive subject while others said students feared

practical during examinations. This is reflected in the schools performance.

It is therefore imperative that the teaching of physics be more of student-centred and activity­

focussed as advocated for under the SMASSE In-SET through the ASEI/PDSI approach.

Enrolment is actually determined by performance. From the results Emining boys' secondary or

school B had highest number of students enrolling for physics followed by Mogotio Girls'

secondary or school D then Rosoga secondary or school A and lastly Kisanana secondary or

school C. In general, performance in physics has been on the rise since the inception of the

37

(SMASSE) In-Service training and education. This has had a significant positive impact on the

enrolment in the subject.

4.2.3 Alternative approaches complementing the existing approaches in addressing

enrolment

Table 4.2.3a Teachers' work load

~ A B C D Total %

No. of e so

13 to 16 0 0 0 1 1 12.5

17 to 20 0 0 0 0 0 00.0

21 to 24 1 1 1 0 3 37.5

25 to 28 1 1 1 1 4 50.0

28 and above 0 0 0 0 0 00.0

From the four schools studied, 50% of the physics teachers had between 25 and 28 lessons per

week.37.5% had between 21 to 24 lessons. According to the T.S.C (cap.212 laws of Kenya) an

assistant teacher in a secondary school is supposed to teach an average of 28 lessons per week.

Therefore the teachers in Emining division had a reasonable teaching load with none of them over

loaded. Therefore the good performance in physics in the two schools (Rosoga secondary and

Emining secondary) could partly be attributed to the hard work of the teachers in these schools.

Apparently, in these schools, enrolment is also observed to increase. This confinns the fact that

enrolment is determined by among other factors, performance.

The SMASSE In-SET project has properly sensitised the stakeholders in Education (Government

and Parents) on the importance of the teacher to have manageable workload so as to be effective in

1is or her teaching. This has led to the B.O.G of some so schools employing more physics teachers

38

\

in their schools where the government was not in a position to employ. A manageable workload

would leave the teacher with enough time to attend to the individual differences of the students

and this would motivate the students leading to higher enrolment.

4.2.4 Areas and Issues to be addressed during future In-SETs so as to improve enrolment.

Table 4.2.4a Areas teachers find difficulties in physics.

AREAS FORM

Pressure 1

Electrostatics I 1

Magnetic effect of electric current 2

Waves I 2

Electrostatics II 3

Waves II 3

Sound 3

Uniform circular motion 4

Electromagnetic Induction 4

Electronics 4

Form 1 Topics (Level of Difficulty)

□ Pressu-e

fill Electrostaics I

□ Forces

□ Cells & Simple circuits

■ Measu-ement I

□Other Topics

HIGHER % FREQUENCIES

4 44.4

5 55.5

4 44.4

5 55.5

6 66.7

6 66.7

5 55.5

7 77.7

6 66.7

7 77.7

Form 2 Topics (Level of Difficulty)

39

Ill Magnetic effect of electric current

iii Waves I

□ Sound

□ linear motion

II Magnetism

El Others

Form 3Topics (Level of Difficulty)

□ Electrostatics II

ii Waves II

□Sound II

D Newton's laws of Maion

■Fluid Flow

BOthers

Form 4Topics (Level of Difficulty)

□ Uniform circular motion

Iii Electromagnetic Induction

□ Electronics

□ Phaoelectric effect

■ Mains electricity

□ Floating and Sinking

El others

From the result 77 .7% find difficulties in teaching electronics and uniform circular motion. 66.7%

find difficulties in teaching Electrostatics II, Waves II and electromagnetic induction. Sound,

waves-I and Electrostatics-I were identified by 55 .5% of teachers as being difficult. From a verbal

interview the teachers cited that there were a few hands-on-activities in these topics, which gave

them a problem, and similarly, these topics lacked reference books. The teacher's qualification and

experience affects the performance in physics, which in tum effects enrolment in the subject.

Teaching of physics demands of the teacher not only knowledge of content but also at disposal a

stock of strategies and approaches of imparting content to the students with meaning and

understanding, hence teachers who are more experience have with time known the most

problematic topics and sections within a topic. Due to this they were capable of adopting the

suitable methods, strategies and approaches for specific concepts as per the objectives of

SMASSE In-SET, thus they got to know the most effective method for a particular ability of the

student as opposed to less experienced teachers. For instance the choice of teaching materials and

discipline during classroom instruction were best at Eminig Boys' secondary school followed by

Rosoga Mixed secondary school.

40

From the baseline studies originally conducted, it is apparent that the number of topics teachers

had previously considered problematic had drastically gone down. The results reveal that very few

areas still needed attention. It is therefore recommended that future In-SETs be mounted to

address the above areas of concern as per the table and the pie charts above.

4.3 Summary of research findings.

Table 4.3a School K.C.S.E enrolment and performance of physics for the last seven years.

YEAR

SCHOOL 2001 2002 2003 2004 2005 2006 2007

ROSOGA M.S.S (A) Enrolment 6 5 9 11 12 12 19

Performance 3.67 6.40 4.33 6.45 6.42 6.50 6.05

EMINING B.S.S (B) Enrolment 19 19 20 13 31 41 45

Performance 4.58 5.05 5.35 4.85 6.42 6.12 6.45

KISANANA M.S.S (C) Enrolment 11 16 10 22 21 14 22

Performance 427 5.94 4.5 3.55 3.91 5.50 5.65

MOGOTIO G.S.S (D) Enrolment 15 18 18 30 37 33 36

Performance 5.87 4.56 4.44 4.57 5.73 5.09 5.34

41

Relationship between enrolment and performance over the years in the sample schools

ROSOGA SECONDARY SCHOOL (A)

20 18 16 14 12 10 8 6 4 2 0

1 2 3 4 5

YEARS200-

6 7

la ROSOGA M.S.S (A) Enrolment

Ill ROSOGA M.S.S (A) Performance

KISANANA MIXED SEC. SCHOOL (C)

25 -----------

20 -'--------

15

10

5

0

1 2 3 4 5 6 7

l!I KISANANA M.S.S (C) Enrolment

11!1 KISANANA M.S.S (C) Performance

YEARS200------

EMINING SECONDARY SCHOOL (B)

50 .,..,,..-c---,--,---,--,---,--,---,,--;-,.,.,.-~ 45 .J.-,-'---'--'--,--',-'---',-'---'-,----'--,--'-c-'-nr--,

40

35 +-====c.:.:.."? 30 +-=====Ill"-' 25 +-~-'-----'--'--~ 20 +:'--cc='r-'-c 15

10 5

0

2 3 4 5 6 7

l!IEMINING B.S.S (B) Enrolment

ill EM IN ING B.S.S (8) Performance

YEARS 200------+

MOGOTIO GIRLS'SEC. SCHOOL (D)

40 -r--------,---,

35 .J.----'--==--'-lil"-''-"--'--m-l 30

25

20 15 -

10 5

0

2 3 4 5 6 7

El MOGOTIO G.S.S (D) Enrolment

Iii MOGOTIO G.S.S (D) Performance

YEARS 200-----__.

From the table 4.3a and graphs, there is no school, which had a constant enrolment, but rather it

kept on increasing and decreasing. Over the years, the table reveals that there is a general increase

in number of students enrolling for physics. This can be can be attributed to the impact of the

SMASSE In-Service training that has tended to equip the teachers with more effective teaching

42

approaches (ASEI and PDSI approaches). In schools where the performance has steadily

increased, the enrolment has also steadily increased (Rosoga sec. and Emining sec school). In­

depth analysis also reveals that there is an increase in the number of girls opting for physics

clearly indicating a change of attitude as envisaged in the objective of the SMASSE In-Service

education and training. There is also an increase in the quality of physics grades, which have

improved the enrolment levels in the schools.

There has been an increase in the number of students taking science-based courses in the

university. Truancy has also reduced in the physics classes. There has been increased interaction

between teachers and students and between students themselves. The good rapport between

teacher/learners and learners/learners has greatly improved performance, which in turn improved

enrolment.

Frequency of carrying out practicals and status of apparatus and equipments.

According to Falk (1971) a laboratory usually means a large room with necessary facilities for the

student to do practical work. A physics laboratory, will aid in achieving the objectives of teaching.

Table 4.3b Frequency of carrying out practical

~ Very often Often Occasionally Rarely Neve,·

0

A 1 1 1 - -

B I 1 - - -C - I 1 - -D - I I - -

Total 2 4 3 - -

Percentage 22.2 44.4 33.3 - -'

43

Practicals give students firsts hand information and experience and develop skills of handling

apparatus and equipments. Theory and practical should supplement each other in an integrated

manner. Usually when teachers increase learners' participation in learning, only then when a

concept is introduced will the students be able to discover for themselves.

From the result, the four schools at least carried out practical lessons. From the table, all the

schools either do practical very often, often or occasionally but there was no school that did not

carry out practical lessons. According to Debes (1970:14) visual literacy refers to: -

"A group of vision - competencies a human being can develop by seeing and at the same

time handling and integrating other sensory experiences - These are skills which are developed

through either being educationally imparted, experience or exposure"

All the four schools had laboratories or physics laboratory even though not well stocked with

necessary facilities. Therefore, SMASSE In-Service education and training has had a positive

impact on enrolment and performance through properly sensitising school authorities on the

importance of having equipped science laboratories and established science resource centres from

where rare and expensive equipments can be borrowed by schools. All the above schools had

trained laboratory technicians.

Table 4.3c Status of apparatus and equipment

~ Very adequate Adequate Moderate Not model'ate '

I

A - - 2 1

B - 1 1 0

C - 1 1 0

D - - 1 I

Total 0 2 5 2

Percentage 0 22.2 55.5 22.2

44

The results from the table 4.3c indicate that 22.2% of the teachers felt that the schools do not have

adequate equipment and materials whereas another 22.2% felt the schools had enough equipment

and materials. The Kamunge report (1988:144) has emphasized the importance of textbooks in

that "Textbooks are central to educational process and are different from other reading materials

as they deliberately address themselves to particular areas and levels of the school curriculum"

The four schools studied indicate that they lacked adequate materials and equipments and this is

attributed to poor performance, which leads to low enrolment.

"The teaching and learning process requires content or subject matter, methods, materials

and facilities. These have to be selected."

These materials and facilities include Libraries, classrooms, Laboratories and workshops

especially for science subjects like physics, Biology and Chemistry. If this materials and facilities

are lacking or inadequate, the academic performance is poor and this has a draw back in

enrolment. Today poor performance in sciences can be attributed to the expanded education

system and the meagre resources. Inadequate teaching and learning facilities, irrelevant CutTiculum

and poor use of resources impact negatively on educational process and this greatly affect

enrolment especially in the science subjects.

Since the cost sharing policy in education was introduced, parents have been subjected to

numerous levies, including the contentious mock examination fund. The government pays all the

teachers and the communities have been given full responsibility of providing physical facilities

and equipment. Parents are also to provide for textbooks. The existing syllabuses determine the

production of books so whenever a particular syllabus is reviewed, parents are expected to

45

purchase the recommended books, a reason which makes parents not to be able to provide

adequately other physical facilities, materials and equipments.

Table 4.3d Extent to which physics is relevant to the learners.

Extent Freqnency %

Not at all 0 0

Least extent 0 0

Moderate 3 33.3

Large extent 6 66.7

Total 9 100

The physics teachers interviewed felt that physics was relevant to the learner on a large extent.

This is proved from the results on the table that 66.7% had a positive view towards physics, while

33.3% had a view that physics was relevant to the learner on a moderate extent. This also is an

indicator of how the teachers are aware of the job market opportunities. Both genders should be

encouraged to take up physics because of their potential to pursue the area of physics as a career

because this is one way of curbing unemployment. So teachers and parents should be familiar with

job market so as to encourage their children to pursue the area.

Responses From Physics Students

Table 4.3c Students' influence on choice of physics subject.

Influence Frequency %

Teacher advised 37 23

Parent/guardian advised 33 20

Pupils' personal feeling 85 53

Guided by friends 5 3.3

Total 160 99.9

46

Students' influence on choice of physics subject.

'- "O Cl) Cl) .c en (.) ·­co > Cl) "O f- co

C co "2 "O co Cl) ::J (/) O)·­:;::, > C "O Cl) co '-co a..

co C 0 ~ 0) Cl) C n.= Cl)

Cl) ~ ·a. ::J a..

>, ..a en "O "O Cl) C

"O Cl) .::J J:: (.')

\Ill Frequency I

53% of the total numbers of pupils interviewed choose physics on their own while 20% where

guided either by their parent or by a guardian and 23% were advised by their teachers. This

actually shows how the subject is received, some pupils are not well conversant with the future of

the subject so they still have to be guided; so as to increase the enrobnent, parents and guardians

have to be well informed of the future of the physics.

47

Table 4.3f Frequency of pupils missing physics Lessons

Frequency

Very often

Often

Occasionally

Rarely

Never

160 140 120 100

80 60 40 20

0

No. of times o/o

0 0

0 0

8 5

136 85

16 10

No. of times

I 111 No. of times I

85% felt they rarely missed the physics lessons. While 10% have never missed physics lessons.

5% said that they occasionally missed the physics lessons. This again goes back to gender; the

subject is entirely manned by men this could also be a contributing factor to poor enrolment

because most male teachers either discourage the girls and the girls lack a female role model in the

subject.

48

The teaching activities continue through interaction between the teacher and the learner. The

learning effect may vary depending upon the teacher's personality, teaching ability and teaching

and learning environment. Teaching is a composite of art, craft, and science. The teacher therefore

becomes a combination of artistic, skilled craftsman and a keen analyst of fact, sensitive to the

individual differences of the students.

"Ability to work with others is one of the secrets of success in the management of a science

education program. A teacher does not have an isolated life. He has to work with people:

School authorities, teachers board of education, other physics teachers, young and adult students,

high school pupils and parents. His success or failure is dependent on his ability to work with the

people in this various groups"

As a result the teacher should arrange and have a good environment for learning. The teachers are

supposed to give appropriate stimuli and students will respond as expected. They should give

reinforcement and encouragement to the slow learners and show them where they have succeeded

or failed. This will improve performance and encourage more pupils to enrol for physics.

49

CHAPTER FIVE

5.0 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS.

5.1 Summary

The study involved collection, presentation and analysis of data to find out the relationship

between performance and enrolment of students in physics among secondary students within the

Emining division of koibatek District. The method used to gather the information included filling

in the questionnaires by physics secondary school teachers and the form three and form four

students. The teachers too were interviewed on various lines of their teaching in order to gather

enough information on performance, enrolment, resources and problems that affect the pupils.

The result of the study were analysed inform of percentages, means, frequencies and were all

summarized in tables and some presented graphically by use of pie charts and bar graphs. The

results were discussed by answering the research questionnaires.

The major limitation to good enrolment was mainly poor performance, which did not encourage

enrolment. Poor attitude was also noted as another fuctor that still hindered enrolment in the

subject.

5.2 Conclusions.

5.2.1 Professional qualification of physics teachers.

From the research findings, most of the teachers handling physics are well trained hence well

exposed to the subject and therefore competent at all levels. The schools were well staffed with the

physics teachers.

50

5.2.2 Extent to which physics is relevant to learners.

The teachers cited that the students were ignorant on the significance of physics to their future and

this greatly affected enrolment. The students had little information about careers related to

physics. It is important that at the introduction stage , in form one, the students be well taught on

the various careers relating to physics.

5.2.3 State of apparatus and equipments.

All the four schools had adequate apparatus and equipments for their practicals. Where the

apparatus and equipments were lacking or few, it was observed that teachers were able to

improvise in most cases according to what they have learnt during their SMASSE In-service

education and training in line with the ASEI-Movement and the PDSI-strategies of teaching.

Both teachers and some students concurred that practicals affected the perfonnance of the students

during examinations. This must be purely due to fear and to overcome such fear, students ought to

be exposed to more practicals.

5.2.4 Areas of difficulty

In summary, some suggestions given by the teachers showed that the physics syllabus in certain

forms e.g form one was too wide given that the form ones always reported to school late on

admission. They suggested that some of this work be off loaded to form two and the form ones be

made to come to school in the course of the second week of the first term rather than the fifth

week of the first term.

51

Other suggestions from the teachers revealed that there was still negative attitude towards physics

by both the teachers and the students. Some teachers who are not physics teachers tended to

discourage the students from enrolling in the subject. The SMASSE In-Service education and

training ought to mount another IN-SETs specifically meant to tackle attitude problems. A

sensitisation workshop ought to be organised for the other non-science teachers so as to tackle the

negative attitude exhibited by these teachers towards the physics subject.

The teachers also felt that apparatus and equipments were available but were not adequate for each

student. The teachers felt that the subject should be taught practically and borrow heavily from the

background experiences of the students. Every-day applications of each topic under study should

be discussed adequately so as to show the relevance connection between the subject and everyday

experiences.

5.3 Recommendations

From the research findings it was established that all the four schools had adequate facilities and

equipment for teaching and learning. By extension, this may apply to the rest of the schools in the

District. Consequently, the enrolment could not have been dictated much by the factor of

availability of laboratory facility and Qualified Laboratory technician since all the above schools

had put in place this factor. This is clearly the result of the SMASSE In-SET.

To improve enrolment, it is therefore recommended that:

1) The teaching and learning of physics subject should be more of student-centred and be given

practical approach. Teachers should continue to explore this new approach of teaching

52

through the SMASSE In-Service Education and Training (In-Set). Parents should continue to

contribute towards equipping the Laboratories with more conventional apparatus and

equipments.

2) The government, through SMASSE project, should continue to equip the already started

resource centres where the very rare and expensive physics equipments and apparatus could

be accessed by all the schools in the District

3) The policy makers, through SMASSE In-SET project, should look for ways of encouraging

the students, teachers and parents as a whole so as to change their attitude towards the

physics subject.

4) Girl child should be encouraged to do physics. The fact that physics is a male dominated

subject greatly affects the enrolment for both the girls and the boys. The government should

come up with a curriculum that is friendly to both the boy child and the girl child. The

SMASSE In-SET Trainers should also develop their curriculum based on the prevailing

needs of the District rather adoption of the training materials from the National level.

5.3.l Suggested areas for further research.

(a) Research should be done to find ways and means of harmonising both of the curriculum by

the Kenya National Examination Council (KNEC) and the Kenya Institute of education

(KIE)

(b) Research should be done in physics that would help establish whether the time allocated to

cover the physics syllabus is adequate.

(c) Research should also be done to investigate how the attitude ofboth the parents and teachers

can be changed so as to encourage pupils to enrol more for the physics subject.

53

LIST OF REFERENCES

Das R.C. (1985), Science teaching in schools, Sterling publishers limited, India

Gathambiri I. Mr (2005), The SMASSE Project Impact Assessment Survey (SPIAS) report, Media

document publishers, Nairobi-Kenya.

Kenya Institute of Education (2000), Physics for secondary schools-Teachers' guidebook, Kenya

'Literature Bureau, Nairobi-Kenya.

Maganga 0. Mr (2006), SMASSE Newsletter, issue No.16 -2006, Media document publishers,

Nairobi-Kenya.

Matembo D. Mr (2003), Learners' confidence in Mathematics and Sciences, Phoenix publishers,

Nairobi-Kenya.

National Office, (2002), Report on the 4lll workshop on Effective operation and management of

the SMASSE Project, Media document publishers, Nairobi-Kenya.

Wasanga M. Mr, (2004 ), The Impact of SMASSE project and other initiatives on the performance

in Mathematics and Sciences subjects at KCSE level, Joma Kenyatta foundation

publishers, Nairobi-Kenya.

54

APPENDIX

QUESTIONNAIRE

KAMPALA INTERNATIONAL UNIVERSITY-UGANDA

BOX 20,000 KAMPALA

(IODL).

Dear respondent,

The researcher is canying out a case study whose topic is "Impact of In-Service Education

and training (In-SET) on the enrolment of physics" A case study of SMASSE project in

secondary schools in Emining Division of Koibatek District, Kenya. You are requested to

fill this questionnaire as objectively and accurately as you can. Please do not write your

name on the questionnaire. The infonnation you give will be treated confidentially and will

be used only for the putpose of this study.

APPENDIX A

STUDENTS' QUESTIONNAIRE

(Please place a tick(✓ ) in the appropriate box).

1) Name of your school--------·------------------------

2) Type of your school: Girls only□ Boys onIY[J Mixed□ Others,---

3) If single sex school, which year did it become so?--------------------------------

4) Yoursex:

5) Yourage: Above 20 yearo

6) Form

7) Which ones of the following subjects does your school offer and which ones have you

chosen:

Offer Chosen

Physics □ □ Chemistry

□ □ Biology □ □ Others □ □

55

8) How did you make the decision about the subject you chose?

Teacher advice D Parent/Guardian advice D Personal feelings D Guided by friends D

9) Do you feel that you made the right choice of the subjects?

Yes

No

□ □

I 0) How often do you miss physics lessons?

Very often

□ Often □ Occasionally □ Rarely □ Never □

11) Which problems do you experience as a result of studying physics?

Inadequate apparatus

Inadequate practicals

No teacher

Lack of apparatus

□ □ □ □

Others, specify --------------------------

12)Do you have a Science laboratory?

Yes

No

□ □

56

APPENDIX

QUESTIONNAIRE

KAMPALA INTERNATIONAL UNIVERSITY-UGANDA

BOX 20,000 KAMPALA

(IODL).

Dear respondent,

The researcher is carrying out a case study whose topic is "Impact of In-Service Education and

training (In-SET) on the enrolment of physics" A case study of SMASSE project in secondary

schools in Emining Division of Koibatek District, Kenya. You are requested to fill this

questionnaire as objectively and accurately as you can. Please do not write your name on the

questionnaire. The information you give will be treated confidentially and will be used only for

the pmpose of this study.

APPENDIXB

QUESTIONNAIRE FOR PHYSICS TEACHERS.

(Please place a tick (✓) in the appropriate box).

1 (a). Name of your school ------------------------------------------------­

(b) Type of school: Girls only□ Boys only D Mixed 0 2. If single sex school, which year did it become so? --------------------------

3. School category: Provincial□ District□

4. Yoursex: MaleO Female□

5. Your age: 20-29years0 30-39years0 40-49years D above 50years 0

6. What is your highest qualification as a teacher?

Dip Ed□ PGDE□ B.ED□ M.EDIMA!MscD Others (specify)-----

7. How long have you been in the teaching profession?

l-5yearso 6-l0yearso l l-20yearo above 20yearso

57

8. Which is your main teaching subject?

Mathematics D Biology□ PhysicU Chemistry□ Other. ...... .

9. For which subject do you or did you attend SMASSE INSET?

Mathematics D Biology□ PhysicU Chemistry□

1 O. For how long have you been teaching physics in your current school?

l-2years D 3-4 YearO 5-6 YearsO ?Years and abovU

II.You attend(ed) SMASSE INSET as a: District Trainer□ Trainee□

SECTION Ill

12) What knowledge/ skills did you gain during the SMASSE INSET course?-------

----------------------- ----------------------------------------

------------ -----------------------------------13) In what ways has the course influenced the way you teach? ------------------------------------------

-------------

--------------------------------------------------------------------------------------

14) How would you describe the significance/ Usefulness of the course for you?-------

------------------------------------------·----------------------------------·------

---------------------- ---------------------------------15) (a) How has the students' enrolment in physics been in the past seven years?

Fluctuatino Increasin{J Decreasin{J Other--------------------

(b) Give reasons for your answer to (a) above---------------------------------

-----·---------------· -------------------------------------------------------------------------------

58

16) In your opinion, what are the reasons for the trend in enrolment in physics subject?

---------------------- ------------------------------------------------------·---------------------17) Do you find the time allocated to physics sufficient for completion of the physics syllabus?

Very adequateO Adequate D Moderate D Not adequate D If the answer to 16 (a) above is 'Not adequate', then give reasons

18) How often do you carry out practical lessons?

Very often□ Often D OccasionallY[J NeveQ

19) Mention the three topics you consider challenging to teach in each of the different Forms

Give reason(s) for your answer.

Form 1 :---------------------

Reason:-------------------------,--------------------------------------

Form 2:---------------------------------------------------------------------

Reason:-------------

------------------------ ---------------Form 3:---------------------- ----------------Reason:----------------------------------------------·-------

Form 4:----------------------------------------------------------------

Reason:----------------------------,---------------

------------------------------------------_______________________________________ ,

59

20) Which difficulties do you face in teaching physics?--- ------------------------------------------ --------------------------------------------------

-----------------------------21) Are apparatus and equipments adequate for each student?

Very adequate□ AdequatQ ModeratQ Not adequatQ

22) Any other comment on SMASSE INSET programme---

___ , _________________________________________ _ ---------------------

-----------------------------------------------------

Thank you for your time and kind cooperation

60

APPENDIXC

INTERVIEW SCHEDULE FOR PRINCIPLES AND DIRECTORS OF STUDIES (DOS)

KAMPALA INTERNATIONAL UNIVERSITY-UGANDA

BOX 20,000 KAMPALA

(IODL).

Dear respondent,

The researcher is carrying out a case study whose topic is "Impact of In-Service Education and

training (In-SET) on the enrolment of physics" A case study of SMASSE project in secondary

schools in Emining Division of Koibatek District, Kenya. You are requested to fill this

questionnaire as objectively and accurately as you can. Please do not write your name on the

questionnaire. The information you give will be treated confidentially and will be used only

for the purpose of this study.

What has been the mean score of physicals in your school from e2001 -2007

YEAR MEAN SCORE

2001

2002

2003

2004

2005

2006

2007

2) How has the enrolment been over the years

Increasing D Decreasing D Fluctuating D 3) How do the students perceive physics?

Very hard D Hard D Fair D EasyD

4) How do you rate teaching facilities and equipments in your school?

Excellent D Good D Fair D Poor D

61

5) What problems do students encounter in physics?

············································································································

6) How could enrolment of students in physics be improved?

7) How do you rate the impact ofSMASSE -In-SET on students' enrolment in physics?

Excellent D Good D Fair D PoorD

62

APPENDIX D

TRANSMITTAL LETTER FOR THE PRINCIPALS.

MAY-JULY 2008.

TO:

THE PRJNCIP AL

----------------

Dear sir /Madam,

I am a graduating student at Kampala International University pursuing Bachelor of

education degree in science-Physics/Chemistry. I hereby write to request you to allow me

carry out research in your institution. The research is on 'SMASSE In-Service teacher

education and training and enrolment in physics'

I will be grateful for your permission and assistance in conducting the study.

Thank you,

Juma Thomas Ondera.

63

THE BUDGET

Below is the budget incurred when conducting the research.

Budget for the period April-July 2008.

1. Stationary

4 Reams of dup Ii ca ting papers @ KShs.310 =

2 Reams of Photocopying papers @ Kshs 400=

Flash disk

2 Tubes of duplicating Ink @Kshs 240=

Cartridge (Black)

Sub-Total

2. Travel Expenses:

Visits to research schools and Local travel:

Sub-Total

3. Subsistence:

Sub-Total

4. Typing charges

(Secretarial fee and duplicating charges/ Photocopying)

Sub-Total

Total

10%

Grand Total

Kshs

1,240

800

1,500

480

+ 3 400

(Seventeen thousand, nine hundred and seventy four shillings only)

64

Kshs

7,420

2,680

2,240

4,000

16,340

1,634

17 974