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ASSESSMENT OF LEARNER CENTRED TEACHING AND
LEARNING APPROACHES IN MATHEMATICS AND SCIENCE
SUBJECTS IN SECONDARY SCHOOLS IN GATUNDU NORTH
DISTRICT
BY
Samuel K. Gachuhi
Reg. No. 1015647
A Thesis Submitted In Partial Fulfillment of the Requirements for The Degree Of Masters
Education In Educational Planning And Administration
Department of post Graduate Studies in Education
Faculty of Education
CATHOLIC UNIVERSITY OF EASTERN AFRICA
June 2013
ii
DECLARATION
I the undersigned declare that this Thesis is my original work and has not been presented for any
academic award in any university in Kenya or any other part of the world.
Signature __________________________________ Date_______________
Gachuhi Samuel K.
(1015647)
This research has been submitted for examination with our approval as University supervisors:
Signature _______________________ Date___________________
Prof. Jane Onsongo
Associate Professor, Faculty of Education
The Catholic University of Eastern Africa
Signature __________________________________ Date ___________________
Dr. Robert R. Kamau
Senior Lecturer
Mount Kenya University
iii
DEDICATION
This work is dedicated to my family: My wife Esther and children Kelvin,
Jaqueline and Mark.
iv
ACKNOWLGEMENTS
I wish to thank the Almighty God for giving me strength and opportunity to carry out this study.
It was both exciting and challenging and am grateful that He saw me through to the end of this
work
I am grateful that my two supervisors Professor Jane Onsongo and Dr. Robert R. Kamau who
guided me with dedication and commitment which made it possible for me to complete this
work.
I wish to thank my family for the encouragement and peace of mind they gave me during this
study. Thank you for your understanding the many times I was engaged in this work and was
not available as you would have wished
My colleagues at CEMASTEA were a great source of inspiration. Thank you for your advice and
consultation for you were always ready to assist me when I sought your ideas. I wish to
particularly recognize the support from Mr. Muraya and Mrs. Sichangi from Research and
Development Department for the roles you played during the course of my research.
I wish to recognize in a special way all the Principals, Teachers, Students and officers from
DEOs office, Gatundu North for your invaluable support during the time of collecting data for
my study. The information you provided was very useful to the success of this work
To all of you who played a part in the success of this work and I may not have mentioned you by
name, I appreciate your assistance and say God bless you all
v
TABLE OF CONTENTS
ACKNOWLGEMENTS ......................................................................................................................... iv
LIST OF FIGURES ................................................................................................................................ ix
LIST OF ABBREVIATIONS AND ACRONYMS .................................................................................. x
CHAPTER ONE ..................................................................................................................................... 1
INTRODUCTION ................................................................................................................................... 1
1.1 Background to the Problem ................................................................................................................ 1
1.1.1 Education in Gatundu North District ............................................................................................... 3
1.2 Statement of the Problem ................................................................................................................... 4
1.3 Research Questions ............................................................................................................................ 6
1.4 Significance of the Study ................................................................................................................... 6
1.5 Scope and Delimitations of the Study ................................................................................................. 7
1.6 Theoretical Framework ...................................................................................................................... 7
1.7 Conceptual Framework of the Study ................................................................................................ 10
1.8 Operational Definition of Terms ...................................................................................................... 12
CHAPTER TWO .................................................................................................................................. 13
LITERATURE REVIEW ...................................................................................................................... 13
2.1 Introduction ..................................................................................................................................... 13
2.2 Review of Different Theories ........................................................................................................... 13
2.2.1 Student Learning Theories, the Socio-Cognitive Perspective ......................................................... 13
2.3 Active Learning Methods................................................................................................................. 17
2.3.1 Activity based teaching ................................................................................................................. 20
2.3.2 Experiments .................................................................................................................................. 20
vi
2.3.3 Questioning .................................................................................................................................. 21
2.3.4 Demonstration .............................................................................................................................. 21
2.3.5 Project work ................................................................................................................................. 22
2.4 Review of Studies on Learner Centred Teaching and Learning ......................................................... 23
2.5 Factors Affecting Learner Centred Teaching and Learning ............................................................... 26
2.6 Summary of the Literature Reviewed ............................................................................................... 28
CHAPTER THREE ............................................................................................................................... 30
RESEARCH METHODOLOGY ........................................................................................................... 30
3.1 Introduction ..................................................................................................................................... 30
3.2 Research Design .............................................................................................................................. 30
3.3 The Target Population ..................................................................................................................... 30
3.4 Sampling Procedures ....................................................................................................................... 31
3.4.1 First Sampling Stage ..................................................................................................................... 31
3.4.2 Second Sampling Stage ................................................................................................................. 31
3.5 Research Instruments ....................................................................................................................... 33
3.5.1 Student Questionnaire ................................................................................................................... 34
3.5.2 Teacher Questionnaire .................................................................................................................. 34
3.5.3 Principals’ Questionnaire .............................................................................................................. 34
3.6 Validity ........................................................................................................................................... 35
3.6.1 Pilot study .................................................................................................................................... 35
3.7 Reliability ........................................................................................................................................ 36
3.8 Data Collection Procedures .............................................................................................................. 36
3.10 Data Analysis ................................................................................................................................ 37
CHAPTER FOUR ................................................................................................................................. 38
vii
PRESENTATION OF FINDINGS ........................................................................................................ 38
4.1 Introduction ..................................................................................................................................... 38
4.3 Extent of the use of Learner Centred Approaches in Teaching and learning Mathematics and Science
(biology, chemistry and physics) subjects .............................................................................................. 45
4.4 Attitude of head teachers, teachers and learners towards learner centred teaching and learning
approaches in teaching mathematics and science (biology, chemistry and physics) subjects ................... 50
4.5 Factors affecting the use of Learner Centred Approaches in Teaching and Learning Mathematics and
Science (biology, chemistry and physics) subjects ................................................................................. 55
4.6 Ways of Strengthening the use of Learner Centred Approaches in Teaching and Learning in
mathematics and science (biology, chemistry and physics) subjects ....................................................... 58
CHAPTER 5 ......................................................................................................................................... 60
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS ................................... 60
5.1 Introduction ..................................................................................................................................... 60
5.2 Summary of the Findings of the Study........................................................................................ 60
5.3 Conclusion ...................................................................................................................................... 62
5.4 Recommendations ........................................................................................................................... 63
5.5 Recommendation for further Research ............................................................................................. 63
REFERENCES...................................................................................................................................... 64
APPENDICES ...................................................................................................................................... 68
viii
LIST OF TABLES
Table 3.1: Sampling and sample size …………………………………………………… 33
Table 4.1 Distribution of students by type of school……………………………………. 39
Table 4.2 Distribution of the Respondents by Gender…………………………………… 39
Table 4.3 Distribution of Students by Age………………………………………………. 40
Table 4.4 Teaching Experience of Teachers……………………………………………... 41
Table 4.5 Highest Academic Qualification of Teachers…………………………………. 42
Table 4.6 Teachers’ Highest Professional Qualification and Teaching Subject…………. 43
Table 4.7 Cross-tabulation of Attendance of SMASE training and number of cycles…… 44
Table 4.8 Distribution on the Respondents by Current Designation ……………………. 44
Table 4.9 Methods for Teaching and Learning Mathematics and Sciences……………… 46
Table 4.10 Use of Student Centered Methods in Teaching and Learning Mathematics… 48
Table 4.11 Use of Student Centered Methods in Teaching and Learning Sciences……... 49
Table 4.12 Attitude of Head Teachers towards Learner Centered Approaches ………… 52
Table 4.13 Attitude of Teachers towards Learner Centered Approaches ………………. 53
Table 4.14 Attitude of Students towards Learner Centered Approaches ………………. 55
Table 4.15 Factors affecting the use of Learner Centred Approaches in Mathematics… 56
ix
Table 4.16 Factors affecting the use of Learner Centred Approaches in Sciences……… 57
LIST OF FIGURES
Figure 1.1: Conceptual Framework of the Study …………………………………………. 22
x
LIST OF ABBREVIATIONS AND ACRONYMS
BOG Board of Governors
DEB District Education Board
DfiD Department for International Development (UK)
ESP Economic Stimulus programme
FPE Free Primary Education
FDSE Free Day Secondary Education
INSET In-service Education and Training
JICA Japanese International Cooperation Agency
KCPE Kenya Certificate of Primary Education
KCSE Kenya Certificate of Secondary Education
MSS Mean Standard Score
MOE Ministry of Education
NARC National Alliance Rainbow Coalition
NGO Non-Governmental Organization
PDE Provincial Director of Education
PTA Parents Teachers Association
xi
SAGA Semi-Autonomous Government Agency
SMASSE Strengthening of Mathematics and Science in Secondary Education
SMASE Strengthening of Mathematics and Science Education
SMC School Management Committee
TIVET Technical Industrial Vocational and Entrepreneur Training
CDF Constituency Development Fund
xii
ABSTRACT
The main objective of the study was to assess the extent of use of learner centered teaching and
learning approaches in mathematics and science subjects in secondary schools in Gatundu North
District of Kiambu County in Kenya. The target population for the study was principals, teachers
and students in secondary schools in Gatundu North District. The study used a combination of
quantitative and qualitative approaches to determine the extent of learner centred teaching and
learning in secondary schools in Gatundu North district. Survey research design was used for the
study. The study used questionnaires and interview schedules to collect data from the
respondents. Data analysis was done using Statistical Package for Social Sciences (SPSS)
version 17; where descriptive statistics such as frequencies, percentages, means and standard
deviations were used to analyze the data. Out of the 250 respondents targeted by the study, 227
responded (182 students, 38 teachers and 7 principals). The study found that learner centered
approach such as the use of activities, questions and answers, discussions and group work were
used to a large extent in the teaching and learning of mathematics and sciences. Question and
answer method was also used to a large extent in teaching sciences and mathematics. On the
attitude, the study found that Principals strongly agreed that teachers of mathematics and science
subjects are interested in their work and that agreed that teachers enjoyed demonstrating
activities/experiments to their students and those teachers enjoyed performing
activities/experiments. On attitude of students, the study also found that students strongly agreed
with the statements that they were interested in learning science subjects, enjoyed performing
experiments in science subjects, liked to be asked questions, they are interested in group work
and that they performed well in mathematics and science subjects, (mean score between 4.1-5.0).
The study found the following to be factors affecting the use of learner centered approaches:
xiii
negative attitude towards the subjects, lack of revision, lack of consultation between student and
teachers, missing of lessons by teachers, lack of teacher subject mastery, inadequate laboratories,
inadequate text books and few practical lessons. The study concluded that learner centered
approach such as the use of activities, questions and answers, discussions and group work were
used to a large extent in the teaching and learning of mathematics and sciences. The study also
concluded that head teachers and students have a positive attitude towards learner centered
approaches to teaching and learning of Mathematics and science subjects. The study
recommended that teachers should be trained further to encourage them to use learner centered
methods as it is perceived to be the most effecting method of teaching and learning mathematics
and science. It was finally recommended that another study be done to assess the effect of
facilities teaching and learning which not a concern in this study was.
1
CHAPTER ONE
INTRODUCTION
1.1 Background to the Problem
The provision of education and training to all Kenyans is fundamental to the success of the
Government’s overall development strategy. First, the long-term objective of the Government is
to provide every Kenyan with basic quality education and training, including 2 years of pre-
primary, 8 years of primary and 4 years of secondary/technical education. Education also aims
at enhancing the ability of Kenyans to preserve and utilize the environment for productive gain
and sustainable livelihoods. Second, development of quality human resource is central to the
attainment of national goals for industrial development. Third, the realization of universal access
to basic education and training ensures equitable access to education and training for all children,
including disadvantaged and vulnerable groups. Fourth, education is necessary for the
development and protection of democratic institutions and human rights (Republic of Kenya,
2005).
The success of a school depends on the resources allocated and the quality of education
provided. The need for quality education has exerted pressure on the government to place more
emphasis on the nature and quality of teaching and learning in secondary schools in Kenya. To
this end the government has in the recent past implemented a number of programmes aimed at
improving access and quality of secondary education.
One of these strategies is the Free Secondary Day Education (FDSE). This programme was
launched in 2008. It was aimed at increasing access and quality to secondary school education.
2
Under this programme the government allocates money to secondary schools based on the
number of students. This amount is supposed to cover for tuition and administrative costs of
running the school. Parents are responsible for uniforms and boarding fees. Another intervention
has been supply of Laboratory equipment. This is still an ongoing initiative. The purpose is to
improve availability of teaching and learning materials in secondary schools. The Economic
Stimulus Programme (ESP) is another programme which was started in 2009 to boost economic
growth and lead Kenyan economy out of a recession. In education sector this program targeted
improvement and construction of physical facilities e.g. classrooms, laboratories, dormitories and
provision of sanitary facilities. In 1994, there was incremental salary for science teachers at a
time when there was a shortage of science teachers in the country due to high turnover as they
joined other lucrative employment sectors. It was supposed to offer motivation and improve
retention of science teachers in public secondary schools
The Strengthening of Mathematics and Science in Secondary Education (SMASSE) project was
a joint initiative by Government of Kenya and Japan international Cooperation agency (JICA)
started to address the poor performance in mathematics and science subjects in secondary
schools. The overall goal and purpose is to upgrade the capability of young Kenyans in
Mathematics and science Education at the secondary school level through In-service Education
and Training (INSET) of teachers (CEMASTEA, 2008). The activities of the project are aimed
at changing traditional teacher centred methods to learner centred methods. The project also aims
at equipping teachers with necessary skills by putting emphasis on activity oriented ways of
teaching and learning. Since 2008 this project has been extended to cover primary schools and
the name changed to Strengthening of Mathematics and Science Education (SMASE).
3
1.1.1 Education in Gatundu North District
Gatundu North District is one of the districts in Kiambu County. It covers an area of 289 sq. km.
it was elevated as a district from the larger Thika District. It has a population of 99,460 and
population density of 344. The major economic activity in the area is agriculture that is growing
of tea, coffee and rearing of dairy cattle. The District has 30 public secondary schools. The
choice of the District has been determined due to low achievement at KCSE level for
mathematics and science subjects. Although all teachers are expected to have attended SMASSE
training which was conducted from 2003 to 2008 (CEMASTEA, 2008), the performance in the
district for the last three years does not indicate high achievement in mathematics and science.
Although quality of education is affected by inputs such as provision of teachers, finances,
teaching materials and physical facilities, it can also be affected by the teaching learning process
in terms of methodology used for lesson delivery. Since SMASE trained teachers are aware of
the importance of use of leaner centred teaching and learning methodology, the researcher sought
to assess the extent to which teachers use this approach in the district as one of the factors that
could contribute to low academic achievement in mathematics and science subjects. In Kenya,
the KCSE results for a particular subject are based on a grading system where grade E is the
lowest and equivalent to 1 point, while grade A is the highest with 12 points. Using that scale the
table below shows the mean standard score (MSS) results for mathematics and science for years
2009 to 2012 in Gatundu north District.
4
Table 1: KCSE performance 2009-2012 Gatundu North District
Subject KCSE performance (MSS)
2012 2011 2010 2009
Mathematics 2.34 2.47 2.25 1.74
Biology 3.12 3.28 3.16 2.99
Physics 3.48 3.23 3.38 3.09
Chemistry 2.82 2.56 2.63 2.49
Source: DEO’s office, Gatundu North
1.2 Statement of the Problem
The SMASE project has been the main intervention at which the government has addressed the
issue of quality of education at secondary school level. Recent studies about the project have
centred on evaluation of specific aspects of the project. For example Irungu (2011) carried out an
evaluation of SMASE programme on teaching and learning of chemistry in secondary schools in
Makuyu Division of Muranga County. Among his findings were that the attitude of learners and
teachers had changed positively. Chemistry teachers were involved in preparation of lesson plans
and this had helped them incorporate learners’ feedback in succeeding lessons. The study found
that the SMASE curriculum needed to be improved given that some trainers kept recycling
activities which were covered during the previous INSET. Karenywa (2006) carried out a study
entitled a case study on the impact of SMASE in Kasarani division in Nairobi. The focus was on
relationship in teaching and learning in science between SMASE trained teachers and those who
5
had not undergone SMASE. The findings of the study were that SMASE provided teachers with
skills that make teaching and learning interesting. Students tended to have least interest in
mathematics and sciences when teacher used long explanations and calculations on the
chalkboard. This study was carried out in 2006 when the training was in the second of four
cycles. By 2008 all mathematics and science teachers were expected to have attended at least
part of the SMASE training. The previous studies have focused on overall impact of the SMASE
programme and effect on learning achievement in specific subjects. This study specifically
assessed the extent to which learner centred approaches are practiced in secondary schools in
Gatundu North District. Since all science and mathematics teachers are expected to have
attended SMASE programmes, this study was to determine the extent of use of student centred
approaches in the District
Although the SMASE programme has been implemented nationally since 2003 targeting
Mathematics and science teachers, the performance in the district in those subjects has remained
low (table 1). Despite the fact that SMASE training recommends the use of learner centred
methods, no study has specifically focused on extent to which teachers use these teaching and
learning approaches in schools which could contribute to low achievement in mathematics and
science subjects. This particular research was necessary since the government is committing a lot
of resources to offer in-service education and training (INSET) to teachers in expectation of
changing classroom practices to learner centred teaching and learning approaches which should
lead to better performance by learners. The aim of this study was to investigate and analyze the
use of learner centred approaches in mathematics and science subjects in Gatundu North district.
6
1.3 Research Questions
The research was guided by the following research questions:
i) To what extent do teachers use learner centred teaching and learning approaches in teaching
mathematics and science (biology, chemistry and physics) subjects?
ii) What is the attitude of head teachers, teachers and learners towards learner centred teaching
and learning approaches in teaching mathematics and science (biology, chemistry and
physics) subjects?
iii) What factors affect the use of learner centred teaching and learning in mathematics and
science (biology, chemistry and physics) subjects?
iv) What can be done to strengthen the use of learner centred methods of teaching and learning
in mathematics and science (biology, chemistry and physics) subjects?
1.4 Significance of the Study
The findings of this study would be important in the following ways; it would help the DQASOs
who are in charge of ensuring quality delivery of curriculum to identify areas of weakness in
teachers’ lesson delivery and therefore guide them how to improve their teaching methodology.
This study would also help the teachers to find out whether they had put into practice the
teaching learning approaches which they learned during the SMASE training and can therefore
improve further in their teaching methodology. The secondary school students were expected to
benefit from the improved teaching and learning approaches by the teachers and are bound to
find learning interesting from use of increased activities in class. This would eventually lead to
better performance in mathematics and science (biology, chemistry and physics) subjects. They
would also be attracted towards science and mathematics careers later in life and appreciate the
7
important role mathematics and science education plays in the society and our living
environment. The study was also expected to motivate other scholars to undertake more studies
focusing on the use of learner centred teaching and learning methods in other regions. The
SMASE programme is supported by a donor partner, JICA. The study would enable the donors
to determine whether the programme achieved some of the intended outcomes.
1.5 Scope and Delimitations of the Study
The study was carried out in Secondary schools in Gatundu North District. The study focused on
mathematics and science teachers in the district who had undergone SMASE training. Since the
SMASE training was offered to all mathematics and science teachers, it is expected that most of
the teachers in the district have undertaken this training except the newly employed teachers. The
study also focused on students in secondary schools who were sampled according probability
sampling procedures. The study also targeted head teachers due to their responsibility of being in
charge of supervision of curriculum in their schools.
1.6 Theoretical Framework
The theoretical framework of this study was based on John Dewey’s theory on philosophy of
education. This eminent thinker of the progressive movement was born on October 20, 1859 and
his most and enduring contribution came from his ideas and methods in the field of education.
Mostly broadly considered, Dewey’s work consummated the trends in education below the
university level. This was especially clear in his views on child education which built ideas first
brought forward by Rousseau, Pestalozzi and Froebel in Western Europe and by kindred in the
United States (International Socialist Review, 1960). He believed that learning was active and
8
schooling unnecessarily restrictive. He advocated for students to be involved in real life tasks
and challenges.
John Dewey was an important early developer of philosophy of pragmatism and one of founders
of functional psychology. He believed curriculum should be based on students’ interests and
should involve them in active experiences. Teachers are responsible for achieving the goals of
the school but specific topics to be studied to meet those goals. The teachers’ roles should be that
of facilitator and guide (Blewett, 1960).
For Dewey, knowledge emerges only from situations in which learners have drawn out
meaningful experiences. These situations have to be embedded in a social context such as a
classroom where students can take part in manipulating materials. Students cannot learn by
means of rote memorization. They can only learn where concrete activities are combined with
theory. Dewey’s theory was based on Gessel’s experiments and conclusions on stages of child
development (International Socialist Review, 1960). Each stage has its own dominant needs,
problems, modes of behavior and reasoning. These special traits required their own methods of
teaching and learning which had to provide the basis of curriculum.
The kindergarten was the first consciously to adopt the methods of instruction adapted to a
particular age group. Dewey extended this approach from pre-school age to primary and
secondary schooling. Each grade ought to be child centred, he taught. The actual interests of the
child must be discovered if the significance and worth of his life is to be taken into account and
full development achieved. Each subject must fulfill present needs of growing children.
Education usefulness of future should not rob the child intrinsic joy of childhood involved in
living each single day. Socially desirable qualities could not be brought forth in the child by
pouring a readymade curriculum into a passive vessel. They could be fully developed by guiding
9
the normal motor activities, irrepressible inquisitiveness and outgoing energies of the child along
the lines of their interest.
The authoritarian teacher, the cut-and-dried curriculum, the uniform procession from one grade
to another and desks laid out in rows within isolated self contained classes were all impediments
to enlightened education. Whenever the occasion warranted, children should be allowed to go
outdoors and enter everyday life of their community instead of being shut in classroom where
each pupil sits at a screwed down desk and studies the same part of lesson from same part of
textbook at the same time.
The child learns best through direct personal experience. These experiences should revolve
around games and occupations through which mankind satisfies its basic needs for food,
clothing, shelter and protection. The school has to give children, not only insight into social
importance of such activities but above all the opportunity to practice them in play form.
Children were to get from school whatever was missing in their lives that were essential for their
balanced development. He therefore urged that science, nature-study art and similar subjects be
given precedence over the traditional three ‘Rs’ that is reading, writing and arithmetic in primary
education. According to Dewey, participation in meaningful activities, learning by doing,
encouraging problems and solving them not only facilitates the acquisition of knowledge but
foresters the right character traits, critical intelligence, and individual initiative. The implication
of Dewey’s theory is that students must be engaged in meaningful activities that induce them to
apply the concepts they are trying to learn. This prepares students for real life experiences and
develops innovation and creativity.
10
1.7 Conceptual Framework of the Study
A concept is an idea that is generally abstract and universal rather than concrete and specific. It is
basic in the sense that it cannot be easily explained in terms of other ideas or equated to other
ideas. In terms of ideas then, a concept is a basic building block that captures the essence of a
thing (Denscombe, 1999). A conceptual framework is a formal way of thinking (i.e.
conceptualizing) about a process/system under study. Ogula (2002) points out that a conceptual
framework is a very important tool in evaluation of any educational programme. Chikati (2010)
observes that the framework is a logical structure showing relationship between resources
activities and desired results
The conceptual framework figure 1.1 was used to present the study variables. In the framework,
the independent variables for the study were: teachers’ characteristics and students’
characteristics while the dependent variable for the study was effective implementation of learner
centered methods in teaching and learning mathematics and sciences. The intervening variable
for the study was the effectiveness of SMASE training for teachers
11
Figure 1.1 Conceptual framework for the study
Effectiveness of SMASE Training
Teachers’ characteristics
• Teaching methods
• Teachers’ training
• Teachers’ attitude
Student Characteristics
• Students attitude
• Students participation
• Students’ input
Effective implementation of Learner centered Approaches in Teaching and Learning of Mathematics and Sciences in Schools
Learner centered Approach of Teaching and Leaning Mathematics and Sciences
12
1.8 Operational Definition of Terms
In-service training- A whole range of activities by which teachers and other educationists
develop their competence and understanding of their roles in a changing society, in this study
this refers to the SMASE training
Active learning methods- teaching learning methods where students are allowed to participate
in class instructional activities rather than passive sitting and listening
Learner- A person enrolled in an education institution for the purpose of receiving instruction.
Similar terms used are pupil or student
Learner centred approach- Teaching learning approach characterized by use of active learning
methods. Such methods may include use of activities, experiments, improvisation, group work
and project work
Project- Planned intervention for a group of people such as teachers or educationists. It is
organized set of activities which are directed towards the achievement of specific objectives
within a specified period of time
Activities- Refers hands- on, minds- on and other manipulations that are student-centred
13
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter reviews the literature on the following sub topics: review of different theories,
active learning methods and review of Studies on Learner Centred Teaching and Learning
2.2 Review of Different Theories
In this study the following theories were reviewed; the socio-cognitive Perspective and John
Dewey’s education theory.
2.2.1 Student Learning Theories, the Socio-Cognitive Perspective
In this socio-cognitive perspective, individuals are viewed as proactive and self-regulating rather
than as reactive and controlled by biological or environmental forces. Bandura (1986) provided a
model of human behavior and motivation in which the beliefs that people have about their
capabilities are critical elements.
In this theory Bandura (1986), proposed a view of human functioning that emphasized the role of
self-referent beliefs. According to Bandura, how people behave can often be better predicted by
the beliefs that hold about their capabilities that is, their ‘self-efficacy beliefs than by what they
are actually capable of accomplishing, for these self-perceptions help determine what individuals
do with the knowledge and skills they have. Similarly, Gist and Mitchell (1992) noted that
efficacy judgments include motivational and integrative aspects that is, capability, although
based heavily on ability, also reflects a forward-looking prediction of how hard one will work
and an integration of both of these factors. Whereas individuals avoid tasks perceived as
14
exceeding their capabilities, they undertake and perform successfully tasks they are capable of
handling (Bandura 1978). Bandura and Woods (1989) concluded that, individuals who
demonstrate strong efficacy are more likely to undertake challenging tasks, persist longer and
perform more successfully than those with lower self-efficacy beliefs.
People form their self-efficacy perceptions by interpreting information from mainly four sources.
The most influential source is the interpreted results of one’s’ performance or mastery
experience. Outcomes interpreted as successful raise self-efficacy, those interpreted as failures
lower it. Second source of self-efficacy information is the various experience individual undergo
when they observe others performing tasks. Part of one’s vicarious experience involves the social
comparisons made with other individuals. The comparisons, along with peer modeling, can be
powerful influences on developing self-perceptions of competence. Individual also develop self-
efficacy belief as a result of verbal messages and social persuasions they receive from others.
Positive persuasions may work to encourage and empower, negative persuasions can work to
defeat and weaken self-beliefs. Physiological states such as anxiety and stress also provide
information about efficacy beliefs (Pajares, 1996).
During the two decades since Bandura first introduced the constructs, the predictive and
motivational role of self-efficacy has received extensive support from body of findings of diverse
fields. The depth of support prompted Graham and Weiner (1996) to conclude that self-efficacy
has proven to be more consistent of behavioral outcomes that have self-beliefs. Self-efficacy has
also received increasing attention in educational research primarily in educational research,
primarily in studies of academic performance and achievement (Pajars, 1996). Academic self-
efficacy influences achievement directly as well indirectly by raising students’ grade goals.
Those students who believe they are capable of performing academic tasks use more cognitive
15
and meta-cognition strategies and persist longer than those who do not hold those beliefs
(Pintrich and Garcia, 1991)
Bandura’s (1997) social cognition Theory posits that self-referent thought acts as a mediator
between knowledge and action, and individual evaluates their own experiences and thought
processes through self-reflection. Also building on Bandura’s work, Pajares (1990) asserts that
knowledge, skills, and prior achievement tend to be poor predictors of subsequent attainment
because the beliefs that individuals hold about the outcomes of their efforts will powerfully
predict their behavior.
These researchers assert that impact of personal motivation outweigh knowledge. This is not
always so because individuals alter their environment and their self-beliefs by their interpretation
of their performance attainments. For example Covinton (1992) describes how students
frequently avoid expending effort in academic because they have experienced failure in
achieving an academic goal after making considerable effort to reach it and have come to
associate the combination of effort and failure with lack of ability. Consequently they tend to
develop strategies to avoid experiencing their sense of failure again. Often these strategies
include task avoidance or setting goals that are too low or too high. Their interpretations of their
experiences inform and alter their subsequent performance and eventually impair their potential
as students and may finally drop out from school.
Most of the research into self-regulated learning has emphasized that students can activate and
sustain the cognitions and behavior that support achievements. The focus on students’ self-
beliefs as a principal component of academic motivations was grounded on the assumption that
beliefs that students create, develop and hold to be true about themselves are vital forces in their
academic success. Judgments of personal efficacy affect what students do by influencing the
16
choices they make, effort they expend, persistence and perseverance they exert when obstacles
arise, and the thought patterns and emotional reactions they experience.
The impact of this theory is for teachers to realize that they should focus on how help students to
be self motivated in learning activities. Usually teachers continue to ‘pour’ knowledge to
students without giving them an opportunity to be self driven in pursuit of this knowledge.
Teachers should actively involve learners by giving them an opportunity to express opinions and
explain ideas based on their prior experiences. The constructed knowledge should be
characterized by ability to identify problems, develop explanations and use scientific procedures
to draw conclusions
John Dewey’s Education Theory
This eminent thinker of the progressive movement was born on October 20, 1859 and his most
and enduring contribution came from his ideas and methods in the field of education. Having
spent a good deal of time observing the growth of his own children, Dewey was certain that there
was no difference in the dynamics of the experiences of children and adults. Both were active
beings who learned by confronting the problematic situations that arose in the course of their
activities. For both children and adults, thinking was an instrument for solving the problems of
experience, and knowledge was the accumulation of wisdom that such problem-solving. Dewey
argues that education and learning are social and interactive processes, and thus the school itself
is a social institution through which social reform can and should take place (Kliebard, 1992). In
addition, he believed that students thrive in an environment where they are allowed to experience
and interact with the curriculum, and all students should have the opportunity to take part in their
own learning. Dewey makes a strong case for the importance of education not only as a place to
gain content knowledge, but also as a place to learn how to live. In his eyes, the purpose of
17
education should not revolve around the acquisition of a pre-determined set of skills, but rather
the realization of one’s full potential and the ability to use those skills for the greater good.
In his theories of education Dewey aimed to integrate the school with the society, and the
processes of learning with the actual problems of life, by a thoroughgoing application of the
principles and practices of democracy. The school system should be open to all on completely
free equal basis without any restrictions or segregation on. This type of education will be having
the most beneficial social consequences. It would tend to erase unjust distinctions and prejudices.
It will equip children with qualities and capacities required to cope with the problems of a fast-
changing world. Dewey’s progressive ideas in education have stood the test of time. Despite the
criticisms they have received from right and left, and even within progressive circles, they have
no serious rivals.
John Dewey’s theory has the implication that students should be engaged in meaningful
activities in a school situation. Teachers should employ pedagogical innovations aimed at
creating learning environments, opportunities and strategies for learners to take charge of their
own learning. The role of the teacher is to guide learners instead of dispensing knowledge.
2.3 Active Learning Methods
Active learning is a term that refers to several models of instruction that focus responsibility of
learning on learners (Bonwell and Eison, 1991). Active learning takes place when students are
allowed to participate in class instructional activity rather than merely listening and taking notes.
The following were identified as certain common characteristics of the methods of active
methods as follows:-Students participate in class in ways other than listening, Less emphasis on
transmission of information but more on developing the skills of the students, Students are
18
involved in higher order thinking such as analysis, synthesis and evaluation, Greater emphasis on
exploration of students values and attitudes and enhancement of students independence in
learning.
Ogula and Onsongo (2009), identified the following as importance of active learning methods;-
Students are able to contribute to their own education process, Students are able to carry out
research without heavily relying on instructors, Individual student potentials are realized through
the tasks they are given to solve, Students are engaged in the learning process at their own pace
within the classroom environment and without, Students are able to evaluate the teaching more
positively.
The concept of student-centred learning has been credited as early as 1905 to Hayward and in
1956 to Dewey’s work (O’Sullivan 2003). Learning by “doing” is a theme that many educators
have stressed since john Dewey’s convincing argument that children must be engaged in active
quest for learning new ideas. Carl Rogers, the father of client-centred counseling, is associated
with expanding this approach into a general theory of education (Burnard 1999).
Harden and Crosby (2000) describe teacher-centred learning strategies as the focus on the
teacher transmitting knowledge, from the expert to the novice. In contrast, they describe student-
centred learning as focusing on the students’ learning and ‘what students do to achieve this,
rather than what the teacher does’. This definition emphasizes the concept of the student ‘doing’.
Other authors articulate broader, more comprehensive definitions. Lea et al. (2003) summarizes
some of the literature on student-centred learning to include the followings tenets:-The reliance
on active rather than passive learning,an emphasis on deep learning and understanding, increased
responsibility and accountability on the part of the student, an increased sense of autonomy in the
learner, an interdependence between teacher and learner, mutual respect within the learner
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teacher relationship, a reflexive approach to the teaching and learning process on the part of both
teacher and learner.
Student-centred learning has some connections with the social constructivist view, which
emphasizes activity and the importance of communities of practice of others in the learning
process. The incorporation of a few educational practices such as Bloom's Taxonomy and
Howard Gardner’s Theory of Multiple intelligences can be beneficial to a student-centred
classroom because it promotes various modes of diverse learning styles. The following provides
a few examples of why student-centred learning should be integrated into the curriculum:-
strengthens student motivation, promotes peer communication, reduces disruptive behavior,
builds student-teacher relationships, promotes discovery/active learning and responsibility for
one’s own learning.
These changes have impacted educator's methods of teaching and the way students learn. In
essence, one might say that we teach and learn in a constructivist-learning paradigm. It is
important for teacher’s to acknowledge the increasing role and function of his or her educational
practices, as our educational practices changes, so does our approach to teaching and learning
change. Therefore, the mindset about teaching and learning is constantly evolving into new and
innovative ways to reach diverse learners. When a teacher allows their students to make inquiries
or even set the stage for his or her academic success, learning is more productive.
With the openness of a student-centred learning environment, knowledge production is vital
when providing students the opportunity to explore their own learning styles. In that respect,
successful learning also occurs when learners are fully engaged in the active learning process. A
further distinction from a teacher-centred classroom to that of a student-centred classroom is
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when the teacher acts as a facilitator. In essence, the teacher’s goal in the learning process is to
guide students into making new interpretations of the learning material.
The SMASE project was designed to improve teaching and learning by using active learning
methods. The project team identified teaching methodology as an important factor and focused
on in-service education and training of teachers to improve their teaching approaches. The
following are some common active learning methods teachers are encouraged to use during
SMASE training:-Activity based teaching, experiments, improvisation, questioning,
demonstration and project work.
2.3.1 Activity based teaching
Teachers should prepare meaningful learning activities (hands-on, minds-on, hearts on) for
students to develop in knowledge, skills and attitudes respectively. Students’ interest and
curiosity is aroused and sustained as they relate mathematics and science to their real life
experiences. Such activities should be in line with the lesson objectives and be done in small
steps, dealing with misconceptions at every step of the lesson
2.3.2 Experiments
This is a collective term used for activities which enable the students to discover or reinforce
new concepts and ideas. Experiments should be modified from those prescribed in text books to
be simpler and more relevant to specific lesson objectives. Every teacher must try out
experiments before the lesson to avoid frustration of failed experiments. Experiments should also
involve Improvisation. This is innovation and creativity in designing activities for teaching
learning process. This involves making use of resources available in the environment and
students real life experiences. For example a cut upper part of a mineral water bottle may be
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inverted and used as a separating funnel incase a conventional one is not available. Improvisation
provides learners with an opportunity to enhance their participation and learning. In essence
students become active in learning process while teacher carefully guides the process.
2.3.3 Questioning
This is can be a teaching as well as an assessment method. As an active learning method it can be
used to clarify concepts as well as assess learning outcomes. For questioning to be effective it is
important to use the right level of questions from among the low order and higher order
questions. Low order questions are in the level of recall, comprehension and application. Higher
order questions are in the level of analysis, synthesis and evaluation. Having good questioning
techniques helps questions to serve intended purpose. A question should not be vague as to be
confusing to the learner. Learners should be given time to think about the required response.
Probing questions can direct students to think more deeply and express themselves more clearly.
2.3.4 Demonstration
Students can be involved in demonstrating various skills and activities to their peers for example
in geometry a student may demonstrate how to construct an angle of sixty degrees to peers using
pairs of compass and ruler only. They can also work out a mathematical problem on the black
board as part of student involvement. Teacher demonstration can be conducted in situations
where materials may be inadequate or performing experiments which could be dangerous to
students. Students can be involved in helping the teacher to set up apparatus for the experiment.
In each case there is usually increased student curiosity and participation
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2.3.5 Project work
Project work is an activity carried out by the student with the guidance of teacher or instructor.
Project work is given to provide students with opportunity to synthesize knowledge from various
areas of learning and critically and creatively apply it to real life situations. Some of the
advantages of project work include:-Encourages teamwork among students undertaking similar
project, prepares students for lifelong learning and life challenges and enables students to
develop initiative and resourcefulness. Some disadvantages of project work include the length of
time required to accomplish a certain task. Sometimes projects involve travelling and this may be
expensive. In a group project it may be difficult to assess individual contribution to the project.
In terms of curriculum practice, the student has the choice in what they want to study and how
they are going to apply their newfound knowledge. According to Ernie Stringer, “Student
learning processes are greatly enhanced when they participate in deciding how they may
demonstrate their competence in a body of knowledge or the performance of skills.” This
pedagogical implication enables the student to establish his or her unique learning objectives.
Student-centred learning, that is, putting students first, is in contrast to teacher-centred learning.
Traditional education or back-to-basics refers to long-established customs found in schools that
society has traditionally deemed appropriate. Some forms of education reform promote the
adoption of progressive education practices, a more holistic approach which focuses on
individual student's needs, abilities, interests, and learning styles with the teacher as a facilitator
of learning. This classroom teaching method acknowledges student voice. "Student voice” is
giving students the ability to influence learning to include policies, programs, contexts and
principles as central to the learning experience for every learner. Teacher-centred learning has
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the teacher at its centre in an active role and students in a passive, receptive role. Student-centred
learning requires students to be active, responsible participants in their own learning.
The paradigm shift away from teaching to an emphasis on learning has encouraged power to be
moved from the teacher to the student (Barr and Tagg 1995). The teacher-focused/transmission
of information formats, such as lecturing, have begun to be increasingly criticized and this has
paved the way for a widespread growth of ‘student-centred learning’ as an alternative approach.
However, despite widespread use of the term, Lea (2003) maintains that one of the issues with
student-centred learning is the fact that ‘many institutions or educators claim to be putting
student-centred learning into practice, but in reality they are not.
Student-centered learning allows students to actively participate in discovery learning processes
from an autonomous viewpoint. Students consume the entire class time constructing a new
understanding of the material being learned without being passive, but rather proactive. A variety
of hands-on activities are administered in order to promote successful learning. Unique, yet
distinctive learning styles are encouraged in a student-centred classroom. With the use of
valuable learning skills, students are capable of achieving life-long learning goals, which can
further enhance student motivation in the classroom.
2.4 Review of Studies on Learner Centred Teaching and Learning
The SMASE training has been the main intervention at which the government has addressed the
issue of quality of education at secondary school level. The training was aimed at improving
capability of teachers by adapting student centered methods. Several studies have been carried
out by various researchers on the programme.
24
Wambile (2006) carried out a study on mathematics and science teachers’ perceptions and
expectations of SMASE INSET in Trans-Nzoia district. The study was aimed at investigating the
perceptions and expectations of mathematics and science teachers towards the goals of SMASE.
The study confined itself on mathematics and science teachers in secondary schools in Trans-
Nzoia district of Rift Valley. The study focused on the expectation and perception of teachers on
the four subjects. However the study fell short of determining the knowledge and skills gained
during the training. Some of these skills include the use learner centred methods in their
classroom practices. This study is aimed at establishing the extent of the skills gained in use of
learner centered teaching and learning.
Mugailwa (2006) carried out an evaluation of SMASSE project in Ngong division of Kajiado
district. The evaluation intended to find out the extent to which the SMASSE project was being
implemented in Ngong division of Kajiado district. The evaluation was limited to science
teachers, principals of public schools and QASOs in charge of the SMASSE project in Kajiado
district. The researcher used the survey design to carry out the study. The researcher used
questionnaires, observation schedules, structured interview guides and document analysis to
collect the data. The research was well focused on implementation of the project in Ngong
division. However no attempt was made to investigate the application of knowledge and skills
gained during the training.
Karenywa (2006) carried out a study entitled a case study on the impact of SMASE in Kasarani
division in Nairobi. The focus was on relationship in teaching and learning in science between
SMASE trained teachers and those who had not undergone SMASE. The findings of the study
were that SMASE provided teachers with skills that make teaching and learning interesting.
Students tended to have least interest in mathematics and sciences when teacher used long
25
explanations and calculations on the chalkboard. The study was based on a comparison of
teaching strategies between teachers trained on SMASE and those who had not. This study fell
short determining the extent to which the teachers practiced learner centred teaching in their
schools
Irungu, 2011 carried out an evaluation of SMASE programme on teaching and learning of
chemistry in secondary schools in Makuyu Division of Muranga County. Among his findings
were that the attitude of learners and teachers had changed positively. Chemistry teachers were
involved in preparation of lesson plans and this had helped them incorporate learners’ feedback
in succeeding lessons. The study found that the SMASE curriculum needed to be improved given
that some trainers kept recycling activities which were covered during the previous INSET. The
study also established that trainees lacked adequate equipments such as text books, laboratory
apparatus and equipment and handled classes having more than the required number of learners.
A study in California by Pine et al (2006) reported on the results of a large-scale assessment of
the science knowledge and skills of students who learned with hands-on science and students
who learned with textbook. Their results showed generally low scores on performance
assessments on students who learned with text book and an advantage for the hands-on students.
Students in the hands-on classes were generally more favorable to science and had a better
understanding of the nature of science than students in textbook classes.
In a study by Young Peoples learning Agency (YPLA, 2004) in London, the study focused on
general attitudes towards science and science outside of schools. The study found out that
learners find science relevant to the society. Another finding was that learners from lower
income backgrounds are not as positive about science as those from higher income backgrounds.
26
In addition younger learners are more positive than older learners. This showed there was still
some work to do in making science a more popular lesson at school to those groups.
2.5 Factors Affecting Learner Centred Teaching and Learning
School curriculum is a contributing factor to approaches teachers use in lesson delivery. A good
curriculum should be relevant to individual and the society needs. According to Republic of
Kenya (2007), Kenyan secondary curriculum has fallen short in meeting the goals of basic
education of equipping learners with basic social and economic skills. The curriculum is broad
and examination oriented. It concentrates with preparing the learners for further/higher
education. This has led to a situation where teachers are in a hurry to complete the overloaded
curriculum. They are tempted to use traditional lecture method of teaching.
Although lecture method as an instructional technique is not considered an effective method of
teaching, its continued use is due to several reasons (Ogula and Onsongo, 2009). Lecture method
is used when there is limited time available but content for coverage is enormous. It is also used
when there is a large audience or when there is little space for movement available. Some of the
drawbacks associated with lecture method include:-It requires learners’ undivided attention, it
does not promote independent learning especially when there is inadequate teaching and learning
materials, the method is vulnerable to too much content coverage irrespective of students
retention limit and it is difficult to adapt it to individual learning differences.
Danesy (2004) observed that an innovative environment do stimulate head start learning and
mental perception. It is has also been proved that students that come from simulative
environment with laboratory equipment or those that are taught with rich instructional aids,
pictures and allowed to demonstrate using their functional peripheral nerves like, eyes, hands and
sense of taste performed better than those trained under theoretical and canopy of abstraction.
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Thus, teaching and learning should be done under organized, planned, and fortified environment
with learning instructional aids to stimulate students' sense of conception, perception and
concentration to facilitate systematic understanding and acquisition of knowledge in them.
Teachers contribute so much to any education system, they play double role in education
reforms, being both subjects of change and of objects of change, UNESCO (2003). Education of
the child squarely rests on the quality of the teachers who operates formal system of Education.
It has been said that no system of Education is better than its teachers Rogers (1983). He further
stresses that teachers are the pivots of any education system. Perry, (1970) also reaffirms this by
saying that a teacher is truly the pivot of any educational standards and educational standards are
directly linked with the quality of the teachers available in the field. How knowledgeable,
professionally trained and committed to their profession the teachers are makes the real
differences between good and bad education.
Persons who enter the teaching field do so for a variety of reasons some of which they recognize
others they don’t. For some, teaching may be regarded as a highly respectable occupation. For
others it may be seen as an opportunity to lead a life of service. For others still teaching may be
seen primarily as an occupation that offers short working hours and long term security. Perry,
(1970) revealed that most teachers are in the profession because they cannot be employed
elsewhere. Therefore, a big number of them are not interested in promoting an atmosphere of
learning in their schools and may not put a lot of effort to use teaching learning approaches that
are demanding in terms of time used for preparation.
Teacher-pupil ratio has direct influence on the approaches teaching and learning in Kenyan
schools. According to Republic of Kenya (2003-2005), distribution of teachers in Kenya is
determined by curriculum-based establishment (CBE), than by enrolment and the number of
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pupils in a school. The World Bank also dictates staffing of teachers. There is an overwhelming
demand for teachers and learning resources in Kenya. The freeze on recruiting teachers straight
from college has resulted to shortage of teachers in some schools. The shortage of teachers is a
serious problem that can undermine provision good quality of education in Kenyan schools.
UNESCO, (2005) found that teachers admitted that the performance of some of them has
declined due to large classes and the many subjects each had to teach.
2.6 Summary of the Literature Reviewed
The SMASE project has been a major intervention on poor performance in mathematics and
science subjects in Kenyan schools since 1998. The studies reviewed revealed that this was an
important intervention to improve teachers’ classroom practices. This was expected to lead to
improved performance by students taught by teachers who have attended SMASE training. The
expected outcomes of using learner centred approach to teaching will be to inculcate practical
pedagogical skills and approaches in the classroom. It enhances teaching where teachers relate
classroom teaching to the real life situation rather than theoretical teaching where students are
not able to realize how the knowledge they acquire is applicable in their lives. This will lead to
development of interesting classroom activities which nurture initiative and creativity of learners.
It also leads to lesson delivery that maximizes efficiency and effectiveness in the use of locally
available materials and teaching learning aids. The learners taught using this approaches will
develop positive attitude towards mathematics and science subjects which will lead to increased
curiosity in learning these subjects. Use of learner centred teaching and learning approaches is
also expected to enhance teachers’ lessons to be more activity oriented. The study by Karenywa
(2006) found that SMASE provided teachers with skills that make teaching and learning
interesting. This can only succeed if teachers practice to use the skills they acquired during the
29
training. This study is expected to assess the extent to which teachers use the learner centred
teaching approaches.
It has been established from literature reviewed that lecture method is commonly used to cover
enormous content when there is limited time. This may sometimes be the reason teachers do not
use learner centred methods because of need to cover wide syllabus within limited time. At this
time that Kenya is implementing strategies that will lead to realization of vision 2030, it is
expected that science, technology and innovation need to be strengthened in education sector to
contribute the required human resources. If teachers adapt learner centred methods as advocated
by SMASE training, this will enable students to be more innovative and creative. The students
will enjoy learning mathematics and science subjects unlike theoretical teaching which has been
blamed for poor performance and lack of interest in these subjects. Ultimately students are
expected to perform well in these subjects and higher enrolment in optional science subjects like
physics which have experienced very low enrolment in the past. Many of the studies and reports
cited above have focused on comparing impact of SMASE project on teachers who have
attended SMASE training and those who have not. However this study involved only teachers
who had attended SMASE training and will aim to find out extent of use of learner centred
approach to teaching and learning of mathematics and science.
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CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This chapter describes research design, target population, sampling technique and sample size,
research instruments, reliability, data collection procedures and data analysis. It explains various
scientific methods were used to achieve the study objectives.
3.2 Research Design
The study used quantitative approach where survey design was used. Survey is the most popular
quantitative research design in the social sciences research Muijs (1999). The big advantage of
survey research is that it has the potential to allow the researcher explore a wide range of
variables that affect educational quality. It also helps to find factors associated with certain
occurrences, outcomes and conditions of behavior. Besides, survey design is used to gather data
from a large population at a particular point in time with the intention of describing the nature of
existing situations. The study was designed further to provide insight into the research problem
by describing the variables of interest.
3.3 The Target Population
A population or universe for a study is any group of individuals or institutions which have one or
more characteristics in common that are of interest to the researcher (Cooper 1996). The study
targeted students in public secondary schools the Gatundu North district, teachers of
mathematics and science subjects, and school principals. Gatundu North district has 30 public
secondary schools, 5430 students and 95mathematics and science teachers. Out of these, 200
31
students were be sampled in form two, forty teachers who teach in form 2 mathematics and
science subjects, and 10 principals. The reason for picking form two was that they had been
taught by SMASE trained teachers for a longer period. Form two marks the end of lower
secondary education where students choose the optional science subjects to take up to form four
and hence all students take all the four subjects
3.4 Sampling Procedures
All public secondary schools in Gatundu North District were included in this study. However
due to their number being large, the researcher sampled the schools using the principles of
probability and non-probability sampling.
3.4.1 First Sampling Stage
In this stage, a representative sample of boys only, girls only and co-educational secondary
schools were sampled using stratified and random sampling methods. Gatundu North District
has three girls’ only schools, two boys only and twenty five co-educational schools. The schools
were stratified according to the three types that is boys only, girls only and co-educational
schools. 4 schools were randomly sampled to represent same sex schools and six schools to
represented co-educational schools. In total 10 schools were sampled representing a sample of
33% of the schools.
3.4.2 Second Sampling Stage
Students
In this stage about 20 students were sampled from form two of each of the schools sampled in
the first stage. The reason for picking form two was that they have been taught by SMASE
trained teachers for a longer period and they take all the four subjects. In schools with more than
32
one stream, equal numbers of students were drawn from each stream in mixed schools. The
students were selected with equal gender representation in co-educational schools. The 20
students selected filled the student questionnaire. A total of 182 students filled the questionnaires
from the ten schools sampled. This sample of students was about 15.94% of all form two
students in the district
Principals
Principals of 10 schools randomly selected filled the principals’ questionnaire. This formed a
sample of 10 out of 30 principals in the district. This sample was 33% of the principals in the
district
Teachers
Four teachers in each of the selected schools were sampled to fill the questionnaires. One was
mathematics and three were science teachers. A total of 40 teachers were selected. This was 42
% of mathematics and science teachers in the district.
33
Table 3.1: Sampling and sample size
Target Population Sample Percentage
Schools 30 10 33.3%
Mathematics and Science Teachers 95 40 42.0%
Form 2 Students 1255 200 15.9%
Principals 30 10 33.3%
3.5 Research Instruments
Orodho (2004) defines a questionnaire as an instrument used to gather data, which allows a
measurement for or against a particular viewpoint. He emphasizes that a questionnaire has the
ability to collect a large amount of information in a reasonably quick space of time. Best and
Khan (1993) observes that questionnaires enable the person administering them to explain the
purpose of the study and to give meaning of the items that may not be clear. The researcher used
questionnaires to collect data from the head teachers, teachers and students from the selected
schools in Gatundu North District. The instruments has been chosen because the targeted
population were considered learned and therefore the data required for the study would be easy
to get. The questionnaires were divided into different sections whereby each section was
addressed questions to achieve the objectives of the study.
In the selection of the instruments to be used in the study, the researcher ensured that the
objectives of the study were clear and the suitability of the instrument chosen. The researcher
therefore considered the literacy level of the targeted respondents and their availability to use
questionnaires and facility observation guides. Questionnaires were used to collect data from
principals, teachers and students
34
3.5.1 Student Questionnaire
This questionnaire had five sections. Section A of the questionnaire gathered information about
the student gender; his/her age, and form. Section B was on perception of students on teaching
and learning approaches used by the teachers. Section C gathered information on attitude about
mathematics and science subjects which. Section D gathered information on factors that affected
teaching and learning in mathematics and science subjects. Section E gathered suggestions of
improving use of learner centred teaching and learning approaches (See appendix 1).
3.5.2 Teacher Questionnaire
This questionnaire had five sections. Section A of the questionnaire gathered information about
the teacher’s background, sex, years of service in the teaching profession, teaching subject,
whether attended SMASE training and number of cycles attended. Section B was on teaching
and learning approaches used by the teachers. Section C gathered information on attitude of
teachers about learner centred approaches in teaching and learning of mathematics and science.
Section D gathered information on challenges experienced in teaching and learning of
mathematics and science subjects. Section E sought suggestions on improving use of learner
centred teaching and learning approaches (See appendix 2).
3.5.3 Principals’ Questionnaire
This questionnaire had five sections. Section A gathered background information about the
school, division, type of school (national, county or district), boarding or day, type of school by
sex, school enrolment by class, number of teachers by qualification, physical facilities and
availability of teaching and learning materials. Section B collected information about teaching
and learning strategies in school. Section C gathered information on attitude of teachers about
35
learner centred approaches in teaching and learning of mathematics and science. Section D
sought information on challenges experienced in teaching and learning of mathematics and
science subjects. Section E sought suggestions of improving use of learner centred teaching and
learning approaches (Appendix3).
3.6 Validity
Validity is the degree to which results obtained from data actually represent the phenomenon
under study (Mugenda and Mugenda, 2003). Construct validity is a measure of the degree to
which data obtained from an instrument meaningfully and accurately reflects the concept while
content validity is a measure of degree to which data collected using particular instrument
represents content of a particular concept. A content valid measure should contain all possible
items that should be used in measuring the concept. Validating research instruments ensures that
they are measuring what they are purporting to measure. The usual procedure of assessing
content validity is to use professionals or experts in the particular field. To ensure content
validity in this study, the instruments were revised by experienced researchers and lecturers who
were experts in educational field. Their recommendations were be used to improve the validity
of the instruments.
3.6.1 Pilot study
A pilot study was conducted to determine the general way in which administration of research
instruments in relation to timing and their suitability. This was mainly with respect to students
and teachers questionnaires. A pilot study was conducted in two schools on a population similar
to the target population to maintain equivalence. Unclear items and any mistakes were identified
and corrected. The data collected was coded and analyzed using SPSS version 17 using
36
Spearman-brown split half method. A correlation coefficient of about 0.72 was considered high
enough to judge the reliability of the instruments. (Orodho, 2005)
3.7 Reliability
Reliability refers to consistency of a measure. For example a person stepping on a weighing scale
several times, the scale should give the same reading each time. If different values are obtained,
such a scale would not be considered reliable. To ensure reliability the researcher requested
teachers of long experience to go through the questionnaires to verify if they measure what they
are purported to measure. The suggestions were incorporated in the questionnaires to remove
ambiguities. The questionnaires from the pilot study will be will be subjected to split half
technique (Ʀ/2). That is having items with odd numbers making one half and the other half of
even numbers of items. Using the reliability model in SPSS version 17, the Spearman-Brown
coefficient was computed. A value of about 0.75was considered acceptable for reliability of the
instruments
3.8 Data Collection Procedures
The principals filled questionnaire during the school visit in order to find out the background
information about the school and opinions on strategies used in teaching and learning of
mathematics and science subjects, availability of adequate teachers, teaching learning resources
and problems encountered in the classroom and the school in general. The teachers filled
questionnaires to capture about approaches in teaching of mathematics and science subjects. The
students also filled in the questionnaires to capture their attitude and perception of the teaching
learning process in the classroom in a mathematics or science lesson.
37
3.9 Ethical Considerations
The research was guided by essential ethical considerations necessary while conducting such a
study. This involved getting the necessary authorization from the relevant governmental
organizations or departments. In this particular case authorization was sought from the National
Council for Science and Technology and a research permit issued. Authority was also sought
from the offices of District Commissioner and District Education Officer, Gatundu North
District. It was also important to get consent from all the respondents interviewed. The
information obtained from respondents will be used for research purposes only and
confidentiality of the respondents was respected. The research also took care not to ask questions
which would be embarrassing to the respondents or which were outside the scope of this study
3.10 Data Analysis
Data was first checked to eliminate errors made by respondents. Coding was done to translate
question responses into specific categories. Coding was expected to organize and reduce research
data into manageable summaries. The coded items were analyzed with the aid of a computer on
SPSS version 17. Descriptive statistics such as frequencies and percentages were used to
describe the data. The analyzed data was presented in form of tables, pie-charts and bar-graphs
where applicable
38
CHAPTER FOUR
PRESENTATION OF FINDINGS
4.1 Introduction
This chapter presents the findings of the study. The purpose of this study was to assess the use of
learner centered approaches to teaching and learning of mathematics and science subjects in
secondary schools in Gatundu North District of Kiambu County. Out of the 250 respondents
targeted by the study, 227 responded (182 students, 38 teachers and 7 principals) giving a
response rate of 91%. The findings of the study are presented in the following sections as per the
objectives.
4.2 General Information of the Respondents
This section presents information on the generation characteristics of the respondents. It presents
information on type of school, gender and age bracket of respondents.
4.2.1 Distribution of Student by Type of school
Student respondents were asked to indicate the type of their school. The study found that 63.2%
of the respondents attended mixed schools. It was also found 20.3% attended boys’ boarding
schools while 16.5% attended girls’ schools. This is an indication that divergent categories of
schools were covered with all categories of the schools being represented in the study. This
representation strengthens the reliability of the findings of the study as it contains different views
on the use of learner centered approach in teaching and learning mathematics and sciences.
These findings of the study were as presented in Table 4.1.
39
Table 4.1 Distribution of students by Type of school
.
4.2.2 Distribution of the Respondents by Gender
The respondents were first asked to indicate their gender. The study found that 52.2% of the
student respondents were male while 47.8% were female. The study also found that 71.1% of the
teachers were male while 28.9% were female. The findings of the study therefore shows gender
balance among student respondents which is a good representation of gender in schools thus
increasing the reliability of the information given without gender balance. The findings are as
presented in Table 4.2.
Table 4.2 Distribution of the Respondents by Gender
Gender
Students Teachers
Frequency Percentage Frequency Percentage
Male 95 52.2 27 71.1
Female 87 47.8 11 28.9
Total 182 100 38 100
Frequency Percent
Mixed day 115 63.2
Boys boarding 37 20.3
Girls boarding 30 16.5
Total 182 100.0
40
4.2.3 Distribution of Students by Age
The student respondents were asked to indicate their ages. The study found that 94% of the
students interviewed were between 15-18 years. It was also found that 4.4% were above 18 years
and 1.6% was below 15 years. From the findings of the study, it can be said that most of the form
two students in secondary schools in Gatundu South are between 15-18 years. The findings of
the study are as presented in Table 4.3.
Table 4.3 Distribution of Students by Age
Age Bracket Frequency Percent
Below 15 Years 3 1.6
Between 15-18 Years 171 94.0
Above 18 Years 8 4.4
Total 182 100.0
4.2.4 Teaching Experience of Teachers
Teachers were asked to indicate their years of years of experience as teachers. It was revealed
that 31.6% of teachers had taught for a period below 5 years. It was also found that 28.9% had
taught between 6 to 10 years, 26.3% had taught for a period between 11 to 15 years and 13.2%
had taught for a period above 15 years. From the findings of the study, it can be said that most of
41
the teachers had taught for a long period of time and were therefore considered to be aware of the
use learner centered approach to teaching and learning of mathematics and science subjects. The
information provided for the study was therefore considered reliable as it was collected from
those with experience in teaching mathematics and science subjects in secondary schools. The
findings are as presented in Table 4.4.
Table 4.4 Teaching Experience of Teachers
Frequency Percent
Below 5 Years 12 31.6
Between 6 to 10 Years 11 28.9
Between 11 To 15 Years 10 26.3
Above 15 Years 5 13.2
Total 38 100.0
4.2.5 Highest Academic Qualification of Teachers
Teacher respondents were asked to indicate their highest level of academic qualifications. The
study found that majority of the teachers (73.7%) had bachelors degree, 26.7% were diploma
holders and that 2.6% had masters degree. This was an indication that all the teachers who
participated were qualified teachers and were well versed with professional teaching and learning
methodologies. The findings are as presented in Table 4.5.
42
Table 4.5 Highest Academic Qualification of Teachers
4.2.6 Cross-tabulation of Teachers’ Highest Professional Qualification and Teaching
Subject
A cross-tabulation of highest professional revealed that majority of the respondents (73.7%)
were B.E.D holders, 23.7% had diploma in Education and 2.6% were M.E.D holders. It was also
found that 34.2% of the teachers taught mathematics, 26.3% taught Biology, 23.7% taught
Chemistry and 15.8% Taught physics. From the findings of the study, it can be said that the
teachers interviewed were qualified as they had the minimum academic requirement for teaching
mathematics and sciences in secondary schools thus promoting the reliability of the findings of
the study. The findings of the study are as presented in Table 4.6.
Frequency Percent
M.ED and Above 1 2.6
Degree 28 73.7
Diploma 10 23.7
Total 38 100.0
43
Table 4.6 Cross-tabulation of Teachers’ Highest Professional Qualification and Teaching
Subject
Highest Professional
Qualification
Teaching Subject
Math Bio Chem Phy Total
f % F % F % f % f %
M.ED and above 1 2.6 0 0 0 0 0 0 1 2.6
B.E.D 10 26.3 6 15.8 7 18.4 5 13.2 28 73.7
DIP.ED 2 5.3 4 10.5 2 5.3 1 2.6 9 23.7
Total 13 34.2 10 26.3 9 23.7 6 15.8 38 100
4.2.7 Cross-tabulation of Attendance of SMASE training and number of cycles
A cross tabulation of attending SMASE training and the number of cycles revealed that majority
of the teachers (81.6%) had attended trainings while 18.4% had not attended any cycle. Those
who had attended the trainings indicated that they had attended, one cycle, two cycles or three
cycles and above. From the findings of the study, it was evident that most of the respondents
interviewed had attended SMASE training and were therefore considered to have information of
the learner centered approaches to teaching and learning of mathematics and science subjects.
This was based on the fact that learner centered approach to teaching is one of the core areas of
training by SMASE. The findings of the study are presented in Table 4.7.
44
Table 4.7 Cross-tabulation of Attendance of SMASE training and number of cycles
Attending SMASSE
Number of Cycles
None One Two Three and above Total
f % f % F % f % f %
Yes 7 18.4 0 0 0 0 0 0 7 18.4
No 0 0 3 7.9 4 10.5 24 63.2 31 81.6
Total 7 18.4 3 7.9 4 10.5 24 63.2 38 100
4.2.8 Distribution on the Respondents by Current Designation
Teacher respondents were asked to indicate their designation. The study found that 58% of the
teachers were class teachers. The study also found that 21% of the respondents were senior
teachers and another 21% were teachers. The findings of the study are as presented in Table 4.8.
Table 4.8 Distribution on the Respondents by Current Designation
Designation Frequency Percent
Senior teacher 8 21.0
Class teacher 22 58.0
Teacher 8 21.0
Total 38 100.0
45
4.3 Extent of the use of Learner Centred Approaches in Teaching and learning
Mathematics and Science (biology, chemistry and physics) subjects
This section presents information on the extent of the use of learner centered approach in
teaching and learning mathematics and science subjects.
4.3.1 Extent of the use of various Methods of Teaching and Learning Mathematics and
Sciences
To determine on the extent of the use of different teaching methods for mathematics and science
subjects, the head teachers were asked to indicate the frequency of the use of various teaching
methods. The study found that teachers used questions and answers very often as indicated by
42.9% of respondents. The study also found that 86.7% indicated that teachers used activities
often, 71.4% indicated that they often used group work and 57.1% indicated that they used
experiments, 71.4% indicated that they rarely used project work and improvisation and 42.9%
indicated that they often used discussions. From the findings of the study, it can be said that
different learner centered methods were used for teaching and learning mathematics and science
subjects. The most commonly used methods were discussions, questions and answers, activities
and experiments. The findings of the study are as presented in Table 4.9.
46
Table 4.9 Extent of the use of different Methods of Teaching and Learning Mathematics
and Sciences
Very rarely Rarely Often Very Often Total
f % f % f % f % f %
Lecture 0 0 2 28.6 5 71.4 0 0 7 100
Discussions 0 0 2 28.6 3 42.9 2 28.6 7 100
Questions and answer 0 0 2 28.6 2 28.6 3 42.9 7 100
Activities 0 0 1 14.3 6 86.7 0 0 7 100
Experiments 0 0 1 14.3 4 57.1 2 28.6 7 100
Group work 0 0 1 14.3 5 71.4 1 14.3 7 100
Improvisation 0 0 5 71.4 0 0 2 28.6 7 100
Project work 1 14.3 5 71.4 1 14.3 0 0 7 100
4.3.2 Extent of the use of Learner Centered Methods in Teaching and Learning
Mathematics
To establish the extent of the use of learner centered methods in teaching mathematics, student
respondents were asked to indicate the extent to which different statements in regard to different
teaching methods applied to their schools. The study found that 76.4% of the respondents
indicated that teachers allowed students to work in groups to a very large extent. It was also
found that 64.8% indicated that questions and answers are normally used in teaching and
learning mathematics to a very large extent, 53.3% indicated that students are allowed to discuss
and share their findings with others to a very large extent, 52.2% indicated that students were
allowed to try out mathematics activities outside classroom to a very large extent, 48.4%
47
indicated that students and teachers improvised teaching and learning resources to a large extent,
44% indicated that teachers and students demonstrate how mathematics problems can be solved
to a very large extent and that only 22.5% indicated that teachers mostly use lecture method to
teach mathematics subject. From the findings of the study, it can be said that learner centered
methods were used to a large extent in teaching and learning mathematics. This can be attributed
to their effectiveness in learning as opposed to teacher centered methods. Ogula and Onsongo
(2009) identified the following as importance of learner centered approach to teaching and
learning: students are able to contribute to their own education process, students are able to carry
out research without heavily relying on instructors, individual student potentials are realized
through the tasks they are given to solve, students are engaged in the learning process at their
own pace within the classroom environment and outside and that students are able to evaluate the
teaching more positively. The results are as presented in the Table 4.10.
In a class observation of mathematics classes, it was evidenced that different approaches were
used in teaching mathematics. These included the use of questions and answers, use of class
demonstrations where students were called to present to the class how they went about solving a
particular mathematics problem. It was also discovered that students had discussion groups by
the fact that teachers gave some sums to be solved in groups at the students own discussion time.
These were pointers to the use of different methods in teaching and learning mathematics in
secondary schools in Gatundu North District.
48
Table 4.10 Extent of the use of Student Centered Methods in Teaching and Learning
Mathematics
Very large extent
Large extent
Not sure Small extent
No extent at all
Total
f % f % f % f % f % f %
Teachers mostly use lecture method to teach mathematics subject
26
13.3
41 22.5 45 24.7 47
25.8 23 12.6
100
Students are allowed to discuss and share their findings with others
97 53.3 38 20.9 18
9.9 12 6.6 17 9.3 182 100
Teachers allows students to work in groups
139 76.4 22 12.1 6 3.3 7 3.8 8 4.4 182 100
Questions and answers are normally used in teaching and learning mathematics
118 64.8 37 20.3 14 7.7 5 2.7 8 4.4 182 100
Students and teachers improvise teaching and learning resources
36 19.8 88
48.4
14 7.7 11 6.0 33 18.1 182 100
Try out mathematics activities outside classroom
95 52.2 41 22.5 12 6.6 11 6.0 20 11 182 100
Teachers and students demonstrate how mathematics problems can be solved
80 44 41 22.5 23 12.6 12 6.6 16 8.8 182 100
4.3.3 Extent of the use of Student Centered Methods in Teaching and Learning Sciences
To establish the extent of the use of learner centered methods in teaching and learning sciences,
student respondents were asked to indicate the extent to which different statements in regard to
different teaching methods applied to their schools. The study found that 72% of the respondents
indicated that teachers allowed students to work in groups to a very large extent. The study also
49
found that 63.7% indicated that questions and answers are normally used in teaching and
learning sciences to a very large extent, 61% indicated that students are allowed to discus and
share their findings with others to a very large extent, 56% indicated that students are involved
practical activities to a large extent, 52.2% indicated that students demonstrates experiments to
other students, 43.4% indicated that students try out science activities/projects outside classroom
to a large extent and that 39.6% indicated that teachers mostly use lecture method to teach
science subjects to a large extent. From the findings of the study, it can be said that learner
centered methods were used in teaching science subjects to a large extent. The results were as
presented in the Table 4.11.
Table 4.11 Extent of the use of Student Centered Methods in Teaching and Learning
Sciences
Very
large
extent
Large
extent
Not sure Small
extent
No
extent at
all
Total
F % f % f % f % f % f %
Teachers mostly use lecture
method to teach science subjects
57
31.3 72 39.6
31 17 13 7.1 9 4.9 182 72
Students are allowed to discus
and share their findings with
others
111 61 51 28 7 3.8 6 3.3 7 3.8 182 100
Teachers allows students to work
in groups
131 72 35 19.2 4 2.2 3 1.6 8 4.4 182 100
Questions and answers are 116 63.7 35 19.2 9 4.9 9 4.9 13 7.1 182 100
50
normally used in teaching and
learning Sciences
Students are involved practical
activities
41
22.5 102 56
14 7.7 10 5.5 11 6.0 182 100
Students demonstrates
experiments to other students
56
30.8 95 52.2
18 9.9 10 5.5 3 1.6 182 100
Students try out science
activities/projects outside
classroom
38 20.8 79
43.4
26 14.3 12 6.6 27 14.8 182 100
It was also observed that teachers used questions and answers method during class lessons in
teaching and learning sciences. Students were also organized into groups where they were
expected to hold discussions and carry experiments. It was therefore confirmed that different
learner centered approaches teaching and learning sciences were used in the schools studied.
4.4 Attitude of head teachers, teachers and learners towards learner centred teaching and
learning approaches in teaching mathematics and science (biology, chemistry and physics)
subjects
4.4.1 Attitude of Head Teachers towards Learner Centered Approaches of Teaching and
Learning Mathematics and Sciences
To test on the attitude of head teachers towards the learner centered approaches of teaching and
learning mathematics, they were asked to indicate their level of agreement with different
statements. The study found that 42.9% of the respondents strongly agreed that teachers of
51
mathematics and science subjects are interested in their work. The study also found that 57.1%
of the respondents agreed that teachers enjoy demonstrating activities/experiments to their
students and that teachers enjoy performing activities/experiments. It was further found that
42.9% of the respondents agreed that students ask questions in learning mathematics and science,
teachers give lengthy explanations to make students understand, teachers involve students in
group work and teachers like to use locally available materials to use in teaching. From the
findings of the study, it can be said that head teachers had appositive attitude towards the use of
student centered approaches in teaching and learning mathematics and science subjects. The
findings are as presented in Table 4.12.
4.4.2 Attitude of Teachers towards Learner Centered Approaches of Teaching and
Learning Mathematics and Sciences
To test on the attitude of teachers towards the learner centered approaches of teaching and
learning mathematics, they were asked to indicate their level of agreement with different
statements. This was tested on a five point likert scale of 1-5; where 5 represented ‘Strongly
agree’, 4 represented ‘Agree, 3 represented ‘Not sure’, 2 represented ‘Disagree’ and 1
represented ‘Strongly disagree’.
The scores ‘Strongly disagree was taken to be equivalent to mean score ranging from 0.0 to 1.0,
‘Disagree’ with mean score ranging from 1.1 to 2.0, ‘Not sure’ with a mean score ranging from
2.1 to 3.0, ‘Agree’ with a means score ranging from 3.1 to 4.0 and ‘Strongly agree with a means
score ranging from 4.1 to 5.0. A standard deviation of >1 shows that there was a significant
different in the responses given by the respondents. The results were as presented in the Table
4.13.
52
Table 4.12 Attitude of Head Teachers towards Learner Centered Approaches of Teaching
and Learning Mathematics and Sciences
Statement
Strongly
Agree
Agree Not sure Disagree Strongly
disagree
Total
F % f % f % f % f % f %
Teachers of mathematics and
science subjects are
interested in their work
3 42.9 2 28.6 2 28.6 0 0 0 0 7 100
Teachers enjoy performing
activities/experiments in my
school
2 28.6 4 57.1 1 14.3 0 0 0 0 7 100
students ask questions in
learning mathematics and
science subjects
1 14.3 3 42.9 2 28.6 0 0 1 14.3 7 100
Teachers give lengthy
explanations to make
students understand
1 14.6 3 42.9 3 42.9 0 0 0 0 7 100
Teachers involve students in
group work
2 28.6 3 42.9 2 28.6 0 0 0 0 7 100
project work is usually given
to students in my school
1 14.3 1 14.3 3 42.9 2 28.6 0 0 7 100
Teachers enjoy
demonstrating
activities/experiments to my
students
1 14.3 4 57.1 2 28.6 0 0 0 0 7 100
Teachers like to use locally
available materials to use in
teaching
0 0 3 42.9 4 57.1 0 0 0 0 7 100
53
Table 4.13 Attitude of Teachers towards Learner Centered Approaches of Teaching and
Learning Mathematics and Sciences
Statement Number Mean Std.
Deviation
I am interested in teaching my subject 38 4.71 .515
I enjoy performing activities/experiments in my subject 37 4.54 .730
I like to ask students questions in my subject 38 4.53 .506
My subject involves lengthy explanations to make students understand 37 3.81 .995
I like involving students in group work 38 4.45 .828
I always like giving project work to my students 35 3.60 1.117
I enjoy demonstrating activities/experiments to my students 37 4.35 .716
I collect locally available materials to use in teaching my subject 37 4.14 .948
Table 4.13 shows that teachers strongly agreed with the statements that they were interested in
teaching their subjects, enjoyed performing activities/experiments in their subjects, like asking
students questions in their subjects, involve students in group work, enjoyed demonstrating
activities/experiments to my students and that they collect locally available materials to use in
teaching their subjects (mean score between 4.1-5.0). The study also found that the respondents
agreed with the statements that subject involves lengthy explanations to make students
understand and that they always like giving project work to their students (mean score between
3.1-4.0). From the findings of the study, it can be said that teachers had a positive attitude to the
application of learner centered approaches to the teaching and learning of mathematics and
sciences.
54
4.4.3 Attitude of Students towards Learner Centered Approaches of Teaching and
Learning Mathematics and Sciences
To test on the attitude of students towards the learner centered approaches of teaching and
learning mathematics, they were asked to indicate their level of agreement with different
statements. This was tested on a five point likert scale of 1-5; where 5 represented ‘Strongly
agree’, 4 represented ‘Agree, 3 represented ‘Not sure’, 2 represented ‘Disagree’ and 1
represented ‘Strongly disagree’.
The scores ‘Strongly disagree was taken to be equivalent to mean score ranging from 0.0 to 1.0,
‘Disagree’ with mean score ranging from 1.1 to 2.0, ‘Not sure’ with a mean score ranging from
2.1 to 3.0, ‘Agree’ with a means score ranging from 3.1 to 4.0 and ‘Strongly agree with a means
score ranging from 4.1 to 5.0. A standard deviation of >1 shows that there was a significant
different in the responses given by the respondents.
Table 4.14 shows that the students strongly agreed with the statements that they were interested
in learning science subjects, enjoyed performing experiments in science subjects, liked to be
asked questions, lengthy explanations makes them understand science subjects better, they are
interested in group work, well in mathematics and science subjects, they like to be given science
projects to carry out and that they need science subjects for their future studies after high school
(mean score between 4.1-5.0) the study also found that the respondents agreed with the
statements that they were able to solve most questions in science and mathematics subjects,
performed well in mathematics and science subjects and that they enjoy working out science
question on black board. From the findings of the study, it can be said that the students had
positive attitude towards the learner centered approaches of teaching and learning mathematics.
55
Table 4.14 Attitude of Students towards Learner Centered Approaches of Teaching and
Learning Mathematics and Sciences
Number Mean
Std. Deviation
I am interested in learning science subjects 182 4.68 .703
I enjoy performing experiments in science subjects 182 4.66 .724
I like to be asked science questions 182 4.38 .978
Lengthy explanations makes me understand science subjects better 182 4.24 1.149
Am interested in group work 182 4.30 1.152
I am able to solve most questions in science subjects 178 3.84 1.062
I perform well in science subjects 178 3.76 1.160
I like when I am given a science project to carry out 179 4.05 1.118
I enjoy working out science question on black board 179 3.87 1.332
I need science subjects for my future studies after I finish school 180 4.64 .932
4.5 Factors affecting the use of Learner Centred Approaches in Teaching and Learning
Mathematics and Science (biology, chemistry and physics) subjects
In this section, the study sought to determine and analyze factors affecting the teaching and
learning in mathematics and science subjects in Gatundu North secondary schools. The
researcher sought the views of students, teachers and principals in the sampled schools.
4.5.1 Factors affecting the use of Learner Centred Approaches in Teaching and Learning
of Mathematics
The students were asked to mention the factors affecting the use of learner centered approaches
in teaching and learning of mathematics and sciences. The table shows a summary of the main
56
factors affecting the use of learner centered approaches in teaching and learning of mathematics
from students’ perspective. The findings are as presented in Table 4.15.
Table 4.15 Factors affecting the use of Learner Centred Approaches in Teaching and
Learning of Mathematics
Table 4.15 shows that the major factors affecting the use of student centered approaches in
teaching and learning mathematics are negative attitude towards the subjects, lack of revision,
lack of consultation between student and teachers, missing of lessons by teachers, lack of teacher
subject mastery and students motivation. Other factors include: frequent transfer teachers,
individual student attention, less practice among students, lack of teaching and learning materials
and hot temperedness of the teachers.
Reason Frequency Percentage
Negative attitude towards mathematics 53 29.1
Lack of revision 42 23.1
Lack of consultation student/teacher 34 18.7
Teacher missing lessons 32 17.6
Lack of teacher subject mastery 23 12.6
Motivating students 18 9.9
Frequent transfer teachers 15 8.2
Individual student attention 13 7.1
Little practice 12 6.9
Lack of T/L materials eg models 9 4.9
Teacher hot tempered 3 1.6
57
4.5.2 Factors affecting the use of Learner Centred Approaches in Teaching and Learning
of Sciences
The students were asked to mention the factors affecting the use of learner centered approaches
in teaching and learning of sciences. The table shows a summary of the main factors affecting
the use of learner centered approaches in teaching and learning of sciences from students’
perspective. The findings are as presented in table 4.16.
Table 4.16 Factors affecting the use of Learner Centred Approaches in Teaching and
Learning of Sciences
Table 4.16 shows that major factors affecting the use of learner centered approaches in teaching
and learning mathematics are: negative attitude among students towards sciences, inadequate
laboratories, inadequate text books and few practical lessons. Other factors included: poor
mathematics background, discrimination of weak students, teacher absence, and attitude that
Reason Frequency Percentage
Negative attitude toward science 45 24.7
Few lab equipment 38 20.9
Lack of text books 32 17.6
Few practicals 23 12.6
Poor mathematics background 9 4.9
Discrimination of weak students 8 4.4
Teacher absence 7 3.8
Attitude girls cannot perform in science 5 2.7
58
girls cannot perform in sciences. Danesy (2004) observed that an innovative environment do
stimulate head start learning and mental perception. It is has also been proved that students that
come from simulative environment with laboratory equipment or those that are taught with rich
instructional aids, pictures and allowed to demonstrate using their functional peripheral nerves
like, eyes, hands and sense of taste performed better than those trained under theoretical and
canopy of abstraction. Thus, teaching and learning should be done under organized, planned, and
fortified environment with learning instructional aids to stimulate students' sense of conception,
perception and concentration to facilitate systematic understanding and acquisition of knowledge
in them.
4.6 Ways of Strengthening the use of Learner Centred Approaches in Teaching and
Learning in mathematics and science (biology, chemistry and physics) subjects
In this section, the study sought suggestions how the teaching of mathematics and science
subjects could be improved. The following were the suggestions given:
i) The government through the ministry of education should employ more teachers to ensure
that there are adequate teachers to teach mathematics and science subjects
ii) That more time should be given to science subjects especially practical lessons to improve
the understanding of the students through their participation practical lessons
iii) Revision among students should be encouraged especially in groups to improve students’
understanding. This is expected to improve the performance of weak students
iv) Adequate facilities and learning and teaching materials should be provided in schools. This
will encourage students to do their revisions using the facilities and resources available
v) Students and teachers should be encouraged to have favourable relationships. This will
encouraged students to seek clarification on areas they did not understand
59
vi) Teachers should trained further to encourage them to use learner centered methods as it is
perceived to be the most effecting method of teaching and learning mathematics and
sciences
vii) ICT should be integrated in teaching and learning of mathematics and sciences. This will
improve the understanding of the students especially in sciences
viii) Learners should be encouraged and motivated to actively participate in learner centered
approaches such as forming discussion groups to enhance their understanding of the
subjects
60
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION S
5.1 Introduction
The purpose of the study was to assess the extent of use of learner centred teaching and learning
approaches in mathematics and science subjects in secondary schools in Gatundu North District
of Kiambu County in Kenya. The study was guided by the following research questions: to what
extent do teachers use learner centred teaching and learning approaches in teaching mathematics
and science (biology, chemistry and physics) subjects?, What is the attitude of head teachers,
teachers and learners towards learner centred teaching and learning approaches in teaching
mathematics and science (biology, chemistry and physics) subjects?, what factors affect the use
of learner centred teaching and learning in mathematics and science (biology, chemistry and
physics) subjects? and what can be done to strengthen the use of learner centred methods of
teaching and learning in mathematics and science (biology, chemistry and physics) subjects?
5.2 Summary of the Findings of the Study
This section presents the summary of the findings of the study according to the objectives
5.2.1 Extent of the use of Learner Centred Approaches in Teaching and learning
Mathematics and Science (biology, chemistry and physics) subjects
On the extent of the use of learner centered approaches in teaching and learning mathematics, the
study found that 76.4% of the respondents indicated that teachers allowed students to work in
groups to a very large extent. It was also found that 64.8% indicated that questions and answers
are normally used in teaching and learning mathematics to a very large extent, 53.3% indicated
61
that students are allowed to discuss and share their findings with others to a very large extent.
Regarding teaching and learning of Sciences, the study found that 72% of the respondents
indicated that teachers allowed students to work in groups to a very large extent. The study also
found that 63.7% indicated that questions and answers are normally used in teaching and
learning sciences to a very large extent, 61% indicated that students are allowed to discus and
share their findings with others to a very large extent, 56% indicated that students are involved
practical activities to a large extent and 52.2% indicated that students demonstrates experiments
to other students.
5.2.2 Attitude of head teachers, teachers and learners towards learner centred teaching and
learning approaches in teaching mathematics and science (biology, chemistry and physics)
subjects
On the attitude of head teachers, the study found that 42.9% of the head teachers strongly agreed
that teachers of mathematics and science subjects are interested in their work and that 57.1%
agreed that teachers enjoy demonstrating activities/experiments to their students and that
teachers enjoy performing activities/experiments. On the attitude of teachers, the study found
that teachers strongly agreed with the statements that they were interested in teaching their
subjects, enjoyed performing activities/experiments in their subjects, like asking students
questions in their subjects, involve students in group work, enjoyed demonstrating
activities/experiments to my students and that they collect locally available materials to use in
teaching their subjects (mean score between 4.1-5.0). Finally on the attitude of students, the
study found that students strongly agreed with the statements that they were interested in
learning science subjects, enjoyed performing experiments in science subjects, liked to be asked
questions, lengthy explanations makes them understand science subjects better, they are
62
interested in group work, performed well in mathematics and science subjects, they like to be
given science projects to carry out and that they need science subjects for their future studies
after high school (mean score between 4.1-5.0).
5.2.3 Factors affecting the use of Learner Centred Approaches in Teaching and Learning
Mathematics and Science (biology, chemistry and physics) subjects
The study found that factors such as: negative attitude towards the subjects, lack of revision, lack
of consultation between student and teachers, missing of lessons by teachers, lack of teacher
subject mastery and students motivation affected the use of learner centered approach in teaching
and learning mathematics. The study also found that factors such as: negative attitude among
students towards sciences, inadequate laboratories, inadequate text books and few practical
lessons affected the use of learner centered approach in teaching and learning of sciences.
5.3 Conclusion
From the findings of the study, it can be concluded that learner centered approach such as the use
of activities, questions and answers, discussions and group work were used to a large extent in
the teaching and learning of mathematics and sciences. It can also be concluded that head
teachers and students have a positive attitude towards learner centered approaches to teaching
and learning of Mathematics and science subjects. It can finally be concluded that factors such
as: negative attitude towards the subjects, lack of revision, lack of consultation between student
and teachers, missing of lessons by teachers, lack of teacher subject mastery, inadequate
laboratories, inadequate text books and few practical lessons affected the use of learner centered
approach in teaching and learning of mathematics and science subjects in secondary schools in
Gatundu District.
63
5.4 Recommendations
The following recommendations were made from the findings of this study and areas identified
for further research
i) Teachers should be trained further to encourage them to use learner centered methods as
it is perceived to be the most effecting method of teaching and learning mathematics and
sciences
ii) Learners’ attitude in mathematics and science was positive but needed to be enhanced
further by providing students with more activities, experiments, group work and
improving learner involvement in classroom
iii) Learners should be encouraged and motivated to actively participate in learner centered
approaches such as forming discussion groups to enhance their understanding of the
subjects
iv) Adequate facilities and learning and teaching materials should be provided in schools.
This will encourage students to do their revisions using the facilities and resources
available
5.5 Recommendation for further Research
This study was carried out in public secondary schools in secondary schools in Gatundu North
District of Kiambu County in Kenya. The study focused on the assessment of extent of use of
learner centered teaching and learning approaches in mathematics and science subjects. The
researcher therefore recommends that another study be done to assess the effect of teaching and
learning facilities which was not the concern of this study.
64
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68
APPENDICES
APPENDIX 1: STUDENT QUESTIONNAIRE
This questionnaire has been developed to help collect information on teaching and learning of
Mathematics and science subjects. The information that will be obtained will be used to improve
teaching and learning of Mathematics and science education
. All the information that you will provide will be treated with confidentiality. Place a tick (√)
against your response
Feel free, be honest, because this is not a test and your identity is confidential.
SECTION A: BACKGROUND INFORMATION
1. Sex
Male
Female
2. Form
1
2
3
4
3. How old are you?
Below 15
69
Between 15 and 18
Above 18
SECTION B: USE OF LEARNER CENTRED TEACHING AND LEAR NING
STRATEGIES
Instructions
Statements number refers to your opinion on the extent of the use of different methods of in
Mathematics and science subjects. Read each statement carefully and indicate the extent to
which each of the statements applies to your school. Use the following key to make your choice.
Key on level of agreement or disagreement:
Very large extent (5); Large extent (4); Not sure (3); Small extent (2); No extent at all (1)
Part 1: Mathematics
My Mathematics teacher
Strongly agree (5); agree (4);Not sure (3); disagree (2);
strongly disagree (1)
5 4 3 2 1
4 Teachers mostly use lecture method to teach mathematics
subject
5 Students are allowed to discus and share their findings with
others
70
6 Teachers allows students to work in groups
7 Questions and answers are normally used in teaching and
learning Sciences
8 Students and teachers improvise teaching and learning
resources
9 Try out mathematics activities outside classroom
10 Teachers and students demonstrate how mathematics
problems can be solved
Part 2: Science (Biology, Chemistry, Physics) subjects
My science teacher
Strongly agree (5); agree (4); Not sure (3); disagree (2);
strongly disagree (1)
5 4 3 2 1
11 Teachers mostly use lecture method to teach science subjects
12 Students are allowed to discus and share their findings with
others
13 Teachers allows students to work in groups
14 Questions and answers are normally used in teaching and
71
learning Sciences
15 Students are involved practical activities
16 Students demonstrates experiments to other students
17 Students try out science activities/projects outside classroom
SECTION C: ATTITUDE TOWARDS TEACHING AND LEARNING I N
MATHEMATICS AND SCIENCE
Instructions
Statements number 30 to 51 refers to your opinion about Mathematics. Read each statement
carefully and rate your level of agreement or disagreement by selecting your choice in the
answer sheet as appropriate.
Use the following key to make your choice.
Key on level of agreement or disagreement:
Strongly agree (5); agree (4); Not sure (3); disagree (2); strongly disagree (1)
Mathematics
Strongly agree (5); agree (4); Not sure (3); disagree (2);
strongly disagree (1)
5 4 3 2 1
18 I am interested in learning mathematics
72
19 My teacher makes mathematics interesting
20 I like to be asked mathematics questions
21 Lengthy explanation makes me understand mathematics better
22 I like when we are given class activities in mathematics
23 Am interested in group work
24 I am able to solve most mathematics questions
25 I perform well in mathematics
26 I like when am given a mathematics project to carry out
27 I enjoy working out a mathematics question on black board
28 I need Mathematics for my future studies after I finish school
Science (Biology, Chemistry, Physics) subjects
Strongly agree (5); agree (4); Not sure (3); disagree (2); strongly
disagree (1)
5 4 3 2 1
29 I am interested in learning science subjects
30 I enjoy performing experiments in science subjects
31 I like to be asked science questions
73
32 Lengthy explanations makes me understand science subjects better
33 Am interested in group work
34 I am able to solve most questions in science subjects
35 I perform well in science subjects
36 I like when I am given a science project to carry out
37 I enjoy working out science question on black board
38 I need science subjects for my future studies after I finish school
SECTION D: FACTORS THAT AFFECT TEACHING AND LEARNIN G IN
MATHEMATICS AND SCIENCE
39. What factors affect the teaching and learning in mathematics and science subjects in your
school?
Mathematics
i) ………………………………………………………………………………………………
………………………………………………………………………………………………
…………………………………………………………………
ii) ………………………………………………………………………………………………
…………………………………………………………………………................................
...........................................................................................................
74
iii) ………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………
Science
iv) ………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………
v) ……………………………………………………………………………………………....
................................................................................................................................................
............................................................................................................
vi) ...............................................................................................………………………………
………………………………………………………………………………………………
………………………………………………………………………
SECTION E: WAYS TO IMPROVE TEACHING AND LEARNING IN MATHEMATICS
AND SCIENCE SUBJECTS
40. Suggest ways to improve the teaching and learning in mathematics and science subjects
Mathematics
75
i) ………………………………………………………………………………………………
………………………………………………………………………………………………
…………………………………………………………………
ii) ………………………………………………………………………………………………
…………………………………………………………………………................................
...........................................................................................................
iii) ………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………
Science
iv) ………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………
v) ……………………………………………………………………………………………....
...............................................................................................................................................
vi) ...............................................................................................………………………………
………………………………………………………………………………………………
Thank you for your cooperation
APPENDIX 2:
76
TEACHER QUESTIONNAIRE
This questionnaire has been developed to help collect information on teaching and learning of
mathematics/science subjects. The information that will be obtained will be used only for
research purposes. All the information that you will provide will be treated with confidentiality.
Feel free; be honest, because your identity is confidential.
SECTION A: BACKGROUND INFORMATION
1. Sex
Male
Female
2. Teaching experience?
Below 15 years
Between 5 and 10 years
Between 10 and 15 years
Above 15 years
3. What is your highest education qualification?
Masters & above
Degree
Diploma
77
KACE
4. What is your highest professional qualification?
M Ed & above
Bed
Diploma in Education
ATS
Other
5. Teaching subject
Mathematics
Biology
Chemistry
Physics
6. Have you attended SMASE training?
Yes
No
7. How many cycles of SMASE have you attended
None
1
78
2
3 and above
8. What is your current designation?
Head teacher
D/Head teacher
Senior teacher
Class Teacher
Teacher
SECTION B: TEACHING AND LEARNING STRATEGIES MATHEMA TICS AND
SCIENCE SUBJECTS
Instructions
Statements number refers to your opinion on the extent of the use of different methods of in
Mathematics and science subjects. Read each statement carefully and indicate the extent to
which each of the statements applies to your school. Use the following key to make your choice.
Use the following key to make your choice.
Key on level of agreement or disagreement:
Very large extent (5); Large extent (4); Not sure (3); Small extent (2); No extent at all (1)
Item Statements
79
Mathematics
Strongly agree (5); agree (4); Not sure (3); disagree (2); strongly
disagree (1)
5 4 3 2 1
9 Teachers mostly use lecture method to teach mathematics subject
10 Students are allowed to discus and share their findings with
others
11 Teachers allows students to work in groups
12 Questions and answers are normally used in teaching and
learning Sciences
13 Students and teachers improvise teaching and learning resources
14 Try out mathematics activities outside classroom
15 Teachers and students demonstrate how mathematics problems
can be solved
Science Subjects
Strongly agree (5); agree (4); Not sure (3); disagree (2);
strongly disagree (1)
5 4 3 2 1
16 Teachers mostly use lecture method to teach science subjects
80
17 Students are allowed to discus and share their findings with
others
18 Teachers allows students to work in groups
19 Questions and answers are normally used in teaching and
learning Sciences
20 Students are involved practical activities
21 Students demonstrates experiments to other students
22 Students try out science activities/projects outside classroom
SECTION C: ATTITUDE TOWARDS TEACHING APPROACHES OF
MATHEMATICS SCIENCE SUBJECTS
Instructions
Statements numbers 33to 40 refers to your opinion towards teaching and learning approaches in
mathematics/science classes. Read each statement carefully and rate your level of agreement or
disagreement by selecting your choice in the answer sheet as appropriate.
Use the following key to make your choice.
Key on level of agreement or disagreement:
Strongly agree (5); agree (4); Not sure (3); disagree (2); strongly disagree (1)
Item Statements
81
Strongly agree (5); agree (4); Not sure (3); disagree (2); strongly
disagree (1)
5 4 3 2 1
23 I am interested in teaching my subject
24 I enjoy performing activities/experiments in my subject
25 I like to ask students questions in my subject
26 My subject involves lengthy explanations to make students
understand
27 I like involving students in group work
28 I always like giving project work to my students
29 I enjoy demonstrating activities/experiments to my students
30 I collect locally available materials to use in teaching my subject
SECTION D: FACTORS THAT AFFECT THE TEACHING AND LEA RNING IN
MATHEMATICS AND SCIENCE SUBJECTS
31. What factors affect the teaching and learning of mathematics and science subjects?
82
Mathematics
i) ………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………
ii) ………………………………………………………………………………………………
…………………………………………………………………………................................
............................................................................................................
iii) ………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………
Science
iv) ………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………
v) ……………………………………………………………………………………………....
................................................................................................................................................
...........................................................................................................
vi) ………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………
83
SECTION E: WAYS TO IMPROVE TEACHING AND LEARNING IN MATHEMATICS
AND SCIENCE SUBJECTS
32. Suggest ways in which teaching and learning in mathematics and science subjects can be
improved
Mathematics
i) ………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………
ii) ………………………………………………………………………………………………
…………………………………………………………………………................................
............................................................................................................
iii) ………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………
Science
84
iv) ………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………
v) ……………………………………………………………………………………………....
................................................................................................................................................
............................................................................................................
vi) ................................................................................................................................................
..........………………………………………………………………………………………
………………………………………………………………………
Thank you for your cooperation
85
APPENDIX 3: PRINCIPALS’ QUESTIONNAIRE
This questionnaire has been developed to help collect information about factors affecting
education in Gatundu North District. This will help identify challenges faced and thereafter seek
possible solutions. The answers you’ll give are therefore important, so try to answer all questions
Feel free, be honest, the information you provide will be treated with confidence and will be used
for the purpose of this study ONLY.
SECTION A: BACKGROUND INFORMATION
1. Division------------------------------
2. Name of the school--------------------------
3. Type of school
i) National
ii) County
iii) District
4. Boarding or day
i) Boarding
ii) Day
iii) Boarding and Day
5. Type of school by sex
86
i) Boy’s only school
ii) Girls only school
iii) Mixed school
6. School enrollment
Form 2010 2011 2012 Total
Boys Girls Boys Girls Boys Girls
Form 1
Form 2
Form 3
Form 4
Total
7. No. of teachers by qualification
Qualification Males females Total
Trained graduate
87
Un-trained graduate
Others
8. Teaching and learning Resources
i. Physical facilities
Number Adequate Not adequate
Classrooms
Laboratories
ii. Materials and equipment in mathematics and science
Ratio Adequate Not adequate
Text books
Apparatus
SECTION B: TEACHING AND LEARNING STRATEGIES
How often are the following approaches practiced by mathematics and science teachers in your
school
88
Very
rarely
Rarely Not sure Often Very
often
i) Lecture
ii) Discussions
iii) Asking and answering questions
iv) Activities
v) Experiments
vi) Group work
vii) Improvisation
viii) Project work
SECTION C: ATTITUDE TOWARDS TEACHING APPROACHES OF
MATHEMATICS AND SCIENCE SUBJECTS
Instructions
Statements number 10 to 17 refers to your opinion attitude towards teaching and learning
approaches in mathematics/science classes. Read each statement carefully and rate your level of
agreement or disagreement by selecting your choice in the answer sheet as appropriate.
Use the following key to make your choice.
89
Key on level of agreement or disagreement:
Strongly agree (5); agree (4); Not sure (3); disagree (2); strongly disagree (1)
Item Statements
Strongly agree (5); agree (4); Not sure (3); disagree (2); strongly
disagree (1)
5 4 3 2 1
ix) Teachers in mathematics and science subjects are interested in
their work
x) Teachers enjoy performing activities/experiments in my school
xi) students ask questions in learning mathematics and science
subjects
xii) Teachers give lengthy explanations to make students understand
xiii) Teachers involve students in group work
xiv) project work is usually given to students in my school
xv) Teachers enjoy demonstrating activities/experiments to my
students
xvi) Teachers like to use locally available materials to use in teaching
90
SECTION D: FACTORS THAT AFFECT THE TEACHING AND LEA RNING IN
MATHEMATICS AND SCIENCE SUBJECTS
25. What factors affect the teaching and learning in mathematics and science subjects in your
school?
Mathematics
i) ………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………
ii) ………………………………………………………………………………………………
…………………………………………………………………………................................
...........................................................................................................
iii) ………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………........................
Science
i) ………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………..
91
ii) ……………………………………………………………………………………………....
................................................................................................................................................
............................................................................................................
iii) ………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………
SECTION E: WAYS TO IMPROVE TEACHING AND LEARNING IN MATHEMATICS
AND SCIENCE SUBJECTS
26. Suggest ways in which teaching and learning in mathematics and science subjects can be
improved in your school
Mathematics
i) ………………………………………………………………………………………………
………………………………………………………………………………………………
ii) ………………………………………………………………………………………………
…………………………………………………………………………................................
...........................................................................................................
iii) ………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………........................
Science
92
i) ………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………..
ii) ……………………………………………………………………………………………....
................................................................................................................................................
............................................................................................................
iii) ………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………
Thank you for your cooperation
93
APPENDIX 5: FACILITIES OBSERVATION GUIDE
The purpose of this questionnaire is to gather information from school on status of facilities
available in the school and how they affect teaching and learning of mathematics and science
education
Fill in the following information
District…………………………… Division: …………………………………….School
………………...…………………….
Category (County/District)……………………….Type (Mixed/Coeducation)…………………
Sponsor ………………………………..Day/Boarding………………………………………
i) Current enrolment
Form Number of
streams
2012 Total
Boys Girls
Form 1
Form 2
Form 3
Form 4
Total
94
ii) Number of classrooms………………………………………..
iii) Type of buildings (permanent/temporary)…………………….
iv) Number of laboratories ………………………………………
v) Rate if (well equipped, moderately equipped, poorly equipped)
vi) Availability of text books
Form Mathematics
Science
No of
copies
Ratio Comment on whether
adequate/inadequate
No of
copies
Ratio Comment on whether
adequate/inadequate
1
2
3
4
vii) Comment on availability of desks and chairs for students………………………………
95
…………………………………………………………………………………………………
viii) Are classroom suitable for number of students in class ……………………………….
......................................................................................................................................................
96
APPENDIX 6: BUDGET FOR THE RESEARCH
Estimated Expenditure Cost in Ksh
i) Preparation of the research proposal
i) Transport
ii) Stationery and text books
iii) Typing and binding & photocopies
5000
3000
3000
2000
iv) Field work
i) Piloting
ii) Transport
iii) Accommodation and food
3000
6000
10,000
3000
iv) Data analysis and preparation of report
i) Data analysis
ii) Typing and binding
iii) Transport
2000
3000
10,000
Grand Total 50,000
97
APPENDIX 7: WORK PLAN
TIME FRAME ACTIVITY REMARKS
1 month Proposal development
2 weeks Baseline assessment of sampled schools
1 week Pre-testing tools
1 month Research implementation
1 months Data analysis and interpretation
1 month Compilation of research findings
1 day Dissemination
Publication
98
APPENDIX 8: RESEARCH AUTORIZATION DOCUMENTS
99
APPENDIX 9: RESEARCH METHODOLOGY MATRIX
No Research Questions Type of data Source of
data
Instruments Data analysis
1 To what extent do
teachers use learner
centred teaching?
Non categorical
Qualitative
Principals
Principals’
questionnaire
Analysis on rating
by Principals
Non categorical
Qualitative
Teachers
teaching
method
Teachers
questionnaire
Analysis on rating
by teachers
Non categorical
Qualitative
Students
activities
in class
Students
questionnaire
Analysis on rating
by Principals
2 What is the attitude of
head teachers, teachers
and learners towards
learner centred teaching
and learning?
Non categorical
Head
teachers,
teachers,
students
Head teachers
questionnaire
teachers
questionnaire,
students
questionnaire
Analysis on rating
by Principals,
teachers and
students
100
3 What factors affect the
implementation of
learner centred teaching
and learning?
Non categorical
Qualitative
Teachers
Teachers
questionnaire
Analysis of
challenges
mentioned
Non categorical
Qualitative
Principals
students
Principals
questionnaire
Analysis of
challenges
mentioned
4 What can be done to
strengthen the use of
learner centred methods
of teaching and
learning?
Qualitative Head
teachers
Teachers
students
Head teachers
questionnaire
Teachers
questionnaire
Students
questionnaire
Analysis of
suggestions
