Strategies Adopted To Enhance Performance in Sciences in Public Secondary Schools

STRATEGIES ADOPTED TO ENHANCE PERFORMANCE IN
SCIENCES IN PUBLIC SECONDARY SCHOOLS IN NYANDO
DISTRICT, KISUMU COUNTY, KENYA
LUCAS OTIENO ODHONG’
E55/CE/25926/2011
A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF
EDUCATIONAL MANAGEMENT, POLICY AND CURRICULUM STUDIES
IN THE SCHOOL OF EDUCATION IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE AWARD OF DEGREE OF MASTER OF
EDUCATION (EDUCATIONAL PLANNING) OF KENYATTA UNIVERSITY
NOVEMBER 2014
DECLARATION
This project is my original work and has not been presented for a degree in any other
University or any other program.
LUCAS OTIENO ODHONG’ DATE
E55/CE/25926/2011
This project has been submitted with our approval as University supervisors.
DR. NDIRITU JOHN DATE

Lecturer
Department of Educational Management,
Policy and Curriculum Studies
Kenyatta University
DR. RUGAR THADDAEUS DATE

Lecturer
Department of Educational Management,
Policy and Curriculum Studies
Kenyatta University
ii
DEDICATION
To my wife, Christine and children; Dorcas, Franklin and Joan who tolerated my
frequent absence from home while undertaking the study.
iii
ACKNOWLEDGEMENT
I wish to express my sincere gratitude to my supervisors, Dr. Ndiritu J. K. and Dr.
Rugar T.O. who offered scholarly guidance and assistance in the theoretical
foundation of this study.
I am also indebted to the entire Kenyatta University for granting me the opportunity to
learn and do research while enrolled at the institution.
Lastly, I wish to thank all my course mates in Kenyatta University for their support,
guidance and valuable assistance during the study.
iv
TABLE OF CONTENTS
DECLARATION..........................................................................................................ii
DEDICATION............................................................................................................ iii
ACKNOWLEDGEMENT .......................................................................................... iv
TABLE OF CONTENTS ............................................................................................ v
LIST OF TABLES ................................................................................................... viii
LIST OF FIGURES .................................................................................................... ix
ABBREVIATIONS AND ACRONYMS .................................................................... x
ABSTRACT ................................................................................................................. xi
CHAPTER ONE: INTRODUCTION ........................................................................ 1

1.1 Background to the Problem .................................................................................. 1
1.2 Statement of the Problem ..................................................................................... 6
1.3 The Purpose of the Study ..................................................................................... 7
1.4 Objectives of the Study ........................................................................................ 7
1.5 Research questions ............................................................................................... 7
1.6 Significance of the Study...................................................................................... 8
1.7 Research Assumptions.......................................................................................... 8
1.8 Limitations of the Study ....................................................................................... 8
1.9 Delimitation of the Study ..................................................................................... 9
1.10 Theoretical framework ......................................................................................... 9
1.11 Conceptual Framework ...................................................................................... 11
1.12 Operational Definition of Central Terms ............................................................. 13
CHAPTER TWO: LITERATURE REVIEW ......................................................... 14

2.1 Introduction ........................................................................................................ 14
2.2 Performance Trends in Sciences by Gender ....................................................... 14
2.3 Performance Trends in Sciences by School Category ........................................ 15
2.4 Strategies adopted by school management ......................................................... 17
2.5 Strategies Adopted by Science Teachers and Students ...................................... 18
2.6 Influence of Performance Enhancing Strategies on Science Achievement ........ 22
2.7 Summary............................................................................................................. 24
v
CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY .............. 26
3.1 Introduction ........................................................................................................ 26
3.2 Research design .................................................................................................. 26
3.3 Study Locale ....................................................................................................... 27
3.4 Study Population ................................................................................................ 27
3.5 Sample Size and Sampling Techniques .............................................................. 28
3.5.1 Sample size ............................................................................................... 28
3.5.2 Sampling Techniques ................................................................................ 30
3.6 Research Instruments.......................................................................................... 30
3.6.1 Interview Schedule .................................................................................... 31
3.6.2 Questionnaires ........................................................................................... 31
3.7 Pilot study ........................................................................................................... 33
3.7.1 Validity...................................................................................................... 33
3.7.2 Reliability .................................................................................................. 34
3.8 Data Collection Techniques ............................................................................... 34
3.9 Methods of Data Analysis .................................................................................. 35
3.10 Logistical and Ethical Considerations ................................................................. 35
CHAPTER FOUR: PRESENTATION OF FINDINGS, INTERPRETATION

AND DISCUSSION ................................................................................................... 36
4.1 Introduction ........................................................................................................ 36
4.2 Demographic characteristics .............................................................................. 36
4.3 Performance Trends in Sciences by Gender in Secondary Schools in Nyando
District ................................................................................................................ 41
4.4 Performance Trends in Sciences by School Category ........................................ 47
4.5 Strategies adopted by School Management to enhance Performance in Sciences
............................................................................................................................ 52
4.6 Strategies adopted by Science Teachers and Students to enhance Performance
in Sciences .......................................................................................................... 56
4.7 Influence of Performance Enhancing Strategies on Achievement in Sciences . 60
vi
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS........................................................................................... 65
5.1 Introduction ........................................................................................................ 65
5.2 Summary of Findings ......................................................................................... 65
5.2.1 Performance Trend in Sciences by Gender in Nyando District ................ 65
5.2.2 Performance Trend in Sciences by School Category ................................ 66
5.2.3 Strategies Adopted by School Management to Enhance Performance in
Sciences ..................................................................................................... 66
5.2.4 Strategies Adopted by Science Teachers and Students to Enhance
Performance in Sciences ........................................................................... 67
5.2.5 Influence of Performance Enhancing Strategies on Achievement in
Sciences ..................................................................................................... 67
5.3 Conclusions ........................................................................................................ 68
5.4 Recommendations .............................................................................................. 69
5.4.1 Policy Recommendations .......................................................................... 70
5.4.2 Recommendations for Further Research ................................................... 71
REFERENCES ........................................................................................................... 72
APPENDICES ............................................................................................................ 77
APPENDIX I: RESEARCH INSTRUMENTS ................................................ 77
APPENDIX II: TIMETABLE ............................................................................ 99
APPENDIX III: BUDGET.................................................................................. 100
APPENDIX IV: MAPS AND CRITICAL TABLES NOT APPEARING IN
MAIN TEXT ........................................................................... 101
APPENDIX V: RESEARCH PERMIT ........................................................... 102
APPENDIX VI: RESEARCH AUTHORIZATION ........................................ 103
APPENDIX VII: LETTER FROM COUNTY COMMISSION....................... 104
APPENDIX VIII: LETTER FROM COUNTY DIRECTOR ............................ 105
vii
LIST OF TABLES
Table 1.1: Performance in sciences compared to other subjects nationally between

2009 and 2012 .......................................................................................... 4
Table 1.2: KCSE performance of sciences between 2009 and 2012 at Nyando
district ....................................................................................................... 5
Table 3.1: Summary of Respondents Selected for the Study .................................. 29
Table 4.1: Demographic Characteristics of Students............................................... 37
Table 4.2: Demographic Characteristics of Science Teachers ................................ 38
Table 4.3: Demographic Characteristics of Principals ............................................ 39
Table 4.4: Demographic Characteristics of the DEO .............................................. 40
Table 4.5: Trend of Performance in Sciences by Gender in Public Secondary
Schools in Nyando District (2009-2012) ................................................ 41
Table 4.6: Performance in Biology by Gender between 2009 and 2012 ................. 43
Table 4.7: Performance in Chemistry by Gender between 2009 and 2012 ............. 45
Table 4.8: Comparing Girls’ and Boys’ Performance in Sciences .......................... 46
Table 4.9: Performance in Sciences by School Category in Public Secondary
Schools in Nyando District (2009 – 2012) ............................................. 48
Table 4.10: Mean Score in Physics by School Category 2009 - 2012....................... 49
Table 4.11: How School has been Performing in Sciences ....................................... 51
Table 4.12: Choice of Optional Science Subjects...................................................... 52
Table 4.13: Resources Mobilization and provision ................................................... 54
Table 4.14: Attendance to Lessons by Science Teachers .......................................... 56
Table 4.15: Exposure to Laboratory and Familiarity of Students with Apparatus .... 57
Table 4.16: Interaction of Students with Sciences ..................................................... 59
Table 4.17: Effect of School Management Related Strategies on Student
Achievement in Sciences ........................................................................ 60
Table 4.18: Summary of Strategies Adopted by each school visa vis the average
Performance in Sciences ......................................................................... 61
Table 4.19: Importance of Student Related Strategies on Student Achievement in
Sciences .................................................................................................. 64
viii
LIST OF FIGURES
Figure 1.1: Conceptual Framework ........................................................................ 12

Figure 4.1: Performance in Sciences in Nyando District by gender between 2009
and 2012 ............................................................................................... 43
Figure 4.2: Performance in Physics by Gender between 2009 and 2012 ............... 44
Figure 4.3: Gender Leading in Sciences ................................................................. 46
Figure 4.4: Mean Score in Biology by School Category 2009 - 2012.................... 49
Figure 4.5: Mean Score in Chemistry by School Category 2009 - 2012 ................ 50
Figure 4.6: Category of School Better in Sciences ................................................. 51
Figure 4.7: Management and Leadership Strategies ............................................... 53
Figure 4.8: Sponsorship and Supervision ............................................................... 54
Figure 4.9: Gender and School Category related .................................................... 55
Figure 4.10: Teaching Method and Use of Teaching Aid ........................................ 57
Figure 4.11: Science Symposium, Congress, Contest and other Science Activities 58
Figure 4.12: Attitude and Motivation ....................................................................... 59
Figure 4.13: Influence of Teacher Related Strategies on Student Achievement in
Sciences ................................................................................................ 63
ix
ABBREVIATIONS AND ACRONYMS
DEO District Education Officer
EFA Education for All
FDSE Free Day Secondary Education
INSET In-Service Education and Training
JICA Japan International Cooperation Agency
KCSE Kenya Certificate of Secondary Education
KNEC Kenya National Examination Council
MEoST Ministry of Education Science and Technology
SMASSE Strengthening Mathematics and Sciences in Secondary Education
TSC Teachers Service Commission
UNESCO United Nations Educational, Scientific and Cultural Organization
x
ABSTRACT
Sciences are subjects that equip learners with manipulative skills necessary for
industrial development and hence economic growth. Several studies have shown that
there are many factors affecting performance in sciences. It is however not clear
which factors can enhance performance in sciences in specific schools. The purpose
of the study was to examine the strategies adopted to enhance performance in sciences
in public secondary schools. The objectives of the study were to; establish the current
performance trends in sciences by gender in Nyando district, establish current
performance in sciences by school category, establish the strategies adopted by school
management to enhance performance in sciences, find out the strategies adopted by
science teachers and students to enhance performance in sciences and determine the
influence of the strategies on school performance in sciences. A survey design was
employed in the study. The study was conducted in Nyando district, Kisumu County,
Kenya. The target population was 16 public secondary schools consisting of 16
principals, 58 science teachers, 4500 students and 1 DEO. Purposive, stratified and
simple random sampling were used to get the sample. Data was collected from 8 head
teachers, 29 science teachers, 369 students’ and 1 DEO yielding a total of 407
respondents. Data collection instruments included questionnaire and interviews.
Questionnaires were used to obtain data from students, science teachers and
principals; interview schedule was employed to obtain data from DEO. Validity was
done by presenting instruments to the experts in the area of educational planning in
Kenyatta University for scrutiny. Reliability of the instruments was done using test-
retest technique and coefficient determined using Pearson’s product moment and
coefficient of 0.75 was considered high enough. Pilot study was carried out at one of
the secondary schools in Nyando district. Data collected was organized, interpreted
and analyzed using descriptive statistics particularly frequency counts and
percentages. Presentation was given in tables and figures. It was found that: male
students had highest mean score in sciences over the years; boys boarding category
had a mean of above 6.00 in most sciences over the years; most principals in the
district involve all stakeholders in decision making, construct and equip laboratories,
waiver fees for bright and needy students, give equal opportunities to both boys and
girls, and most science teachers use teacher/learner discussion to teach non-laboratory
lessons, exposing students to every practical lesson, teacher learner discussion while
the students develop positive attitude towards sciences are the strategies adopted by
schools to enhance performance in sciences. It was concluded that: male students
generally performed better in sciences that female students, letting students free to
choose optional science subject is the most important strategy adopted by school
management, attending every lesson is key strategy adopted by science teachers,
students developing positive attitude towards sciences. The study recommended the
following: mentoring of girls by women role models particularly those in science
based professions, Students in girls boarding and mixed day schools should be
motivated more to bridge the gap that exists between the performances of students in
sciences among the category of schools.
xi
CHAPTER ONE
INTRODUCTION
The chapter presents background to the study, statement of the problem, purpose of
the study, objectives of the study, research questions, significance of the study,
assumptions of the study, limitations of the study, delimitations of the study,
theoretical framework, conceptual framework and operational definition of terms.
1.1 Background to the Problem
Nations all over the world spend fortunes to enhance the education process. This is
because education is considered the cornerstone of economic and social development.
It improves the productive capacity of societies and their political, economic and
scientific institutions. It helps to reduce poverty by mitigating its effects on
population, health and nutrition. Education also increases the value and efficiency of
the labour offered by the poor. As technology advances, new methods of production
depend on a well-trained and intellectually flexible labour force (Mwaura, 2010).
Many governments in both the developed and the developing countries allocate much
of their resources to education (UNESCO, 2005). This has resulted to a considerable
growth of educational activities world over. To date, education is one of the largest
sectors in most countries (UNESCO, 2005). Kenya is no exception to this trend of
increasing allocation of resources towards education. In Kenya, at independence in
1963 education was viewed as the means to eradicating poverty, ignorance and
disease from Kenya. The 8-4-4 system of education in Kenya was to provide a
practical oriented curriculum that should offer a wide range of employment
opportunities (Eshiwani, 1993).
1
Sciences are subjects that equip learners with manipulative skills that are important
for industrial development and hence economic growth (Mususya, 1992). Kenya still
needs many scientists in several specialized areas to develop scientifically and
technologically, these specialists are needed in industries, government and private
research institutes and also as teachers (Republic of Kenya, 1983). Science is seen by
society as the foundation of technological knowledge that is vital in social- economic
development of the nation. It is also important in further education, man power
requirements in industries and government ministries as well as individual
development. Science is also used as a basic entry requirement into the prestigious
courses such as medicine, architecture and engineering (Mususya, 1992).
American journal of educational research (2013) opined that the factors that
contribute to academic performance of graduate students include gender, age,
teaching faculty, students schooling, guardian /parent’s socio-economic status,
medium of instruction in schools, daily study hour and accommodation. Socio-
economic status and parents education have a significant effect on students overall
academic achievement (Farooq et al, 2009). They also found out that girls perform
better than male students.
TIMSS (2007) found out that factors that affect students achievement in science
subjects include gender, home educational resources, and student self confidence. The
factors that determine performance in general therefore include; socio-economic
background (Jenifer, 2005), corruption, emphasis on exams, exams leakage, wide
syllabus. In terms of sciences; the factors that determine the performance include
availability of laboratory and equipment, qualification of science teachers,
management of school resources, number of science teachers.
2
The government of Kenya has taken a lot of initiatives to improve education quality
such as Free secondary education (Asayo, 2009), formation of subject panels at the
district level, introduction of SMASSE, training of as many teachers as possible on
skills for marking exams.
Freeman et al (2013) observed that active learning leads to increase examination
performance in sciences. Asayo (2009) said that some emerging issues that were
likely to affect the sustainable provision of the quality free secondary education
include; limited facilities, large class size in densely populated areas, shortages of
schools in marginalized areas, inadequate numbers of trained teachers, increased
untrained teachers, ever increasing financial resources needed and growing
government financial deficits.
Motivation of science teachers has an impact on science students’ academic
performance (Oredein, 2012). He emphasized that there is a significant relationship
between regular payment of science teachers’ allowances and academic performance
of science students.
For more than one decade, education stakeholders have attempted to address
performance in science at the secondary level. The MoEST and government of Japan
through JICA came up with SMASSE in 1998 to improve performance of students in
sciences and mathematics through in-service training (INSET) of teachers. Despite
the importance of science, there has always been poor performance in the sciences at
national examinations compared to other subjects (Buindi, 2013).
3
Table 1.1: Performance in sciences compared to other subjects nationally
between 2009 and 2012
Year Subjects Mean females (%) Mean males % Overall mean

2009 English 39.18 39.33 39.26
(%)
Kiswahili 38.82 38.36 38.57
Mathematics 18.11 23.63 21.13
Biology 36.73 40.23 38.48
Physics 36.75 41.35 39.05
Chemistry 26.75 34.65 30.70
History 42.03 48.87 45.87
Geography 34.04 40.52 38.89
CRE 42.97 42.63 42.82
Agriculture 35.71 41.32 38.83
Business 32.91 37.39 35.42
2010 English 39.26 38.61 38.90
studies
Kiswahili 44.34 43.06 43.63
Mathematics 19.71 25.75 23.06
Biology 26.74 32.54 29.94
Physics 31.50 35.70 33.60
Chemistry 22.89 27.43 25.16
History 41.73 48.95 45.82
Geography 33.86 39.95 37.53
CRE 46.05 46.22 46.13
Agriculture 31.25 36.08 33.99
Business 37.28 41.61 39.73
2011 English 36.74 36.18 36.42
studies
Kiswahili 49.01 48.66 48.82
Mathematics 21.00 27.80 24.79
Biology 31.72 36.32 34.02
Physics 32.94 37.86 35.40
Chemistry 23.4 29.56 26.48
History 38.45 44.41 41.83
Geography 38.15 43.91 41.65
CRE 49.38 48.43 48.93
Agriculture 34.26 39.31 37.15
Business 42.61 47.80 45.53
2012 English 38.13 37.68 37.88
studies
Kiswahili 36.32 35.40 35.81
Mathematics 25.30 31.38 28.66
Biology 25.38 33.12 29.25
Physics 32.53 38.67 35.60
Chemistry 27.72 33.14 30.43
History 37.14 43.86 40.94
Geography 43.09 48.82 46.58
CRE 44.34 43.68 44.03
Agriculture 32.03 37.24 34.97
Business 51.0 46.13 44.30
Source:studies
KNEC(2013)
4
In table 1.1, the sciences are indicated in bold to distinguish them from the other
subjects. Table 1.1 indicates that on average, sciences performed more poorly than
other subjects except mathematics. In 2009 the overall performance of the students in
sciences was generally low compared to other subjects. Chemistry for example with
mean of 30.7% was only better than mathematics with mean of 21.13%. In 2010, the
performance in sciences was still low with chemistry having a mean of 25.16% this
was only slightly better than mathematics with mean of 23.06%. In 2011, the trend
was such that chemistry with mean of26.48% was only slightly better than
mathematics with a mean of 24.79%, biology and physics were lagging behind the
rest of the non-science subjects. In 2012, the trend was similar to the one in previous
years where chemistry with a mean of 30.43% was only slightly better than
mathematics with mean of 28.66%. The male students generally had higher mean in
all the subjects over the years compared to the females.
Table 1.2: KCSE performance of sciences between 2009 and 2012 at Nyando
district
Year Science Overall mean (%) Mean females Mean males % Average
subjects (%) (%)
2009 Bio 38.48 36.73 40.23 36.08
Phy 39.05 36.75 41.35
Chem 30.70 26.75 34.65
2010 Bio 29.94 26.74 32.54 29.57
Phy 33.60 31.50 35.70
Chem 25.16 22.89 27.43
2011 Bio 34.02 31.72 36.32 32.00
Phy 35.40 32.94 37.86
Chem 26.48 23.4 29.56
2012 Bio 29.25 25.38 33.12 31.76
Phy 35.60 32.53 38.67
Chem 30.43 27.72 33.14
Source: KNEC (2013).
5
Table 1.2 shows that the average performance of sciences for the period 2009 to 2012
has experienced overall drop from 36.08% in 2009 down to 31.76% in 2012. The
male students generally have higher mean than females in all sciences over the years.
Among the three sciences, physics has had highest mean over the four year period.
Performance in sciences as reflected by the KCSE results has remained poor over the
years. Hence, the need to investigate factors contributing to poor performance in
sciences at KCSE examinations by students in Nyando District and come up with
strategies that can be adopted by schools to enhance the performance in the science
subjects.
1.2 Statement of the Problem
Over the years, performance of sciences in national examinations has been poor. The
failure rate in sciences in KCSE examinations has been well above 50%. Performance
in sciences is generally lower than other subjects. Different schools use different ways
to address performance in sciences in public secondary schools in Nyando district.
Despite this, performance of students in sciences in the district has been consistently
poor; for example the highest average score in sciences for the last four years is a
paltry 36.08% which was obtained in 2009 (KNEC, 2013). At the same time
variations in performance in sciences among public secondary schools in the district
also exist where some schools perform better than others. The study therefore
grapples with the question: which strategies are adopted by students, teachers and
school management to enhance performance in sciences?
6
1.3 The Purpose of the Study
The purpose of the study was to examine the strategies adopted to enhance
performance in sciences in public secondary schools in Nyando District.
1.4 Objectives of the Study
The specific objectives of this study were to:
i. Establish the current performance trends in sciences by gender in Nyando district
ii. Establish current performance in sciences by school category
iii. Establish the strategies adopted by school management to enhance performance
in sciences
iv. Find out the strategies adopted by teachers and students of sciences to enhance
performance in sciences
v. Determine the influence of the strategies on school performance in sciences.
1.5 Research questions
The proposed study was guided by the following research questions:
i. What is the current performance trend in sciences by gender in Nyando District?
ii. What is the current performance in sciences by school category in Nyando
District?
iii. Which strategies are adopted by school management to enhance performance in
sciences?
iv. Which strategies are adopted by teachers to enhance performance in sciences?
v. Which strategies are adopted by students to enhance performance in sciences?
vi. What influence do the strategies have on performance in sciences?
7
1.6 Significance of the Study
The study is important to the following groups:
The study can help policy makers to advice government on training needs of teachers
based on effect of teacher qualification in enhancing performance in sciences.
The knowledge obtained on effective management and leadership of head teachers
that enhance performance in sciences can help in management of other institutions
and even companies.
The data obtained from the study can help the school management to adopt strategies
which lead to highest performance achievement in sciences.
The study can form a base on which other researchers can develop their studies.
1.7 Research Assumptions
The study proceeded on the following assumptions:
All the students are tested on standardized examinations
There is teaching and learning going on in the schools selected for the study.
Teachers’ Service Commission (T.S.C.) appoint qualified teachers to schools
All schools had equal learning time; they used the same syllabus and the same
approved books.
1.8 Limitations of the Study
The study had the following limitations:
Limited finance: due to inadequate financing, it took the researcher some time to
collect the research instruments from the field.
Some respondents in schools or administrators concealed some valid information, for
various reasons beyond the researcher’s intervention.
8
1.9 Delimitation of the Study
The study had the following delimitations:
i. The study was confined to Nyando district due to wide geographical span of the
country.
ii. Only public secondary schools were included in the sample: private secondary
schools and primary schools are not included in the study. This is because private
schools do not enjoy financial assistance by the government and primary schools
do not give sciences a practical approach.
iii. The students and teachers included in the sample were those in session in the
respective institutions by the time of the study.
iv. The data used were for KCSE results 2009- 2012
1.10 Theoretical framework
The theoretical framework for this study is education production function theory
developed by Eric Hanushek (1979). The education production relates various inputs
affecting a student’s learning such as schools, families, peers neighborhoods etc to
measure outputs including subsequent labour market success, college attendance,
graduation rates and most frequently, standardized test scores. Coleman (1966)
concluded that the marginal effect of various school inputs on student achievement
was small compared to the impact of families and friends.
The common inputs are things like school resources, teacher quality and family
attributes and the outcome is student achievement. Historically, the most frequently
employed measure of schooling has been attainment, or simply years of schooling
completed. The value of school attainment as a rough measure of individual skill has
9
been verified by a wide variety of studies of labour market outcomes. The measure of
outcomes assumes that a year of schooling produces the same amount of student
achievement, or skills, over time and in every country. The measure counts the time
spent in schools without judging what happens in schools thus provide incomplete
picture of outcomes. Much attention has been directed at inputs-particularly those
perceived to be relevant for policy such as school resources or aspects of teachers.
In developing countries, spending on the main input, namely teachers has been cut by
hiring teachers on specific contracts with lower remuneration and fewer rights,
employing teachers with less qualification, increasing pupil/teacher ratios and
introducing staff saving modes of teaching e.g double shift schools and multi-grade
classes. Large classes are bound to have an impact on teacher’s motivation and stress
World Bank (1998).
Creating competition among schools is justified by the belief that such competition
would lead to improved teacher and school performance. Coleman (1966) is directing
attention to the distribution of student performance, the outputs as opposed to the
inputs. The output of educational process such as the achievement of individual
students is related to inputs that both are controlled by policy makers such as
characteristics of schools, teachers, and curricular and that are not so controlled such
as families and friends and the innate endowments or learning capacities of the
students. While achievement may be measured at discrete points in time, the
educational process is cumulative; inputs applied at some time in the past affect
student’s current levels of achievement (Boyd et al, 2005)
10
Family background included variables such as parental education, income, family
size. School inputs include teacher background such as education level, experience;
school organization such as class size, facilities, administrative expenditures;
community factors such as average expenditure levels.
The theory is relevant to the topic strategies adopted by schools to enhance
performance in sciences in the sense that the variation in quality and quantity of
inputs to a school is likely to cause a significant change in the output.
1.11 Conceptual Framework
The existing strategies for enhancing performance in sciences in national exams are
inadequate despite their continued use; the performance in sciences in the Nyando
district appears to be declining every time exams are done. For this reason, the
researcher proposes strategies that schools can adopt to enhance performance. The
strategies are categorized into school management related, teacher related and student
related. These are independent variables, while the performance in sciences is
dependent variable.
11
Figure 1.1: Conceptual Framework
School management Teacher related strategies

related strategies •Remedial classes for
•Constructing or students weak in sciences
expanding existing •Conducting more
laboratory experiments
•In-service training of •Guide students in selection Dependent variables
teachers and of science subject
workshops on sciences •Effective use of Performance
•Purchase of teaching/learning aids on in sciences:
motivation for science sciences •By gender
teachers •By school
•Hiring teachers of category
Student related strategies
sciences
•Doing assignments on
•Equipping laboratory
sciences
with apparatus,
•Participating in science
chemicals and
contests, symposia and
specimen
congress
•Purchase of science
•Entry behavior
text books
•Repeating class
•
Independent variables
Source: Researcher’s own design
12
1.12 Operational Definition of Central Terms
Achievement Accomplishment by means of successful performance in
K.C.S.E.
Enhance Improve or increase in mean grade
Enhance performance Increase in mean score of students in a subject.
Entry behavior Total marks scored by a learner at KCPE
Family background Level of education, occupation and poverty level
Head teacher Principal of a secondary school
Inspection Checking an individual or institution against established
standards
Motivation Is a drive and force that maintains an activity towards higher
standards of teaching and learning to better performance
Poor performance Mean score of below 5.0 in a subject or group of subjects
Principal Head of a secondary school
School management Secretary to the board of management of the school
Science Science subjects such as biology, physics and chemistry
Strategies Activities the school can engage in so as to realize
improvement in performance
13
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
Related literature were reviewed under the following themes; performance trends in
sciences by gender, performance trends in sciences by school category, performance
enhancing strategies in sciences, influence of various performance enhancing
strategies on achievements in sciences and Summary.
2.2 Performance Trends in Sciences by Gender
Lindberg et al (2010) carried out a study in America whose main objective was to
establish Education progress on gender and performance in mathematics and sciences.
The main finding was that the males and females perform similarly in mathematics
and sciences. The main recommendation was that equal opportunities should be given
to both males and females. The researcher feels that the study did not consider
performance over the years. This study therefore seeks to establish the trends in
performance in sciences by gender.
Raimi and Adeoye (2006) carried out a study in Nigeria whose main objective was to
establish if gender difference among college students is a determinant of performance
in integrated science. The main finding was that the males had more positive attitude
towards sciences hence performed better than females. The main recommendation
was that female students to be sensitized to change their negative attitude towards
integrated science. The researcher is of the opinion that the performance was
inadequate to conclude that males performed better since it did not consider the trends
14
in performance over the years. This study seeks to establish the performance trends in
A study carried out a study in College of education Kwara state, Nigeria on
performance in physics by gender (Aina and Akintunde, 2013), found out that male
students are better in performance than female students. They recommended that
special attention be given to female students. The findings were similar to that of the
study carried out by Masanja (2005) who studied gender disparity in sciences and
mathematics in Tanzania. They recommended affirmative action in all sectors of the
economy. The researcher is of the opinion that the two studies did not consider the
performance over the years. This study therefore seeks to establish the trends in
2.3 Performance Trends in Sciences by School Category
Elunya (2009) carried out a study in Uganda to establish the causes of poor
performance in schools. He found out that students in up country schools perform
poorly compared to the schools in towns due to poor quality of science teachers. He
recommended that highly qualified teachers to be employed in all categories of
schools. The researcher agrees with the finding but is of the opinion that performance
should be for a period of time. This study therefore seeks to establish performance
trends in sciences among the categories of schools.
Barmao (2013) in his study of relationship between gender and attitude towards
learning of practical science among secondary school students in Keiyo district found
out that there is a significant difference on mean scores in sciences by single sex
15
schools compared to mixed schools. He recommended that research should be
extended to focus on mixed schools rather than on gender difference in attitude and
perception towards sciences. No comparison is made between boys’ schools and girls’
schools. This study seeks to establish performance trends in sciences among the
school categories.
Radho (1996) in his study on factors determining achievement in science subjects at
secondary school level in Kenya found out that students from boys’ school excelled in
physics while those from girls’ school excelled in chemistry. His main
recommendation was that study of mixed schools be conducted to determine the effect
of co-educational schooling on motivation and achievement. No mention of
performance in biology. Mixed schools were excluded. This study seeks to establish
performance trends in sciences among the school categories.
Mukonyi (2004) carried out a study in Kakamega district whose main objective was
to find out whether there are differences in performance in KCSE examination
between students with different academic aspirations, academic attitudes, sex, school
type, age, parental education and occupation. His main finding was that; students’
school type is significantly related to performance in KCSE. His main
recommendation was that more single sex schools should be established as opposed to
mixed schools. No mention of how school category relate to performance in sciences.
This study seeks to establish trends of performance in sciences among the school
categories.
16
2.4 Strategies adopted by school management
Ambogo (2012) in a study carried out in Eldoret Municipality, Kenya whose main
objective was to establish the impact of head teachers’ administrative factors on
performance of sciences found no significant correlation between leadership and
performance in sciences at KCSE. Her main recommendation was that availability of
resources and teacher quality should be enhanced. The study does not agree with the
one carried out by Eshiwani (1983) on state of mathematics and science education in
Kenya and found out that schools that show signs of good performance have sound
and efficient leadership. He recommended balance of the leadership styles. The
researcher is of the view that administrative factors and performance in sciences are
inseparable since all the activities that go on in the school must be supported by
school administration. The researcher therefore seeks to establish the strategies
adopted by school management to enhance performance in sciences in public
secondary schools.
Anyango (2001) in her study of influence of head teachers’ leadership styles on
students KCSE performance in Mombasa District, found out that good leadership
styles improves performance of students in academic tests. Her main
Recommendation was that school management to put in practice good leadership
styles. The findings are in agreement with that of the study carried out by Griffins
(1994) on leadership in public secondary schools in Nairobi who found out that
school administration has direct bearing on performance of learners. He
recommended efficient and effective administrative styles. The researcher is of the
opinion that administrative and leadership styles are not the only factors to consider in
addressing performance in sciences. The researcher seeks to establish the strategies
17
adopted by school management to enhance performance in sciences in public
secondary schools.
Farrant (1980) in his study on principles and practice of education in Hong Kong
found out that, many schools perform poorly because authorities fail to provide
adequate support. He recommended provision of support by the authorities. The
researcher is of the view that some of the schools where authorities provide the
support, students in those schools still perform poorly. The researcher seeks to
establish the strategies adopted by school management to enhance performance in
sciences in public secondary schools.
2.5 Strategies Adopted by Science Teachers and Students
Achola (1990) studied teacher characteristics and effects on performance in Kajiado,
Kenya. Main finding was that the teacher who spends a lot of time with students
giving and marking homework and giving extra tuition during weekends, students’
performance tends to be better than those not well catered for. The main
recommendation was that teachers to be more dedicated to their work. The researcher
is of the opinion that the teacher characteristics may also be negatively affected by
aspects such as class size and student attitude towards learning. The researcher
therefore seeks to establish the strategies adopted by science teachers to enhance
performance in sciences in public secondary schools.
Apata (2007) in his study in Ilorin on of effect of teacher qualification on performance
found out that students taught by qualified and experienced teachers performed better
than students taught by unqualified and inexperienced teachers. His main
18
recommendation was that teachers of higher qualification be employed. The
researcher is of the view that sometime teacher with higher qualification do not teach
well thereby leading to poor performance of students. The researcher seeks to
establish the strategies adopted by science teachers to enhance performance in
Onuoha (1997) carried out a study in Nigeria on factors affecting student performance
in sciences. The main findings were; shortage of qualified and dedicated teachers. He
recommended that teachers be motivated to give more time in teaching assignment
and less time on trading, petty contracts, farming. The researcher is of the opinion that
sometimes external motivation of teachers may not stop them from engaging in
engaging in trading and other contracts at expense of teaching. The researcher
therefore seeks to establish the strategies adopted by science teachers to enhance
Rosenshine and Furst (1991) carried out their study in England whose main objective
was to establish relation between quality of teachers and performance. The study
found out that some behaviour such as teacher enthusiasm, the degree of orientation
of teachers, teachers emphasis on achievement of students, teachers clarity or his
presentation of his lesson to students, his constructive criticism of learners and his use
of examples influence students’ performance. The study did not mention performance
in sciences. The researcher seeks to establish the strategies adopted by science
teachers to enhance performance in sciences in public secondary schools.
19
Sifuna (1975) in his studies on teacher qualification in Kenya found out that
effectiveness in teaching is predominantly measured in terms of examination
achievement. His recommendation was that better teaching methods be used so as to
enhance examination achievement, improve qualification of teachers through in-
service training. No mention of achievement in sciences. The researcher seeks to
establish the strategies adopted by school management to enhance performance in
Ajileye (2006), in a study carried out in Nigeria whose main objective was to find out
the causes of student underachievement, found out that insufficient resources for the
teaching and learning of science constitute a major cause of student
underachievement. The main recommendation was that provision of more resources.
The researcher therefore seeks to establish the adopted by students to enhance
Akanbi (2003) carried out research in Lafiagi, Kwara state in Nigeria on causes of
poor performance in Physics. His main finding was that poor performance in physics
is due to inadequate laboratory equipment and facilities, shortage of science teachers
in quality and quantity as well as shortage of suitable Physics textbooks. He
recommended employment of more science teachers. The researcher therefore seeks
to establish the strategies adopted by students to enhance performance in sciences in
public secondary schools.
Chogo (1982) in his study of causes of students poor performance in physics in
Vihiga division of Kakamega district found out that poor performance in physics was
20
associated with unavailability of enough necessary facilities and equipment. He
recommended provision of more facilities and equipment. The researcher seeks to
establish the strategies adopted by students to enhance performance in sciences in
public secondary schools.
Fraser (1959) studied 400 Aberdeen students in London aged between 12½ and 13½
years to find out how parents occupation and level of education affect student’s
performance. The main finding was that children of parents of high income
occupation perform better. Not clear its effect on performance of students in sciences.
He recommended higher occupation of parents. The researcher seeks to establish the
strategies adopted by students to enhance performance in sciences in public secondary
schools.
Kapila (1976) in his study of school children in Nairobi’s performance showed that
there is a positive association between parents’ participation in their children’s
academic work and academic performance in sciences. He recommended children to
engage their parents in their homework. The researcher seeks to establish the
schools.
Mizala (1998) carried out a study in Bolivia whose main objective was to determine
the relationship between education inputs and performance noted that education
inputs were more important in developing countries than in developed countries. He
recommended that education inputs be increased to ensure improvement in
performance. No mention of its effect on performance in sciences. The researcher
21
therefore seeks to establish the strategies adopted by students to enhance performance
in sciences in public secondary schools.
Ogunbiyi (1986) carried out a study in Ibadan, Nigeria on level of familiarity of
students with laboratory apparatus. He found out that many secondary school students
are unfamiliar with more than half of laboratory apparatus due to inadequacy and are
unable to know in what experiment they are used. He recommended provision of
more laboratory equipment. The study did not state the effect of level of familiarity of
laboratory apparatus on performance in sciences. The researcher seeks to establish the
schools.
Ojo (2001) in his study of factors that affect student performance in sciences in
Nigeria found out that lack of facilities, lack of qualified teachers are factors
contributing to student performance in science. He recommended employment of
more teachers. The study did not mention how the lack of physical facilities and
qualification of teachers affect performance of students in sciences. The researcher
seeks to establish the strategies adopted by students to enhance performance in
2.6 Influence of Performance Enhancing Strategies on Science Achievement
Gichura (1999) carried out a study in Nairobi province whose main objective was to
identify factors that influence of performance of girls in science subjects. She found
out that majority studied science only because it was compulsory. The main
recommendation was that policy which makes science compulsory to be reviewed so
22
that those who take them are capable of realizing high achievement. The researcher is
of the opinion that some of those who chose the science subject are not high
achievers. This study therefore seeks to determine the influence of the performance
enhancing strategies on achievement in sciences.
Okoth (2011) in his study in Ugunja district whose main objective was to determine
factors influencing students’ performance in physics at KCSE level in secondary
schools, found out that availability of resources influence the performance in physics
to a great extent. His main recommendation is that stakeholders of the school to avail
resources for improvement of performance in physics. No mention of other sciences.
Not clear how availability of resources will affect performance in sciences. This study
seeks to determine the influence of the performance enhancing strategies on
achievements in sciences.
Misoy (2009) in her study in Nandi district whose main objective was to investigate
whether day secondary schools have the required facilities. Her main recommendation
was that there is need for school management to adopt policies for acquisition of
adequate and up to date text books and teaching/learning materials to realize
improvement in performance. This study therefore seeks to determine the influence of
performance enhancing strategies on achievements in sciences.
Wanderi (2011) in her study in Thika, Kiambu whose main objective was to
determine student-related, teacher related and school management related barriers that
hinder effective utilization of resources in teaching/learning of sciences. Her main
finding was that shortage of teachers, unchecked enrolment of students and lack of
23
facilities affect utilization of resources. Her main recommendation is provision of
laboratory equipment, employment of enough science teachers, this ensures that
teachers are not overworked leading to better performance in sciences. This study
seeks to determine the influence of performance enhancing strategies on performance
achievement in sciences
2.7 Summary
The literature reviewed on both international and local studies revealed that:
On trend in performance in sciences by gender; View one (Lindberg et al) was that
males and females perform similarly in mathematics and sciences, others (Raimi,
Adeoye, Aina, Akintunde and Masanja) held the view that male students perform
better in sciences and mathematics compared to females. There is no local study on
the performance in sciences by gender. It is also not clear trend in performance by
gender over the years.
On trend in performance in sciences by school category; view one (Barmao) was that
there is a significant difference on mean scores in sciences by single sex schools
compared to mixed schools, other (Radho) was that students from boys’ school
excelled in physics while those from girls’ school excelled in chemistry and yet others
(Mukonyi and Elunya) was that school type is significantly related to performance in
sciences. No single study compares the performance trends in sciences in the three
categories of schools. There is no comparison that has been made in performance
among the three sciences based on the categories. Such a study has not been carried
out in Nyando district.
24
On strategies adopted by school management; view one (Ambogo) was that there is
no significant correlation between leadership and performance in sciences at KCSE,
others (Eshiwani, Griffins, Farrant) was that schools that show signs of good
performance have sound and efficient leadership. Other strategies other than
leadership styles are not captured.
On strategies adopted by science teachers and students; view one (Achola, Apata,
Onuoha, Rosenshine and Furst, Sifuna) was that more time of teachers with students,
higher teacher qualification, higher dedication of teachers, better teaching methods by
teachers leads to better performance of students, others (Ajileye, Akanbi, Chogo, Ojo)
was that insufficient resources, inadequate laboratory equipment, shortage of
facilities, shortage of teachers contribute to student underachievement in science
subjects and yet others (Fraser, Kapila, Mizala, Ogunbiyi) was that parents occupation
and level of education, parents’ participation in their children’s academic work,
education inputs, level of familiarity of students with laboratory apparatus affect
students’ performance. The local studies did not mention strategies for improving
performance in biology and chemistry. Furthermore strategies to be adopted by
students are not well articulated in the studies.
On influence of performance enhancing strategies on student achievement in sciences;
view one (Gichura) was that majority of students study science because it was
compulsory hence poor performance, other (Wanderi, Misoy, Okoth) was
thatavailability of resources, policies for acquisition of adequate and up to date text
books and teaching/learning materials, shortage of teachers, unchecked enrolment of
students and lack of facilities affect performance in sciences. No mention on how
these strategies contribute to performance in sciences.
25
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
This chapter discusses the procedure and strategies that were used in the study.
Research design, study locale, target population, sample and sampling procedures,
data collection procedures and methods of data analysis are all discussed.
3.2 Research design
A descriptive survey design was used for this study. This design is best used in studies
that are set to determine the status quo of a given situation. Mugenda and Mugenda,
(2003) observe that a survey design attempts to collect data from members of a
population in order to determine the current status of that population and whenever
possible to draw possible conclusions from the facts discovered. Descriptive survey
design seeks to uncover the nature of the factors involved in a given situation, the
degree in which they exist and the relationship between them (Bell, 1993.). Further, it
allows for collection of data from a large number of respondents in a relatively short
period of time (Bless &Achola, 1997).
Descriptive survey was appropriate for this study because it is designed to examine
the strategies adopted by schools to enhance performance in sciences and their
influence on performance in sciences. In addition, variables are partly controlled by
the situation.
26
3.3 Study Locale
The study was carried out in Nyando district. The district was chosen because of the
rising concern of education stakeholders on continuous decline in performance of the
district in sciences at KCSE level.
The district is in Kisumu County, Kenya. The district borders Muhoroni district to the
north, Kisumu east district to the west, Nyakach district to the south and Kericho
district to the east. The district has varied climatic conditions for it is comprised of hot
and wet climatic conditions with annual precipitation of between 600 and 1630mm.
Altitude of about 1,100 m above sea level. The District lies between latitudes 0o00’
(Equator) &0o25’S and between longitude 34°45’ E and 35°21’ E (Ministry of
planning and national development, 2010).
The main economic activities in the area are agriculture (rice growing and sugarcane
farming), trading and fishing. The social activities include traditional dances,
participating in football clubs among others.
3.4 Study Population
This study was carried in public secondary schools. The respondents were; the DEO,
principals, science teachers and students. According to Ministry of Education,
Statistics Section, there are 16 public secondary schools in Nyando district. Further,
there are 58 science teachers and 4500 students in the district. The study targeted the
DEO who is well versed on programs and policies of ministry of education, principals
who are the school managers and are thought to have vast experience and knowledge
on resource use in the school, and science teachers who interact with students on daily
27
basis. In addition, this study targeted students as they are viewed to be the recipients
of science knowledge. The total target population for the study was 4575 people.
3.5 Sample Size and Sampling Techniques
This discusses size of sample picked from study population and the techniques used to
pick the sample.
3.5.1 Sample size
Borg and Gall (1989) observes that due to limitations in time, funds and energy, a
study can be carried out from a carefully selected sample to represent the entire
population. Gay (1992) postulates that for small populations, a sample size of at least
20% of the population is a good representation while for large populations a sample
size of 10% is representative enough. This study also used 50% of principals in
Nyando district, which is equal to 8 and 50% of science teachers which is 29. To get a
representative sample for the students, this study used the following formula;
n=
Where, n is the sample size, N is Population and e is the sampling error/ level of
precision (Israel, 2003).
Therefore, using the formulae above, and taking the sampling error to be 0.05, and the
student population to be 4500, then, the sample size for this study was 369 students.
This means that the study used 8.2% of the students’ population in the district.
28
One principal was selected from boys’ school and one principal from girls’ school in
the district while 6 principals were from 14 principals in mixed day schools from
district.
6 science teachers were selected from boys’ boarding school, 5 science teachers from
the girls’ boarding school and 3 science teachers from each of the 6 mixed day
schools sampled. This yielded a total of 29 science teachers for the study
The student sample consisted of 123 from one boy’s school, 90 from one girl’s school
and 9 male students and 17 females from each of the 6 mixed day schools sampled.
In general, the sample consisted of 369 students, 8 principals, 29 science teachers and
1 DEO. The entire sample matrix constituted 407 respondents. Table 3.1 below
shows summary of respondents selected for the study.
Table 3.1: Summary of Respondents Selected for the Study

School Respondents Population (N) Sample (n) Percentage (%)
Girls boarding
category Principal 1 1 100
Science teachers 10 5 50
Students 1100 90 8.2
Boys boarding Principal 1 1 100
Students 1500 123 8.2
Mixed day Principal 14 6 42.9
Students Boys 650 54 8.3
Girls 1250 102 8.2
DEO 1 1 100
29
3.5.2 Sampling Techniques
Purposive sampling was used to ensure that those selected are the ones who have the
specific information needed for the research. In this case, purposive sampling was
used to select principals in boys boarding and girls boarding as well as the DEO.
Simple random sampling was used to select the principals from mixed day schools
and science teachers from boys’ school, girls’ school and mixed day schools. It was
used to get the students from a given school. The simple random sampling ensured
that all respondents have equal chances of being selected, thereby ensuring that the
sample is representative.
Proportionate sampling was used to select the students in the school categories
whereby 8.2% of student population in each school category was picked. Stratified
sampling was used to select students based on gender that is male or female. Stratified
sampling was used to ensure that there is equal representation across the schools.
3.6 Research Instruments
The research instruments for this study was an interview schedule for DEO, detailed
principals questionnaire, science teachers questionnaire and students questionnaire on
current performance trends in sciences by gender, current performance in sciences by
school category, the strategies adopted by school management to enhance
performance in sciences, the strategies adopted by teachers and students of sciences to
enhance performance in sciences and the influence of the strategies on school
performance in sciences.
30
3.6.1 Interview Schedule
Interview schedule was used because of possible lack of time by the DEO occasioned
by busy schedules. They also required short time to gather a lot of information and
more information may be obtained from interview schedules. In the interview
schedule for DEO; part A sought information on demographic data of DEO and the
district, part B on performance in sciences in the district by gender, part C on
performance in sciences in the district by school category, part D on School
management performance enhancing strategies, part E on teacher related enhancing
strategies, part F on student related performance enhancing strategies, part G on
influence of performance enhancing strategies on achievements in sciences.
3.6.2 Questionnaires
Questionnaires were used because they are cheap, do not require a lot of effort from
the questioner, and they often have standardized answers that make it simple to collate
and compile data. Further, questionnaires are an inexpensive way to gather data from
a potentially large number of respondents. Often they are the only feasible way to
reach a number of reviewers large enough to allow statistical analysis of the results
(Mugenda and Mugenda, 2003).
Kothari (2010) recommends multiplicity of the data collection methods noting that the
effectiveness of doing so rests on the premise that the weaknesses in each single
method is compensated by the counter-balancing strengths of another.
(a) Student’s Questionnaire
In the questionnaire for students; part A sought information on demographic data of
student and the school, part B on performance in sciences by gender, part C on
31
performance in sciences by school category, part D on School management related
performance enhancing strategies, part E on teacher related performance enhancing
strategies, part F on student related performance enhancing strategies, part G on
influence of performance enhancing strategies on achievements in sciences.
(b) Science teachers’ Questionnaire
In the questionnaire for science teachers; part A sought information on demographic
data of the teacher and school, part B on performance in sciences in the school by
gender, part C on performance in sciences by school category, part D on School
management related performance enhancing strategies, part E on teacher related
performance enhancing strategies, part F on student related performance enhancing
strategies, part G on influence of performance enhancing strategies on achievements
in sciences.
(c) Principals’ Questionnaire
In the questionnaire for head teachers; part A sought information on demographic data
of principal and the school, part B on performance in sciences in the school by
gender, part C on performance in sciences by school category, part D on School
management related performance enhancing strategies, part E on teacher related
performance enhancing strategies, part F on student related performance enhancing
strategies, part G on influence of performance enhancing strategies on achievements
in sciences.
32
3.7 Pilot study
This involves trying out of research instruments in the field before the actual data
collection begins. The piloting of questionnaires was done in one Secondary school
during school days. The instruments were presented to respondents similar to the ones
who were used in the actual study. The participants in the pilot study did not
participate in the final study. Piloting was done to detect deficiencies such as unclear
directions, insufficient space to write the response, clustered questions and wrong
phrasing of questions. The pilot was able to reveal if the anticipated analytical
techniques are appropriate.
3.7.1 Validity
Sherman and Webbs (1997) define validity as the degree to which the participants’
observation achieves what it purposes to discover. Validity of an instrument is the
degree to which it measures what it should measure (Coolian, 1994). It is also the
degree to which results obtained from and analysis of data actually represent the
phenomenon under investigation Orodho (2004). The researcher tested both face and
content validity. Face validity is the likelihood that a question will be misunderstood
or misinterpreted. According to Wilkinson (1991), pre-testing a survey is a good way
to increase the likelihood of face validity. Face validity was tested by considering
subjective judgment.
To ensure content validity of the instrument, they were presented to the experts in
educational planning in Kenyatta University for scrutiny. The feedback was used to
revise the instruments before preparing the final copy.
33
3.7.2 Reliability
The researcher used test-retest technique. According to Mugenda and Mugenda
(1999), reliability is a measure of the degree to which a research instrument yields
consistent results or data after repeated trials.
Pearson’s Product moment coefficient was employed to compute the correlation
coefficient in order to establish the extent to which the contents of the questionnaire
are consistent in eliciting the same responses every time the instrument is
administered.
The formula for Pearson’s Product moment coefficient is given as:
rppm=
Where rppm is Pearson’s coefficient of correlation index, Xi is the ith value of X
variable, Yi is the ith value of Y variable and N is the number of observations or
subjects of X and Y (Orodho, 2003).
Researcher then compared calculated value with critical values from table of critical
values of Pearson’s coefficient of correlation; the calculated value was greater than
critical therefore a relationship exists between the variables. A correlation coefficient
of about 0.75 is normally acceptable. In this study, correlation coefficient of 0.8was
high enough to consider the instrument reliable (Gay, 1992).
3.8 Data Collection Techniques
The researcher sought permission from Kenyatta University then used the letter to
obtain permit from the Ministry of education. The research instruments were then
administered personally by the researcher.
34
3.9 Methods of Data Analysis
The first stage of data processing involved; data editing and cleaning to detect errors
and omissions so as to make the necessary corrections. The data were examined for
completeness, comprehensibility, consistency and reliability.
Qualitative data derived from open ended questions in the questionnaire and the
interview scripts were transcribed and categorized into themes as per the objectives of
the study. The analysis was aimed at getting general statements about relationships
among categories of data. Emergent attributes of the research questions were
explored. Quantitative data emanating from closed ended questions in the
questionnaires were analyzed using excel through descriptive statistics particularly
frequency counts and percentages. Presentation was given in charts, histograms and
tables.
3.10 Logistical and Ethical Considerations
Before engaging in actual fieldwork, the researcher applied for a research permit from
the Ministry of Education. Once the permit was granted, the researcher sought consent
from the County commissioner of Kisumu County, county director of education and
District Education Officer in Nyando district to enable him access the public
secondary schools within the district.
For the sake of confidentiality, the respondents were requested to omit their names
from the questionnaire. Further the information that the respondents gave was made
strictly confidential and only used for research purposes. No reference was made to
individuals or schools.
35
CHAPTER FOUR
PRESENTATION OF FINDINGS, INTERPRETATION AND
DISCUSSION
4.1 Introduction
This chapter presents the findings of the study into the strategies adopted to enhance
performance in sciences in public secondary schools in Nyando district. The main
objective of this study was to establish the performance trends in sciences and
determine whether there exist strategies to enhance performance in sciences in public
secondary schools in Nyando district. The study was aimed at establishing influence
of these strategies on performance in sciences.
4.2 Demographic characteristics
Information about demographic characteristics was sought from respondents who
were asked to give information as follows;
Students were asked to give information on their gender, category of school, person
paying for their school fees and other needs, level of education of person paying fee
and other needs and demographic strategies for enhancing performance in sciences.
Science teachers were asked to give information on gender, category of school,
subject combination, highest academic qualification and demographic strategies.
Principals were asked to give information on their gender, academic qualification,
length of service as principal, boarding category of their school, average cut-off marks
at form one admission, number of students in their school, number of teachers and
demographic strategies. The DEO was asked to give information on gender, length of
service in the district, number of public secondary schools. Responses were analyzed
36
using descriptive statistics especially frequency counts and the results were presented
in tables 4.1, 4.2, 4.3 and 4.4.
Table 4.1: Demographic Characteristics of Students

Demographic characteristics Number of Percentage
respondents (%)
Gender Male 177 47.97%
Female 192 52.03%
52.03%
Total 369 100%
Category of school Boys boarding 123 33.33%
Girls boarding 90 24.39%
Mixed day 156 42.28%
Total 369 100%
Person paying fees Mother 127 34.38%
Father 138 37.5%
Guardian 104 28.13%
Total 369 100%
Level of education of fee No primary education 35 9.38%
Completed primary 69 18.75%
payer
Completed secondary 127 34.38%
education
Has university 104 28.13%
education
Has college education 23 6.25%
education
No response 11 3.13%
Total 369 100%
Occupation of fee payer Peasant farmer 138 37.5%
Shop retailer 46 12.5%
Nurse 12 3.25%
Primary school teacher 46 12.5%
University lecturer 35 9.49%
Others 86 46.61%
No response 6 1.6%
Total 369 100%
Demographic strategies School to assist 253 68.56%
Sensitize community 23 6.23%
Parent to assist 58 15.72%
Income generating 23 6.23%
5823 15.72%
No response 12 3.25%
activities 23 6.23%
Total 369 100%
Source: (field data, 2014)
37
Table 4.1 shows that majority of students in Nyando district were females. Mixed day
schools had the highest population of students. Most of the students had their father
as person paying fees Majority of the students have the person paying fee that has
completed secondary education. Most students have person paying fee that are
peasant farmers. Majority of the students had the view that schools to assist in seeking
sponsorship of students to ensure that as many students as possible remain in school
most of the time.
Table 4.2: Demographic Characteristics of Science Teachers

respondents (%)
Gender Male 20 68.97%
Female 9 31.03%
Total 29 100%
Mixed day 18 62.07%
Total 29 100%
Subject Bio/chem. 11 37.93%
Maths/physics 7 24.14%
combination
Chem./physics 6 20.69%
Chem./maths 3 10.34%
Agric/chem. 2 6.897%
Total 29 100%
Academic Masters degree 3 10.34%
Bachelors degree 17 58.62%
qualification
Diploma 4 13.79%
K.C.S.E. 5 17.24%
Total 29 100%
Teaching Less than 5 years 8 27.59%
5 – 10 years 16 55.17%
experience
Over 10 years 5 17.24%
Total 29 100%
Demographic Teaching 1 science subject 7 24.14%
Further studies 11 37.93%
strategies
Retaining experienced teachers 3 10.34%
Reduce turnover of teachers 7 24.14%
No response 1 3.45%
Total 29 100%
38
Table 4.2 shows that most science teachers were males. Majority of the science
teachers were from mixed day schools. Higher percentage of science teachers were of
bio/chem subject combination. In terms of academic qualification, majority had
bachelors’ degree. Most of the science teachers had taught for 5 -10 years. Majority of
the science teachers were of the view that further studies can help to improve
academic qualification.
Table 4.3: Demographic Characteristics of Principals
respondents (%)
Gender Male 5 62.5%
Female 3 37.5%
Total 8 100%
Academic qualification Masters degree 4 50%
Bachelors degree 3 37.5%
Diploma 1 12.5%
Total 8 100%
Length of service Less than 2 years 1 12.5%
2 – 5 years 3 37.5%
6 – 10 years 2 25%
11 – 15 years 2 25%
Total 8 100%
Mixed day 6 75%
Total 8 100%
Cut-off marks at form one Below 250 4 50%
admission 250 3 37.5%
Above 250 1 12.5%
Total 8 100%
Number of students 100 – 500 5 62.5%
501 - 750 1 12.5%
More than 1000 2 25%
Total 8 100%
Number of science Less than 5 3 37.5%
teachers 5 - 10 3 37.5%
11 - 15 1 12.5%
More than 20 1 12.5%
Total 8 100%
Demographic strategies Further studies 1 12.5%
Raise cut-off marks 3 37.5%
students teachers
Employing 3 37.5%
subject
No response 1 12.5%
Total 8 100%
39
Table 4.3 shows that majority of principals were males. Most of the principals had
masters’ degree. Higher percentage of principals had served for 2– 5 years. Majority
of the principals were from mixed day schools. Most of the principals had cut-off
marks of their schools below 250 at form one admission. Higher percentage of the
principals head schools with student population of 100 – 500. Most of the principals
had number of science teachers of ten or less in their schools. Majority of the
principals were for raising cut-off marks at form one admission and employing more
teachers as important demographic strategies.
Table 4.4: Demographic Characteristics of the DEO

Demographic characteristics Number of Percentage (%)
respondents
Gender Male 1 100
Length of service in district Less than 2 years 1 100
Number of public secondary schools 16 1 100
Number of students 5716 1 100
Demographic strategies: enhancing SMASSE project, 1 100
bench marking by schools, formation of subject panels
Table 4.4 shows that the DEO interviewed was a male, had served in the district for
less than 2 years, he confirmed that there were 16 public secondary schools which had
students sitting KCSE as revealed by 2012 KCSE results, 5716 students in the district
in the schools before merging with some schools in Kisumu east and enhancing
SMASSE project, bench marking by schools and formation of subject panels were
given by the DEO as the most important demographic strategies.
40
4.3 Performance Trends in Sciences by Gender in Secondary Schools in
Nyando District
The first objective in this study was to establish the current performance trends in
sciences by gender in Nyando district. Respondents were requested to provide
information relating to: mean score of males and female students in biology, physics
and chemistry between 2009 and 2012, gender leading in sciences, comparison of
boys and girls performance in sciences.
Their responses were analyzed using descriptive statistics particularly frequency
counts and the results were presented below.
Table 4.5: Trend of Performance in Sciences by Gender in Public Secondary

Schools in Nyando District (2009-2012)
School Science subject Gender Year
2009 2010 2011 2012

A BIO M - - - -
F 4.90 4.91 6.75 5.15
PHY M - - - -
F 3.27 4.37 4.33 4.52
CHEM M - - - -
F 3.74 4.17 4.39 4.90
B BIO M 4.82 4.53 5.82 5.08
F 3.61 4.03 5.38 3.15
PHY M 3.29 4.02 4.95 4.00
F 2.00 3.54 4.59 -
CHEM M 3.53 4.00 4.34 5.22
F 2.55 2.40 3.62 3.77
C BIO M 5.50 4.40 5.40 5.35
F 5.28 4.06 4.98 4.99
PHY M 6.20 5.30 5.00 7.46
F 5.98 4.59 4.50 6.82
CHEM M 4.63 4.00 3.53 5.25
F 4.01 3.62 3.01 4.37
D BIO M 2.80 3.00 3.00 3.50
F 2.30 2.80 2.50 2.70
PHY M 2.50 3.50 3.00 2.70
F - - 2.50 -
41
CHEM M 2.65 2.50 3.30 3.50
F 2.30 2.00 3.00 3.00
E BIO M 7.86 7.48 7.30 6.53
F - - - -
PHY M 6.00 6.48 6.22 6.33
F - - - -
CHEM M 6.43 6.42 5.53 6.76
F - - - -
F BIO M 7.84 5.49 5.96 5.36
F 4.00 4.23 5.50 4.45
PHY M 7.90 6.65 4.95 7.39
F 5.34 4.82 2.93 5.75
CHEM M 6.30 4.14 4.87 5.62
F 4.56 2.86 4.15 4.97
G BIO M 6.50 5.25 6.15 5.34
F 5.54 4.56 5.69 4.73
PHY M 7.68 7.50 7.48 7.39
F 7.18 7.07 7.15 6.93
CHEM M 6.93 5.60 6.73 6.53
F 6.67 5.24 6.55 6.17
H BIO M 4.04 2.81 3.87 4.48
F 4.60 3.82 4.33 4.00
PHY M - - 3.35 5.26
F - - 3.65 4.74
CHEM M 2.42 2.18 2.61 2.39
F 3.20 2.51 2.85 2.21
KEY: A, B, C, D, E, F, G and H are the sampled schools
In terms of gender; M –male, F – female
Table 4.5 shows that in almost all the sampled schools males are the ones with highest
mean score in all sciences and out of the female students those in school G had the
best mean score in sciences in all the sampled schools. School A was girls boarding
school hence did not have male students while school E was boys boarding school
hence did not have female students. School H did not register any physics students in
2009 and 2010. School D did not register female students in physics in 2009, 2010
and 2012. School B did not register female students in physics in 2012
42
Figure 4.1: Performance in Sciences in Nyando District by gender between 2009
and 2012
Figure 4.1 show that; the highest mean score was that of males in physics in the year
2012 with a mean of 5.79. In any given year, mean score for males in all sciences are
higher than that of female students. The mean score in sciences has remained below
6.00 over the entire four year period. This implies that the performance in sciences in
Nyando district has been below average hence the need to establish the strategies to
enhance the performance.
The finding is in agreement with study carried out by Masanja (2005) who found out
that females still lag behind males in terms of performance in science and
mathematics. The finding however deviates from that of Lindberg et al (2010) who
found out that male and females perform similarly in mathematics and sciences.
Table 4.6: Performance in Biology by Gender between 2009 and 2012

2009 2010 2011 2012 Average
BIO M 5.62 4.71 5.36 5.09 5.20
F 4.32 4.06 5.02 4.17 4.39
Source: field data, 2014
43
Table 4.6 shows that the highest mean score of males in biology over the entire period
was 5.62 in 2009 while that of females was 5.02 in 2011. On average, the mean score
of males in biology over the entire period was 5.20 this was higher than that of female
students with mean of 4.39.
The finding is in agreement with study carried out by Aina and Akintunde (2013) who
found out that; male students are better in performance than female students. This
study deviates from the studies carried out by Raimi and Adeoye (2006), and Aina
and Akintunde (2013) whose study population was college students while in this
study the study population consists of science teachers, secondary school students,
principals and the DEO.
Figure 4.2: Performance in Physics by Gender between 2009 and 2012
Figure 4.2 shows that males had highest mean score of 5.79 in physics in 2012 while
females had highest mean score of 5.75 over the entire period. The performance of
females in physics has been consistently lower than that of males. Therefore there is
need to reverse the trend.
44
Table 4.7: Performance in Chemistry by Gender between 2009 and 2012

2009 2010 2011 2012 Average
CHEM M 4.70 4.12 4.13 5.04 4.50
F 3.86 3.26 3.94 4.20 3.82
Table 4.9 shows that the males had highest mean score of 5.04 in chemistry in 2012
while females had 4.20 in same year over the entire period. Despite the slight drop
between 2010 and 2011, there is a general improvement in chemistry over the years.
45
Figure 4.3: Gender Leading in Sciences
Figure 4.3 show that, 65.8% of respondents agreed that male students lead in sciences.
This means that only 30.5% of respondents agreed that female students lead in
sciences. This means that there is need to looking into ways of ensuring that perform
as well as boys.
Table 4.8: Comparing Girls’ and Boys’ Performance in Sciences

Comparison of boys’ and girls’ performance in sciences Number Percentage
Girls are better than boys 28 6.9%

Boys are better than girls 234 57.5%
No difference in performance 130 31.9%
No response/NA 15 3.7%
46
Table 4.8 shows that 57.5% of the respondents agreed that, boys are better than girls
in sciences, 31.9% said there is no difference in performance of boys and girls while
only 6.9% agreed that girls are better than boys.
4.4 Performance Trends in Sciences by School Category
The second objective in this study was to establish the current performance trend in
sciences by school category in Nyando district. Respondents were requested to
provide information relating to mean score in sciences by school category in Nyando
district between 2009 and 2012, how school has been performing in sciences, and
category of school that is better in sciences compared to the rest. Their responses were
analyzed using descriptive statistics such as frequency distribution. The results were
presented below.
47
Table 4.9: Performance in Sciences by School Category in Public Secondary
Schools in Nyando District (2009 – 2012)
YEAR SCIENCE SCHOOL CATEGORY
BOYS GIRLS MIXED DAY
BOARDING BOARDING
2009 BIO 7.86 4.90 4.71
PHY 6.00 3.27 5.13
CHEM 6.43 3.74 4.13
2010 BIO 7.48 4.91 4.10
PHY 6.48 4.37 5.05
CHEM 6.42 4.17 3.47
2011 BIO 7.30 6.75 5.03
PHY 6.22 4.33 4.37
CHEM 5.52 4.39 3.93
2012 BIO 5.00 3.94 4.11
PHY 6.32 4.26 5.02
CHEM 5.39 3.89 4.25
Table 4.9 shows that, boys’ boarding category had a mean score of above 6.00 in most
sciences over the years, girls boarding had mean below 4.91 in most sciences over the
years while mixed day had highest mean score of 5.05 in the sciences over the years.
The finding is in agreement with study carried out by Barmao (2013) who found out
that single sex schools are better in sciences compared to mixed schools. The finding
deviates from the study carried out by Radho (1996) who found out that boys school
excelled in physics while girls school excelled in chemistry.
48
Figure 4.4: Mean Score in Biology by School Category 2009 - 2012
Figure 4.4 shows that on average boys boarding category has the mean score of 6.91
in biology over the years, girls boarding had mean score of 5.13 while mixed day had
mean score of 4.49. The performance of Boys boarding school is unmatched by
performance of the other categories of schools.
The finding is in agreement with study carried out by Mukonyi (2004) who found out
that single schools do better in KCSE as opposed to mixed schools. The finding
Table 4.10: Mean Score in Physics by School Category 2009 - 2012

2009 2010 2011 2012 Average
PHY Boys boarding 6.00 6.48 6.22 6.32 6.26
Girls boarding 3.27 4.37 4.33 4.26 4.06
Mixed day 5.13 5.05 4.37 5.02 4.89
Table 4.10 shows that boys boarding had mean score of 6.26 in physics, girls had
mean score of 4.06 while mixed day had mean of 4.49 over the years.
49
Figure 4.5: Mean Score in Chemistry by School Category 2009 - 2012
Figure 4.5 shows that boys’ boarding schools had mean score of 5.94 in chemistry;
girls’ school had 4.05 while mixed day had 3.94 over the years.
50
Table 4.11: How School has been Performing in Sciences
How has your school(s) been n frequency Percentage
performing in sciences
Very good 407 35 8.6%

Good 407 196 47.9%
Satisfactory 407 146 35.9%
Below average 407 16 3.9%
No response/NA 407 14 3.4%
Table 4.11 shows that; 47.9% of respondents agreed that the performance of their
schools were good. 35.9% said that it was satisfactory, 8.6% said it was very good.
This means majority of the students believe in themselves so much such that they
want to be the best.
Figure 4.6: Category of School Better in Sciences
51
Figure 4.6 shows that 76.2% of the respondents agreed that boy’s school are better in
sciences compared to the other categories of school, 18.70% talked of mixed day
school, while 3.7% mentioned girls’ boarding school.
4.5 Strategies adopted by School Management to enhance Performance in
Sciences
The third objective in this study was to establish the strategies adopted by school
management to enhance performance in sciences in Nyando district.
Respondents were requested to provide information relating to choice of optional
science subject, management and leadership of principal, resources mobilization and
provision, sponsorship and supervision, gender and school category as strategies
adopted by school management.
Their responses were analyzed using descriptive statistics in form of frequency counts
and percentages. The results were presented below
Table 4.12: Choice of Optional Science Subjects

Strategies adopted by school management n frequency Percentage
Students are let free to choose 8 5 62.5%
Teachers choose for students 8 1 12.5%
Following previous performance 8 1 12.5%
Making all sciences optional 8 1 12.5%
52
Table 4.12 shows that 62.5% of the respondents (principals) said they let students free
to choose the optional science subjects this means that letting students free to chose
the subject is an important strategy that can enhance performance in sciences. The
study concurs with that carried out by Griffins (1994) which was also carried out in
public secondary schools. It deviates from the finding of Ambogo (2012) who
established that there is no significant correlation between leadership of head teacher
and performance in sciences at KCSE.
Figure 4.7: Management and Leadership Strategies
Figure 4.7 shows that 50% of the principals interviewed agreed that they involve all
stakeholders in decision making. This is democratic management style which is
essential in enhancing performance in sciences. The study concurs with that carried
out by Griffins (1994) which was also carried out in public secondary schools. It
deviates from the finding of Ambogo (2012) who established that there is no
significant correlation between leadership of head teacher and performance in
sciences at KCSE
53
Table 4.13: Resources Mobilization and provision
Strategies adopted by school management n frequency Percentage
Provision of requisite resources 8 1 12.5%
Construction and equipping laboratories 8 3 37.5%
Increasing number of text books 8 1 12.5%
Employing more science teachers 8 1 12.5%
Parent/ guardian supply material or labour to 8 2 25%
school
Table 4.13 shows that 37.5% of the respondents agreed that construction and
equipping laboratories was most favoured in terms of resource mobilization and
provision. The finding is in agreement with the study carried out by Eshiwani (1983)
who found out that schools that show signs of good performance have sound and
efficient leadership.
Figure 4.8: Sponsorship and Supervision
Figure 4.8 shows that 50% of the respondents said fees waiver for bright and needy
students was most favoured in terms of sponsorship and supervision. The finding is in
agreement with the study carried out by Eshiwani (1983) who found out that schools
that show signs of good performance have sound and efficient leadership.
54
Figure 4.9: Gender and School Category related
Figure 4.9 show that, 50% of the respondents agreed that giving equal opportunities to
both boys and girls are most preferred strategy in terms of gender and school
category.
The finding is also in agreement with that of the study carried out by Farrant (1980)
who found out that poor performance is as a result of failure by authorities to provide
adequate support. It deviates from the finding of Ambogo (2012) who established that
there is no significant correlation between leadership of head teacher and performance
in sciences at KCSE.
55
4.6 Strategies adopted by Science Teachers and Students to enhance
Performance in Sciences
The fourth objective in this study was to find out the strategies adopted by science
teachers and students to enhance performance in sciences.
The respondents were requested to provide information relating to attendance to
lessons, teaching method and use of teaching aid, exposure to laboratory and
familiarity of students with apparatus an chemicals, science congress, symposium
contest and other science related activities, interaction with sciences, attitude and
motivation strategies adopted by science teachers and students to enhance
performance in sciences.
Their responses were analyzed using descriptive statistics especially frequency
distribution and percentages. Results were presented below.
Table 4.14: Attendance to Lessons by Science Teachers

Strategies adopted by science teachers n frequency Percentage
Every lesson 29 21 72.41%
Twice a week 29 6 20.69%
Once a week 29 2 6.897%
Source: Field data, 2014
Table 4.14 shows that; 72.41% of the respondents agreed that science teachers attend
every lesson. 20.69% were for twice a week while about 7% were for once a week.
The higher the frequency of attendance to lessons the higher the performance in
sciences. The finding is in agreement with the study carried out by Apata (2007) who
found out that students taught by qualified teachers perform better than those taught
56
by unqualified teachers. The finding in this study deviates from finding of study
carried out by Ogunbiyi (1986) who found that many secondary school students are
unfamiliar with more than half of laboratory apparatus.
Figure 4.10: Teaching Method and Use of Teaching Aid
Table 4.10 shows that 31.04% of respondents were for teacher/learner discussion as
the most preferred strategy. It is also in agreement with the study carried out by sifuna
(1975) who found out that effectiveness in teaching is measured in terms of
examination achievement.
Table 4.15: Exposure to Laboratory and Familiarity of Students with Apparatus

Strategies adopted by science teachers n frequency Percentage
Exposing students to every practical lesson 29 15 51.72%

Exposing students more than once in a term 29 1 3.45%
Never expose 29 1 3.45%
Increasing familiarity of students with apparatus 29 12 41.38%
57
Table 4.15 shows that; 51.72% of the respondents agreed that science teachers take
students to the laboratory every practical lesson. It is in agreement with the study
carried out by sifuna (1975) who found out that effectiveness in teaching is measured
in terms of examination achievement. The finding in this study deviates from finding
of study carried out by Ogunbiyi (1986) who found that many secondary school
students are unfamiliar with more than half of laboratory apparatus.
Figure 4.11: Science Symposium, Congress, Contest and other Science Activities
Figure 4.11 shows that 48.28% of the respondents agreed that science teacher’s help
students prepare for science contest, symposium and congress whenever they are
scheduled. The finding is in agreement with the study carried out by Apata (2007)
who found out that students taught by qualified teachers perform better than those
taught by unqualified teachers.
58
The finding in this study deviates from finding of study carried out by Ogunbiyi
(1986) who found that many secondary school students are unfamiliar with more than
half of laboratory apparatus.
Table 4.16: Interaction of Students with Sciences

Strategies adopted by students n frequency Percentage
Studying sciences privately most of the time 369 150 40.65%

Spending little time on sciences 369 39 10.57%
Study privately only during exams 369 34 9.21%
Increase frequency of attendance to laboratory 369 90 24.39%
Repetition of grade/class 369 14 3.79%
Doing more assignments on sciences 369 42 11.38%
Table 4.16 shows that; 40.65% of respondents agreed that students study science on
their own most of the time. The finding is in agreement with the study carried out by
Apata (2007) who found out that students taught by qualified teachers perform better
than those taught by unqualified teachers. The finding in this study deviates from
finding of study carried out by Ogunbiyi (1986) who found that many secondary
school students are unfamiliar with more than half of laboratory apparatus.
Figure 4.12: Attitude and Motivation
59
Figure 4.12 shows that 38.48% of the respondents agreed that developing positive
attitude towards sciences is most preferred strategy adopted by students in terms of
attitude and motivation. The finding is in agreement with study carried out by Achola
(1990) who found that higher teacher effectiveness leads to better student
performance. The finding in this study deviates from finding of study carried out by
Ogunbiyi (1986) who found that many secondary school students are unfamiliar with
more than half of laboratory apparatus.
4.7 Influence of Performance Enhancing Strategies on Achievement in
Sciences
The fifth objective in this study was to determine the influence of strategies adopted
by various school stakeholders on performance in sciences in Nyando district.
Respondents were requested to provide information relating to the effect of school
management related strategies on achievement in sciences, influence of teacher
related strategies on student achievement in sciences and importance of student
related strategies on achievement in sciences.
Their responses were analyzed using descriptive statistics particularly frequency
counts and percentages. Results were presented as shown
Table 4.17: Effect of School Management Related Strategies on Student

Achievement in Sciences
Effect of school management related strategies on Number of Percentage
student achievement in sciences respondents
Choose subject student is good at 2 25%
To manage their study time 1 12.5%
Receive guidance on how to improve performance 5 62.5%
60
Table 4.17 shows that nearly two thirds of the respondents interviewed agreed that
school management strategies help students receive guidance on how to improve
performance in sciences. The finding is in agreement with that of study carried out by
Wanderi (2011), Okoth (2011) who found that availability and utilization of resources
influence student achievement in sciences. It however deviates from the study carried
out by Misoy (2009) which was done in day secondary schools as opposed to this
study which was carried out even in boarding secondary schools.
Table 4.18: Summary of Strategies Adopted by each school visa vis the average
School Strategies adopted Mean score in
sciences 2009 -
2012
A  Students are let free to choose optional science subjects Biology: 5.4275
 Involving all stakeholders in decision making Physics: 4.1225
 Administrative management style Chemistry: 4.300
 Availing laboratory equipment and specimen Average: 4.6167
 Employing more teachers
 High text book to student ratio
 Giving bursaries to students
 Allowing parent/guardian to supply material or labour
to school
 Construction and equipping laboratory
B  Students are let free to choose optional science subjects Biology: 4.55
 Provision of requisite resources to enhance Physics: 3.72
learning/teaching of science education Chemistry: 3.68
 Democratic management style Average: 3.9833
 Availing laboratory equipment and specimen
 Purchasing more textbooks
 Full sponsorship of students
to school
C  Students are let free to choose optional science subjects Biology: 4.995
 Head of department provides guidance Physics: 5.73125
 Democratic management style Chemistry: 4.0525
 Employing more science teachers Average: 4.92625
 Increase text book to student ratio
61
to school
D  Giving bursaries to students Biology: 2.825
 Allowing parent/guardian to supply material or labour Physics: 2.7125
to school Chemistry: 2.78125
 More supervision of teaching/learning of sciences Average: 2.7729
 Involving all stakeholders in decision making
 Following previous performance in choosing optional
science subjects
E  Democratic management style Biology: 7.2925
 Students are let free to choose optional science subjects Physics: 6.2575
 Provide guidance to students Chemistry: 6.285
 Paying fees in time Average: 6.6117
 Organize for sponsorship of students
 High cut-off marks (above 250) at form one admission
F  Democratic management style Biology: 5.35375
 Teachers choose for students the optional science Physics: 5.71625
subjects Chemistry: 4.68375
 Provide guidance to students Average: 5.25125
 Increasing text book to student ratio
 Paying fees in time
 Internal bursary to students
 Making all sciences optional
 Provision of requisite resources to enhance learning
G  Students are let free to choose optional science subjects Biology: 5.47
 Provide guidance to students Physics: 7.2975
 Employing more science teachers Average: 6.3567
 Increasing text book to student ratio
 Organize for sponsorship of students
 Making all sciences optional
 Provision of requisite resources to enhance learning
H  Students are let free to choose optional science subjects Biology: 3.99375
 Involving all stakeholders in decision making Physics: 4.25
 Increasing text book to student ratio Average: 4.93
to school
62
Table 4.18 shows that schools with mean in sciences of above 6.5 adopt strategies
such as higher cut – off marks at form one admission, those with mean of 5.1 – 6.5
adopt strategies such as provision of requisite resources to enhance learning, those
with mean of 3.0 – 5.0 adopt strategies such as construction and equipping
laboratories while those with mean of below 3.0 adopt strategies such as more
supervision of teaching/learning of sciences.
Figure 4.13: Influence of Teacher Related Strategies on Student Achievement in

Sciences
Table 4.13 shows that more than half of the respondents agreed that the teacher
related strategies help students form group discussion that enable them perform better
in sciences. The finding is in agreement with that of the study carried out by Gichura
(1999) who found out that majority of students studied science because it was
compulsory; therefore making science optional will make students realize high
achievement. It however deviates from the study carried out by Misoy (2009) which
was done in day secondary schools as opposed to this study which was carried out
even in boarding secondary schools.
63
Table 4.19: Importance of Student Related Strategies on Student Achievement in
Sciences
Importance of student related strategies on student Number of Percentage
achievement in sciences respondents
Develop positive attitude towards sciences 231 62.60%
Attend all learning sessions to perform well 34 9.21%
Learn more by self-discovery 23 6.23%
Land in a highly lucrative career 81 21.95%
Table 4.19 shows that nearly two thirds of the respondents agreed that the student
related strategies help the students develop positive attitudes towards sciences.
The finding is in agreement with that of study carried out by Wanderi (2011), Okoth
(2011) who found that availability and utilization of resources influence student
achievement in sciences. It is also in agreement with that of the study carried out by
Gichura (1999) who found out that majority of students studied science because it was
compulsory; therefore making science optional will make students realize high
achievement. It however deviates from the study carried out by Misoy (2009) which
was done in day secondary schools as opposed to this study which was carried out
even in boarding secondary schools.
64
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
This chapter gives a summary of the findings that were analyzed by the researcher in
the study. It also involves the conclusions derived, recommendations given and the
areas recommended for further study by the researcher in light of the data collected
and the analysis thereof.
5.2 Summary of Findings
The findings of the study were summarized by objectives as below:
5.2.1 Performance Trend in Sciences by Gender in Nyando District
The first objective in this study was to establish the current performance trends in
sciences by gender in Nyando district.
The results show that in almost all the sampled schools the highest mean score in all
the sciences was that of males in physics in the year 2012 with a mean of 5.79.The
highest mean score of males in biology over the entire period was 5.62 in 2009 while
that of females was 5.02 in 2011. Males had highest mean score of 5.79 in physics in
2012 while females had highest mean score of 5.75 over the entire period. The males
had highest mean score of 5.04 in chemistry in 2012 while females had 4.20 in same
year over the entire period. Despite the slight drop between 2010 and 2011, there is a
general improvement in chemistry over the years.
65.8% of respondents agreed that male students lead in sciences. 57.5% of the
respondents agreed that, boys are better than girls in sciences.
65
5.2.2 Performance Trend in Sciences by School Category
The second objective in this study was to establish the current performance trends in
sciences by school category in Nyando district.
The results show that boys’ boarding category had a mean score of above 6.00 in most
sciences over the years, girls boarding had mean below 4.91 in most sciences over the
years while mixed day had highest mean score of 5.05 in the sciences over the entire
period. On average boys boarding category has the mean score of 6.91 in biology over
the years, girls boarding had mean score of 5.13 while mixed day had mean score of
4.49. Boys boarding had mean score of 6.26 in physics, girls had mean score of 4.06
while mixed day had mean of 4.49 over the years. Boys’ boarding schools had mean
score of 5.94 in chemistry; girls’ school had 4.05 while mixed day had 3.94 over the
years. 47.9% of respondents agreed that the performance of their schools were good.
76.2% of the respondents agreed that boy’s schools are better in sciences compared to
the other categories of school.
5.2.3 Strategies Adopted by School Management to Enhance Performance in
Sciences
The third objective in this study was to establish the strategies adopted by school
management to enhance performance in sciences in Nyando district. The finding
revealed 62.5% of the respondents (principals) said they let students free to choose the
optional science subjects. 50% of the principals interviewed agreed that they involve
all stakeholders in decision making. 37.5% of the respondents agreed that
construction and equipping laboratories was most favoured in terms of resource
mobilization and provision. 50% of the respondents said fees waiver for bright and
66
needy students was most favoured in terms of sponsorship and supervision. 50% of
the respondents agreed that giving equal opportunities to both boys and girls are most
preferred strategy in terms of gender and school category.
5.2.4 Strategies Adopted by Science Teachers and Students to Enhance
The fourth objective in this study was to establish the strategies adopted by science
teachers and students to enhance performance in sciences in Nyando district. The
findings revealed that 72.41% of the respondents agreed that science teachers attend
every lesson. 31.04% of respondents were for teacher/learner discussion as the most
preferred strategy. 51.72% of the respondents agreed that science teachers take
students to the laboratory every practical lesson. 48.28% of the respondents agreed
that science teacher’s help students prepare for science contest, symposium and
congress whenever they are scheduled. 40.65% of respondents agreed that students
study science on their own most of the time. 38.48% of the respondents agreed that
developing positive attitude towards sciences is most preferred strategy adopted by
students in terms of attitude and motivation.
5.2.5 Influence of Performance Enhancing Strategies on Achievement in
Sciences
The fifth objective in this study was to determine the influence of the performance
enhancing strategies on students’ achievement in sciences in Nyando district.
The findings revealed schools with mean in sciences of above 6.5 adopt strategies
such as higher cut – off marks at form one admission, those with mean of 5.1 – 6.5
adopt strategies such as provision of requisite resources to enhance learning, those
67
with mean of 3.0 – 5.0 adopt strategies such as construction and equipping
laboratories while those with mean of below 3.0 adopt strategies such as more
supervision of teaching/learning of sciences. Nearly two thirds of the respondents
interviewed agreed that school management strategies help students receive guidance
on how to improve performance in sciences. More than half of the respondents agreed
that the teacher related strategies help students form group discussion that enable
them perform better in sciences. Nearly two thirds of the respondents agreed that the
student related strategies help the students develop positive attitudes towards sciences.
5.3 Conclusions
Based on the objectives and results of this study, the following conclusions were
drawn: Firstly, based on the findings that male students had the higher mean score in
sciences compared to female counterparts over the years, it is logical to conclude that
male students generally performed better in sciences than female students.
Secondly, based on the finding that boys’ boarding schools have the highest mean
score in sciences compared to girls boarding and mixed day categories over the years,
it is logical to conclude that boys boarding category had the best performance in
sciences out of the three categories of the schools.
Thirdly, based on the finding that school management focus on strategies such as
involving all stakeholders in decision making, letting students free to choose optional
science subjects, construction and equipping laboratories, fees waiver for bright and
needy students, giving equal opportunities to both boys and girls, it is prudent to
conclude that these strategies are among those that enhance performance in sciences.
68
Fourthly, based on the finding that science teachers’ focus on strategies such as
attending every lesson, teacher/learner discussion to teach non-laboratory lessons,
exposing students to every practical lesson, teacher learner discussion, helping
students prepare for science contest, symposium and congress whenever they are
scheduled, more practical sessions and students focus on studying science on their
own most of the time, developing positive attitude towards sciences, it is logical to
conclude that these strategies are among those that enhance performance in sciences.
Fifth, based on the finding that school management strategies help students receive
guidance on how to improve performance, teacher related strategies help students
form discussion groups and student related strategies help students develop positive
attitude towards sciences, it is prudent to conclude that these strategies improve
student achievement in sciences.
5.4 Recommendations
Based on findings and conclusions of this study, the following recommendations were
made:
The public should be enlightened on the importance of sciences; this to include
mentoring of girls by women role models particularly those in science based
professions.
Students in girls boarding and mixed day schools should be motivated more to bridge
the gap that exists between the performances of students in sciences among the
category of schools.
69
Schools that have performed poorly need to adopt the following strategies; involving
all stakeholders in decision making, letting students free to choose optional science
subjects, construction and equipping laboratories, fees waiver for bright and needy
students, giving equal opportunities to both boys and girls, higher cut off marks at
form one admission, increasing number of science teachers, providing guidance to
students, while those that perform well in sciences need to maintain the strategies.
Science teachers to consider having more practical sessions in sciences while students
to study science on their own most of the time so as to enhance students performance
in sciences.
School management need to consider strengthening guidance and counseling
department, science teachers to help students form discussion groups and students to
develop positive attitude towards sciences since these will lead to highest
achievement of students in sciences.
5.4.1 Policy Recommendations
This study had the following policy recommendations:
MOEST should organize in-service training of science teachers at least once in 3
years to improve on their mastery and delivery of content.
Government should adopt policy of posting teachers to schools as soon as they
graduate from the colleges, this will help reduce the perennial shortage of teachers.
It is also suggested that the government to increase funding to cover full cost of
secondary education especially with regard to sciences.
70
5.4.2 Recommendations for Further Research
This study recommends that:
A research study should be carried out on strategies adopted by other stakeholders
such as parents to enhance performance in sciences.
A feasibility study should be carried out on benefits that would accrue from
establishment of more single sex secondary schools in enhancing performance of
students in sciences.
A research study should be carried out on strategies adopted to enhance performance
in sciences in all secondary schools including private schools.
71
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76
APPENDICES
APPENDIX I: RESEARCH INSTRUMENTS
QUESTIONNAIRE FOR STUDENTS
I am Lucas Otieno Odhong’, a master’s student at Kenyatta University currently
undertaking research on strategies adopted to enhance performance in sciences in
public secondary schools in Nyando District, Kisumu County. The undertaking is in
line with a research requirement in partial fulfillment of a master of Education
(Educational Planning) degree. The information collected will be used for the
academic purpose only. Please answer the questions as freely and as honestly as
possible. Do not write your name anywhere on this paper: your responses will be
treated with confidence
PART A: Demographic Data
Put a tick () in the boxes where applicable
1. Gender: Male [ ] Female [ ]
2. State the category of school

Boys boarding [ ] Girls boarding [ ] Mixed day [ ]
3. Who pays your school fees and other school needs?

Mother [ ] Father [ ] Guardian [ ]
4. What is the level of education of the person paying your school fees and other
needs?
No primary education [ ] Completed primary education [ ]
Completed secondary education [ ] Has University education [ ]
5. What is the occupation of the person paying your school fees and other needs?
peasant farmer [ ] Shop retailer [ ] Nurse [ ]
Primary school teacher [ ] University lecturer [ ]
77
PART B: Performance Trends in Sciences by Gender
Put a tick () where applicable or fill in the required information on the spaces
provided
6. Which gender has been leading in sciences in your class
Male [ ] Female [ ]
7. How is the performance of girls and boys in sciences compare?

Girls are better than boys [ ] Boys are better than girls [ ]
There is no difference [ ]
8. In terms of performance in sciences by gender, which strategies do you think can

be adopted to enhance performance in sciences?
PART C: Performance Trends in Sciences by School Category

provided
9. How has your school been performing in sciences?
Very good [ ] Good [ ] Satisfactory [ ] Below average [ ]
10. Which category of school do you think are better in sciences compared to the rest?
Boys’ school [ ] Girls’ school [ ] Mixed day school [ ]
11. In terms of performance in sciences by school category, which strategies do you

think can be adopted to enhance performance in sciences?
PART D: School Management Related Strategies

provided
12. What is the criterion for choosing the science subjects
Students are let free to choose [ ] Teachers choose for the students [ ]
Following previous performance [ ]
13. How does the leadership of school principal help the school to improve
Provide guidance to the students [ ]
78
Involves all stakeholders in decision making [ ]
He/she is always a role model to us [ ]
Any other (specify)
14. How does your principal manage the school?

Exerting authority [ ] Following rules and procedures [ ]
Participative decision making [ ] Trust the team to self-direct
Any other (specify)
15 The management style of your principal is responsible for the current state of your
school’s performance in sciences
I strongly agree [ ] I Agree [ ] I’m not sure [ ]
I disagree [ ] I strongly disagree [ ]
16 How available are the laboratory equipment and specimen?

Very available [ ] available [ ] unavailable [ ]
17 How adequate are your science teachers?

Very adequate [ ] Adequate [ ] Inadequate [ ]
18 What is the number of students per science text book in your class?
1–5 [ ] 6-10 [ ] More than 10 [ ]
19 How can the effect of delay in payment of your school fees be minimized?
Full sponsorship [ ] Giving bursaries to students [ ]
The parent/guardian to pay fees in time [ ]
20 How does the school help when your parents/guardian are unable to pay fees?
Internal bursary [ ] Parent/guardian supply material or labour to school [ ]
Organize for sponsorship [ ] any other (specify)
21 In your own opinion, what strategy can the school management put in place to
enhance your performance in sciences?
79
PART E: Teacher Related Strategies
provided
22 How frequent do your science teachers attend to lessons?
Every lesson [ ] twice in a week [ ]
Once in a week [ ] Less than once in a week [ ]
23 Which method does your teacher use to teach non-laboratory lessons?

Demonstration [ ] Lecture method/notes dictation [ ]
Teacher/learner discussion [ ] Drilling on past papers [ ]
24 How frequent does your science teacher take you to the laboratory?
Every Practical lesson [ ] More than once in a term [ ]
Less than twice in a year [ ] Never [ ]
25 How frequent do your science teachers use teaching aids?

Everyday [ ] Twice a week [ ] One a month [ ]
Any other (specify)
26 What is the level at which you are familiar with apparatus and chemicals in the
laboratory? Very familiar [ ] Familiar [ ] Not familiar [ ]
27 How frequent does your science teacher help you prepare for science contest,
symposium or congress? Every time we want to go for the science activities [ ]
Once a month [ ] Once a term [ ] More than once in a term
Never [ ]
28 Which other science activities does the science teacher help you engage in?
Experiments [ ] Science exams [ ] Science tours
Any other (specify)
29 What strategies can your science teachers put in place to enhance your
performance in sciences?
80
PART F: Student Related Strategies
provided
30. How would you rate your attitude towards sciences?
Excellent [ ] Good [ ] Satisfactory [ ] Poor [ ]
31. How frequent do you study science on your own?

Dedicate most of the time to sciences [ ] Spend little time on sciences [ ]
Study only during examination [ ] Never study science at all [ ]
32. How often do you attend scheduled laboratory/library sessions?

Always [ ] Often [ ] Occasionally [ ] Rarely [ ]
Never [ ]
33. What motivates you to work hard in sciences?

Prospects of lucrative career [ ] Sciences are interesting to study [ ]
Prizes the school award to those who perform well in sciences [ ]
Any other (specify)
34. In your own opinion, what strategies can you put in place to enhance your
PART G: Influence of Performance Enhancing Strategies

provided
35. What effect will the school management related strategies have on your
achievement? Will help me choose science subject which will enable me have
the highest score [ ] To be able to manage my study time [ ]
Receive guidance on how to improve my performance [ ]
Any other (specify)
81
36. What influence does the teacher related strategies have on your achievement?
Help me form group discussion which will improve our performance [ ]
Help me carryout project work in sciences [ ]
Help me know how to handle apparatus [ ]
Visits places and learn more on sciences [ ]
Any other (specify)
37. How important are the student related strategies to your achievement?
Enable me develop positive attitude towards sciences [ ]
Enable me to attend all learning sessions so as to perform well [ ]
Help me learn more by self-discovery [ ]
May enable me land in a highly lucrative career [ ]
Any other (specify)
82
QUESTIONNAIRE FOR SCIENCE TEACHERS

provided
1. What is your gender:
Male [ ] Female [ ]
2. State the category of your school

3. What are your teaching subjects:

Maths/Phy [ ] Bio/Chem [ ] Chem/Phy [ ]
Chem/Maths [ ] Any Other (Specify)
4. What is your highest academic qualification?

Master’s degree [ ] Bachelor’s degree [ ] Diploma [ ]
Any other (specify)
5. What is your teaching experience?

Less than five years [ ] 5 – 10 years [ ] Over 10 years [ ]
6. In terms of demographic data, which strategies do you think can be adopted to

enhance performance in sciences?
83
Please tick (√) where appropriate or fill in the spaces provided
7. Which gender has been leading in sciences in your science subject
Male [ ] Female [ ]
8. How is the performance of girls and boys your science subject compare?


provided
10. How has your school been performing in your science subject?
Very good [ ] Good [ ] Satisfactory [ ]
Below average [ ]
11. Which category of school do you think are better in your science subject
compared to the rest?


provided
13. What is the criterion for choosing your science subjects
14. How does the leadership of school principal help the school to improve
performance in your science subject? (1) Provide guidance to the students (2)
84
Involves all stakeholders in decision making (3) He/she is always a role model
students (4) any other (specify)
15. What type of manager is the school principal?

Authoritarian [ ] Administrative [ ] Democratic [ ]
Leissez faire [ ] Any other (specify)
16. The management style of the principal is responsible for the current state of your
school’s performance in your science subject
17. How available are the laboratory equipment and specimen?

Very available [ ] Available [ ] Unavailable [ ]
18. How adequate are the science teachers?

19. What is the student to text book ratio in your science subject?
1:1 [ ] 2:1 [ ] more than 2:1 [ ]
20. How can the effect of delay in payment of students’ school fees be minimized?
Full sponsorship [ ] Giving bursaries to students [ ]
The parent/guardian to pay fees in time [ ]
21. How does the school help when the parents/guardian are unable to pay fees?
Internal bursary [ ] Parent/guardian supply material or labour to school
Organize for sponsorship [ ] Any other (specify)
22. In your own opinion, what strategy can the school management put in place to
enhance students’ performance in sciences?
85
provided
23. How frequent do you attend to lessons?
Every lesson [ ] Twice in a week [ ] Once in a week [ ]
Less than once in a week [ ]
24. Which method do you use to teach non-laboratory lessons?

Demonstration [ ] Lecture method/notes dictation [ ]
25. How frequent do you take your students to the laboratory?

Less than twice in a year [ ] Never
26. How frequent do you use teaching aids?

Any other (specify)
27. What is the level at which your students are familiar with apparatus and chemicals
in the laboratory? Very familiar [ ] Familiar Not familiar [ ]
28. How frequent do you help the students to prepare for science contest, symposium
or congress?
Every time the science activities are scheduled [ ] Once a month [ ]
Once a term [ ] More than once in a term [ ] Never [ ]
29. Which other science activities do you help the students engage in?
Experiments [ ] Science exams [ ] Science tours [ ]
Any other (specify)
30. What strategies can you put in place to enhance your performance in sciences?
86
provided
31. How would you rate the students’ attitude towards your science subject?
32. How frequent do your students study science on their own?

33. How often do your students attend scheduled laboratory/library sessions?

Always [ ] Often [ ] Occasionally [ ] Rarely [ ]
Never [ ]
34. What motivates your students to work hard in sciences?

Prospects of lucrative career [ ] Sciences are interests them [ ]
Prizes the school award to students who perform well in sciences [ ]
Any other (specify)
35. In your own opinion, what strategies can you put in place to enhance your
students’ performance in sciences?

provided
36. What effect will the school management related strategies have on students’
achievement in sciences?
Will help them choose science subject which will enable them have the highest
score [ ]
To be able to manage their study time [ ]
Receive guidance on how to improve their performance [ ]
Any other ( specify)
87
37. What influence does the teacher related strategies have on students’ achievement
in sciences?
Help them form group discussion which will improve their performance [ ]
Help them carryout project work in sciences [ ]
Help them know how to handle apparatus [ ]
Visit places and learn more on sciences [ ]
Any other (specify)
38. How important are the student related strategies to student achievement in
sciences?
Enable them develop positive attitude towards sciences [ ]
Enable them to attend all learning sessions so as to perform well [ ]
Help them learn more by self-discovery [ ]
May enable them land in a highly lucrative career [ ]
Any other (specify)
88
QUESTIONNAIRE FOR THE PRINCIPALS

provided
1. Your gender: Male [ ] Female [ ]
2. Your highest academic qualification

Master’s degree [ ] Bachelor’s degree [ ] Diploma [ ]
Any other (Specify)
3. How long have you served as a principal?

Less than 2 years [ ] 2 - 5 years [ ] 6 - 10 years [ ]
11 - 15 years [ ] 16 - 20 years [ ] 21 years and above [ ]
4. What is the category of your school?

5. What is the average cut-off mark at form one admission?

Below 250 [ ] 250 Above 250 [ ]
6. How many students are in your school?

Boys Girls Total
7. How many science teachers are in your school?

Male Female Total
89
8. Average score of your students by gender in the national examinations per science
subject in the following years:
Year Gender 2009 2010 2011 2012

Subject
Biology M
F
Physics M
F
Chemistry M
F


provided
10. Which gender has been leading in sciences in your school
Male [ ] Female [ ]
11. How is the performance of girls and boys in sciences compare?

PART C: Performance Trend in Sciences by School Category

provided
13. How has your school been performing in sciences?
Very good [ ] Good [ ] Satisfactory [ ] Below average [ ]
90

provided
16. What is the criterion for choosing the science subjects
17. How does your leadership help the school to improve performance in sciences
Provide guidance to the students [ ]
Involves all stakeholders in decision making [ ]
Being a role model to student [ ]
any other (specify)
18. Which management style do you commonly use?

Authoritative [ ] Administrative [ ] Democratic
Leissez faire [ ] Any other (specify)
19. Your management style is responsible for the current state of your school’s
20. How available are the laboratory equipment and specimen?

Very available [ ] Available [ ] Unavailable [ ]
21. How adequate are the science teachers in your school?

22. What is the student to textbook ratio in sciences?

1:1 [ ] 2:1 [ ] more than 2:1 [ ]
23. How can the effect of delay in payment students’ school fees be minimized?
Full sponsorship [ ] Giving bursaries to students [ ] Pay fees in time [ ]
91
24. How does the school help when students’ parents/guardian are unable to pay fees?
Internal bursary [ ] Parent/guardian supply material or labour to school [ ]
Organize for sponsorship [ ] Any other (specify)
enhance the students’ performance in sciences?

provided
26. How frequent do the science teachers in your school attend to lessons?
Every lesson [ ] Twice in a week [ ] Once in a week [ ]
Less than once in a week [ ]
27. Which method do science teachers in your school use to teach non-laboratory
lessons? Demonstration [ ] Lecture method/notes dictation [ ]
28. How frequent do science teachers in your school take students to the laboratory?
Less than twice in a year [ ]
29. How frequent do science teachers in your school use teaching aids?
Any other (specify)
30. What is the level at which the students in your school are familiar with apparatus
and chemicals in the laboratory?
Very familiar [ ] Familiar [ ] Not familiar [ ]
31. How frequent do science teachers in your school help students prepare for science
contest, symposium or congress?
Every time the science activities are scheduled [ ] Once a month [ ]
Once a term [ ] More than once in a term [ ] Never [ ]
92
32. Which other science activities do the science teachers in your school help your
students engage in?
Experiments [ ] Science exams [ ] Science tours [ ]
33. What strategies can the science teachers in your school put in place to enhance the
students’ performance in sciences?

provided
34. How would you rate the students’ attitude towards sciences?
35. How frequent do your students study science on their own?

36. How often do your students attend scheduled laboratory/library sessions?

Always [ ] Often [ ] Occasionally [ ] Rarely [ ] Never [ ]
37. What motivates your students to work hard in sciences?

Prospects of lucrative career [ ] Sciences are interesting to study [ ]
Prizes the school award to those who perform well in sciences [ ]
Any other (specify)
38. In your own opinion, what strategies can the students put in place to enhance their
93
provided
39. What effect will the school management related strategies have on students’
Will help them choose science subject which will enable them have the highest
score [ ] To be able to manage their study time [ ]
Receive guidance on how to improve their performance [ ]
Any other (specify)
in sciences?
Help them form group discussion which will improve their performance [ ]
Help them carryout project work in sciences [ ]
Help them know how to handle apparatus [ ]
Visit places and learn more on sciences [ ]
Any other (specify)
41. How important are the student related strategies to student achievement in
sciences?
Enable them develop positive attitude towards sciences [ ]
Enable them to attend all learning sessions so as to perform well [ ]
Help them learn more by self-discovery [ ]
May enable them land in a highly lucrative career [ ]
Any other (specify)
94
INTERVIEW SCHEDULE FOR THE DEO
undertaking research. This interview schedule is on strategies adopted to enhance
performance in sciences in public secondary schools in Nyando District, Kisumu
County. The undertaking is in line with a research requirement in partial fulfillment of
a master of Education (Educational Planning) degree. The information collected will
be used for the said purpose only.
1. What is your gender?
2. How long have you served in the district?
3. How many public secondary schools in your district are of the following
categories?
Category of school Number
Boys boarding
Girls boarding
Mixed day
Total
4. How many boys and girls are in the following school categories?
Type of school Boys Girls
Boys boarding
Girls boarding
Mixed day
Total
95
5. The mean score of the district in sciences by school category and gender between
2009 and 2012
School Category Science 2009 2010 2011 2012

Boys boarding Biology
Subject
Physics
Chemistry
Girls boarding Biology
Physics
Chemistry
Mixed day Biology
Physics
Chemistry
PART B: Performance Trends In sciences By Gender
7. Which gender among the schools in the district has been leading in sciences?
8. What has been the trend of your district’s performance in science by gender?
10. How has your district been performing in sciences?
96
13. What is the criterion for choosing the science subjects?
14. How does the leadership of a school principal help the school to improve
15. Which management strategy is commonly used by principals in the district?
16. Is the management style of a school principal responsible for the current state of
his/her school’s performance in sciences?
17. How available are the laboratory equipment and specimen in schools in the
district?
18. How adequate are your science teachers in the district?
19. What is the student to textbook ratio in sciences in the district?
20. How can the effect of delay in payment students’ school fees be minimized?
21. How does the school help when parents/guardian of students are unable to pay
fees?
enhance students’ performance in sciences?
23. How frequent do science teachers in the district attend to lessons?
24. Which method is commonly used by science teachers to teach non-laboratory
lessons?
25. How frequent do science teacher take the students to the laboratory?
26. How frequent do science teachers use teaching aids?
27. What is the level at which the students in the district are familiar with apparatus
and chemicals in the laboratory?
97
28. How frequent do science teacher help students prepare for science contest,
symposium or congress?
29. Which other science activities does the science teacher help students engage in?
30. What strategies can the science teachers put in place to enhance students’
31. How would you rate the students’ attitude towards sciences in the district?
32. How frequent do the students study science on their own?
33. How often do the students attend scheduled laboratory/library sessions?
34. What motivates the students to work hard in sciences?
35. In your own opinion, what strategies can the students put in place to enhance their
36. What effects will the school management related strategies have on student’
in sciences?
38. How important are the student related strategies to students’ achievement in
sciences?
98
APPENDIX II: TIMETABLE
This is a table showing time frame allocated for the various activities during the
study.
Year Month Task/Activity Remarks
2013 Jan – March Literature search Completed
2013 March – June Conceiving the topic and Completed
background reading
2013 June – October Proposal writing Completed
2013 October - December Designing Instruments Completed
2014 January – April Pilot study Completed
2014 April - May Fieldwork/Data collection Completed
2014 May - June Data analysis Completed
2014 May - June Report writing Completed
2014 May - June Submission of first draft Completed
2014 June - August Correction of first draft Completed
2014 August - September Final project Completed
2014 September - October Examination of project Completed
2014 October - November Correction of project Completed
2014 October - November Final submission Completed
99
APPENDIX III: BUDGET
Description Units Quantity Unit price Total

1. Stationery & Printing Equipment
(a) Lap Top No. 1 40 000 40000
(b) Printer No. 1 8 000 8000
(c) Foolscap Reams 3 450 1350
(d) Photocopy Paper Reams 5 500 2500
(e) Cartridges Pcs 4 1200 4800
(f) Cartridge Ink Ltrs. 1 3000 3000
(g) Flash Disk No. 1 2000 2000
(h) Pens No. 10 20 200
(i) Note Book Pcs 10 50 500
(j) Internet Downloads Days 20 500 10000
2. Transport and Subsistence
(a) Travel Costs On Pilot Study Days 2 2000 4000
(b) Subsistence On Pilot Study Days 2 500 1000
(c) Travel and Subsistence For Days 10 1000 10000
Data Collection
(d) Travel and Subsistence to Days 6 3000 18000
3. Meet Supervisors
Preparation of Research Instruments
(a) Typing of Instruments Pages 20 40 800
(b) Photocopying of Instruments Pages 4000 2 8000
4. Preparation and compilation of proposal and final project
(a) Typing of Proposal Pages 72 50 3600
report
(b) Typing of Project Report Pages 140 50 7000
(c) Binding of Report Copies 10 300 3000
5 Contingency (10% of total cost) 12775
Grand Total 140525
100
APPENDIX IV: MAPS AND CRITICAL TABLES NOT
APPEARING IN MAIN TEXT
MAP OF NYANDO DISTRICT
101
APPENDIX V: RESEARCH PERMIT
102
APPENDIX VI: RESEARCH AUTHORIZATION
103
APPENDIX VII: LETTER FROM COUNTY COMMISSION
104
APPENDIX VIII: LETTER FROM COUNTY DIRECTOR
105

Strategies Adopted To Enhance Performance in Sciences in Public Secondary Schools

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Strategies Adopted To Enhance Performance in Sciences in Public Secondary Schools

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STRATEGIES ADOPTED TO ENHANCE PERFORMANCE IN

SCIENCES IN PUBLIC SECONDARY SCHOOLS IN NYANDO

DISTRICT, KISUMU COUNTY, KENYA

LUCAS OTIENO ODHONG’

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF

EDUCATIONAL MANAGEMENT, POLICY AND CURRICULUM STUDIES

IN THE SCHOOL OF EDUCATION IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE AWARD OF DEGREE OF MASTER OF

EDUCATION (EDUCATIONAL PLANNING) OF KENYATTA UNIVERSITY

University or any other program.

LUCAS OTIENO ODHONG’ DATE

DR. NDIRITU JOHN DATE

DR. RUGAR THADDAEUS DATE

frequent absence from home while undertaking the study.

I wish to express my sincere gratitude to my supervisors, Dr. Ndiritu J. K. and Dr.

foundation of this study.

learn and do research while enrolled at the institution.

guidance and valuable assistance during the study.

CHAPTER ONE: INTRODUCTION ........................................................................ 1

CHAPTER TWO: LITERATURE REVIEW ......................................................... 14

CHAPTER FOUR: PRESENTATION OF FINDINGS, INTERPRETATION

Table 1.1: Performance in sciences compared to other subjects nationally between

Figure 1.1: Conceptual Framework ........................................................................ 12

DEO District Education Officer

EFA Education for All

FDSE Free Day Secondary Education

INSET In-Service Education and Training

JICA Japan International Cooperation Agency

KCSE Kenya Certificate of Secondary Education

KNEC Kenya National Examination Council

MEoST Ministry of Education Science and Technology

SMASSE Strengthening Mathematics and Sciences in Secondary Education

TSC Teachers Service Commission

UNESCO United Nations Educational, Scientific and Cultural Organization

assumptions of the study, limitations of the study, delimitations of the study,

theoretical framework, conceptual framework and operational definition of terms.

1.1 Background to the Problem

because education is considered the cornerstone of economic and social development.

scientific institutions. It helps to reduce poverty by mitigating its effects on

depend on a well-trained and intellectually flexible labour force (Mwaura, 2010).

of their resources to education (UNESCO, 2005). This has resulted to a considerable

sectors in most countries (UNESCO, 2005). Kenya is no exception to this trend of

increasing allocation of resources towards education. In Kenya, at independence in

practical oriented curriculum that should offer a wide range of employment

opportunities (Eshiwani, 1993).

needs many scientists in several specialized areas to develop scientifically and

technologically, these specialists are needed in industries, government and private

society as the foundation of technological knowledge that is vital in social- economic

development of the nation. It is also important in further education, man power

requirements in industries and government ministries as well as individual

courses such as medicine, architecture and engineering (Mususya, 1992).

contribute to academic performance of graduate students include gender, age,

teaching faculty, students schooling, guardian /parent’s socio-economic status,

medium of instruction in schools, daily study hour and accommodation. Socio-

better than male students.

factors that determine performance in general therefore include; socio-economic

background (Jenifer, 2005), corruption, emphasis on exams, exams leakage, wide

availability of laboratory and equipment, qualification of science teachers,

management of school resources, number of science teachers.

district level, introduction of SMASSE, training of as many teachers as possible on

skills for marking exams.

Freeman et al (2013) observed that active learning leads to increase examination

schools in marginalized areas, inadequate numbers of trained teachers, increased