Investigating the Relationship between Science Self-efficacy Beliefs, Gender, and Academic Achievement, among High School Students in Kenya

The aim of this study was to explore the relationships between science self-efficacy, gender, and academic achievement in genetics among form four (12th grade) students in Kenya and to investiPSTe gender differences in science self-efficacy and academic achievement in genetics. A total of 2,139 students responded to a science self-efficacy questionnaire, adopted from SEMLI-S by Gregory Thomas, David Anderson, and Samson Nashon (2007).  A  (PST) was then administered to test the academic achievement of students. Data were analysed both descriptively (means and standard deviations) and inferentially (MANOVA and Pearson's Correlations). Results of the analyses revealed that students' science self-efficacy is highly correlated to academic achievement. One-way MANOVA results indicated gender differences in both self efficacy and academic achievement, with female students performing better than male students in both outcome variables. These findings are inconsistent with the extensive research done on gender differences where females always perform poorer than males in science-related courses and tasks and hence have pertinent implications for both biology teachers and science educators. Keywords: Self-efficacy, Academic Achievement, Gender, Genetic

Peer Instruction and Secondary School Students Achievement in Vectors

The importance of raising students competence in mathematics in a developing country such as Kenya cannot be overstated. This is because to produce professionals in areas such as engineering, medicine and accounting requires a good score in mathematics. Students that will further their studies in these areas will find that vectors is pre requisite knowledge. The purpose of this study was to document the impact of peer instruction on students achievement in vectors. The study used a modified version of the Solomon four group experimental design. Intact classes were randomly assigned to the four treatment groups in the Solomon four design. The study used both probability and non probability sampling procedures to select 479 form three learners for the study. Two achievement tests were used to collect data. The t-test and ANOVA  were used in data analysis. Results revealed that peer instruction had a marked positive impact on the students achievement in vectors than when conventional methods of instruction were used. It is therefore recommended that where there is need to substantially improve achievement in vectors peer instruction should be used. Key Words: Achievement, Peer Instruction, Learning vector

Biology Instructional Resources Availability and Extent of their Utilization in Teaching Pre-Service Biology Teachers

Education of pre-service science teachers necessitates inquiry and resource-based instruction to ensure the production of both hands-on and mind-on skilled science teachers. This becomes possible when a variety of instructional resources regularly support the teaching process. This study aimed to identify the types of available biology instructional resources and their extent of use in teaching pre-service biology teachers. The study used a descriptive survey research design and was conducted in three private Universities selected from those offering education in Rwanda. Eighty-two pre-service biology teachers and five biology lecturers participated in the study. Observational checklist of biology instructional resources and questionnaires aided the collection of data analyzed by frequency counts and percentages. The findings revealed that biology instructional resources like classroom chairs, chalkboards, laboratories, microscopes, centrifuge, slide projectors, biology textbooks were available while resources like a class whiteboard, classroom overhead projectors, electrophoresis unit, recorders, Polymerase chain reaction machines, among others, were absent. The findings also revealed low-level use of available biology instructional resources in teaching pre-service biology teachers. The implication is the likelihood of producing less competent future biology teachers. The provision of adequate biology instructional resources, as well as the monitoring of their use in teaching biology, was recommende

INFLUENCE OF TEACHERS’ INSTRUCTIONAL STRATEGIES AND STUDENTS’ LEARNING STYLES ON ACADEMIC ACHIEVEMENT IN KENYAN HIGH SCHOOL PHYSICS

This study investigated the influence of Teachers’ instructional strategies and students’ learning styles on academic achievement in physics among Kenyan high school students. A quasi–experimental pre-test post–test non-equivalent control group design was employed to investigate how three teachers' instructional strategies (guided-inquiry, cooperative learning and direct instruction) and three learning styles (visual, auditory and kinaesthetic) influence academic achievement in Physics practical work while controlling for gender. The target population was all form three Physics students in Navakholo Sub-County area of Kakamega County. A sample size of five hundred and nineteen (519) form three physics students were selected through multistage sampling procedures (purposive sampling, proportionate stratified random sampling and simple random sampling). One null hypothesis was tested at 0.05 level of significance to guide the study. Physics Achievement Tests 1 and 2 (PAT1 & PAT2) and Learning Style Questionnaire. Teachers’ Instructional Guides on Guided-Inquiry (TIGITS), Cooperative (TIGCTS) and Direct Instructional Strategy (TIGDITS) were used to collect data. Validity and reliability of the instruments were assessed. Analysis of covariance (ANCOVA), Multiple Classification Analysis (MCA) and Scheffe multiple comparison test were used to analyse the data. Findings revealed, a significant effect on the academic achievement of physics students taught with different instructional strategies considering their different learning styles. Recommendations were provided.  Article visualizations

Pedagogical Factors Affecting Integration of Computers in Mathematics Instruction in Secondary Schools in Kenya

The paper reports findings of a study which sought to examine the pedagogical factors that affect the integration of computers in mathematics instruction as perceived by teachers in secondary schools in Kenya. This study was based on the Technology Acceptance Model (TAM). A descriptive survey design was used for this study. Stratified and simple random sampling techniques were used to select a sample of 200 teachers that was drawn independently and randomly from the stratum of secondary schools. Questionnaires, interview and observation schedules were used to collect data from respondents. Data was analyzed using descriptive statistics frequencies and percentages and inferential statistics including one way analysis of variance and regression analysis. The results indicate that mathematics teachers’ use of computer technology is significantly related to pedagogical factors such as knowledge and skills in computer, perceived usefulness, access to hardware and software and technical support and pedagogical routine practice. The study provides a basis upon which recommendations on appropriate remedies can be formulated to enhance the integration of computers in mathematics instruction by teachers. This also provides a guideline for the selection of sound instructional approaches in mathematics instruction in secondary schools. Keywords: ICT pedagogy, instructional software, mathematics classroom

Academic Achievement in Fluid Flow Physics in Mt Elgon Sub-county, Kenya

Abstract Physics is one of the sciences that are applicable in day to day life activities. Physics ideas are also required in other science subjects such as biology and chemistry. It is evident that Physics related courses from tertiary level are very marketable. Despite of this importance and value of Physics, performance at Kenya Certificate of Secondary Examination has remain dismal, hindering students from doing Physics related courses at tertiary level. This paper reports findings of a study that investigated the effect of Composite Instructional Method in comparison with Conventional Instructional Method on students' academic achievement in fluid flow physics. The study was done in Mt Elgon Sub-county of Bungoma County. A sample of 300 participants was selected through simple random sampling The adopted a Pre-test, Post-test non Equivalent Quasi experimental design. Achievement tests were used to collect data of students' academic achievement. Reliability of the instruments was determined using the test and retest method while their validity was established from experts' comments and advice. The collected data were analyzed using independent samples-t-test to determine the effect of Composite Instructional Method on students' academic achievement in fluid flow physics. The research finding has implications on physics curriculum reforms by the Ministry of Education

An Empirical Investigation of Environmental Knowledge and Attitudes as the Correlates of Environmental Identity among Pre-Service Biology Teachers in Tanzania

Despite the extant literature that discusses the potentiality of environmental identity in shaping people’s engagement with nature, there is little evidence of which specific domains of environmental attitudes and knowledge are connected with environmental identity. The present article reports on the results from two studies that were conducted within the framework of the Solomon four-group design, in four randomly selected teacher colleges (TCs) in Tanzania. Specifically, study one was an intervention with pre- and post-measurements that involved indoor and outdoor environmental programs among pre-service biology teachers in two TCs. Moreover, study two was conducted in two other selected TCs, with a post-test only. The two-Major Environmental Values (2-MEV) and a Competence Model for Environmental Education were used for measuring environmental attitudes and knowledge, respectively. Finally, environmental identity was measured using the environmental identity (EID) scale. The results revealed that preservation was positively correlated with domains of identity, while other variables demonstrated overlapping relationships in different measurement points. Moreover, notable correlations between social desirability responding with some domains of attitudes and identity were evident, whereas the age of respondents had limited associations with other variables. The article concludes by proposing the need to promote environmental attitudes (EA) and knowledge as important strategies in fostering environmental stewardship