Preservice Student Teachers’ Attitudes Towards Chemistry Teaching: The Case Of Egerton University, Kenya

A ZJER study on the attitude of pre-service student teachers in Kenya towards the teaching Chemistry.The purpose of this study was to determine the attitudes held by pre-service chemistry student teachers. A survey was conducted on Egerton University students in the 2002/2003 academic year. The sample included all the Bachelor of Education (Science) pre-service chemistry students. These students had just covered the Chemistry Subject Methods course and were about to start their teaching practice programme. The sample consisted of 71 male and 34 female student teachers, making a total of 105 respondents. A modified Chemistry Teachers’ Attitudes Questionnaire (CTAQ) for measuring chemistry teachers’ attitudes towards teaching was developed and used for data collection. Data were analysed using descriptive statistics, t-test and Analysis of Variance (ANOVA). The results show that pre-service chemistry student teachers have high positive attitudes towards teaching. Student teachers’ gender and subject combination have no influence on their attitudes towards chemistry teaching. These findings suggest that the current teacher training approach at Egerton University should be maintained and enriched

Effects of Computer-Based Simulations Teaching Approach on Students’ Achievement in the Learning of Chemistry among Secondary School Students in Nakuru Sub County, Kenya

Science education should help develop student’s interest in science as today’s society depends largely on output of science and technology. Chemistry is one of the branches of science. Chemistry education helps to expand the pupil's knowledge of the universe and of his/her position in it. It helps in the appreciation and enjoyment of nature and life. Chemistry also prepares learners for professional careers in such fields as medicine, bio-technology, agriculture and pharmacy. Despite the importance attached to Chemistry, students’ performance in the subject at the national examinations in many countries Kenya included has remained poor. The poor performance can be attributed to type of teaching method among others factors. Computer-based instruction may help address this problem of teaching method. However there is little information on how computer-based learning as a teaching method in chemistry would affect learners’ achievement by gender. In an attempt to address this issue this study therefore aimed at finding out effects of Computer-Based Simulations on secondary schools students’ achievement in Chemistry in Kenya. The study involved quasi-experimental research in which the researcher used Solomon Four Non- Equivalent Control Group Design.  Four co-educational schools in Nakuru East Sub-County were purposively selected and a sample size of 175 students participated in the study. In this study data were collected using instruments Chemistry Achievement Test (CAT) to assess the students’ achievement level. The findings of the study were there was statistically significant difference in Chemistry achievement of students who are taught through CBS teaching approach and that of those taught through regular teaching method. There is no statistically significant difference in Chemistry achievement between boys and girls taught through CBS teaching approach. It was therefore concluded that CBS has a positive and significant contribution to the understanding of chemistry concepts and principles as reflected by the higher performance of students taught using CBS than their counterparts taught using RTM. Gender has no effect on students’ achievement in Chemistry when they are taught through CBS. Keywords: Chemistry, Science, Computer-based Learning, Gender and Achievemen