i

DETERMINANTS OF STUDENTS ACHIEVEMENT IN CHEMISTRY

AND PROPOSED STRATEGIES IN PUBLIC SECONDARY SCHOOLS

IN MWALA DISTRICT, MACHAKOS

COUNTY, KENYA

BY

MUSYOKI LAZARUS MWANZA

E55/CE/26905/2011

A RESEARCH PROPOSAL SUBMITTED TO THE SCHOOLOF

EDUCATION, DEPARTMENT OF EDUCATIONAL MANAGEMENT,

POLICY AND CURRICULUM STUDIES IN PARTIAL

FULFILLMENT FOR THE AWARD OF MASTERS OF

EDUCATION DEGREE

ii

KENYATTA UNIVERSITY

APRIL, 2014

DECLARATION

This is my original work and has not been presented for any

Degree program in any other university

______________________________

_____________________________

MUSYOKI LAZARUS MWANZA DATE

REG NO: E55/CE/26905/2011

This proposal has been submitted for review with our

approval as University Supervisors

iii

________________________________

_______________________

DR. NDIRITU JOHN DATE

Department of Educational Management, Policy and Curriculum

Studies

______________________________

_______________________

DR. RUGAR T.O. DATE

Department of Educational Management, Policy and Curriculum

Studies

TABLE OF CONTENT

Title

------------------------------------------------------------

--------------------------------i

Declaration-------------------------------------------------

-----------------------------------ii

iv

Table of

Content-----------------------------------------------------

------------------------iii

List of

figures-----------------------------------------------------

----------------------------vi

List of

tables------------------------------------------------------

----------------------------vi

Acronyms and

Abbreviation------------------------------------------------

---------------vii

Abstract----------------------------------------------------

----------------------------------viii

Chapter One:

Introduction------------------------------------------------

---------------1

1.1 Background of the

study-------------------------------------------------------

---------1

1.2 Statement of the

Problem-----------------------------------------------------

----------9

v

1.3 Purpose of the

study-------------------------------------------------------

--------------10

1.4 Objectives of the

study-------------------------------------------------------

-----------10

1.5 Research

questions---------------------------------------------------

-------------------11

1.6 Significance of the

study-------------------------------------------------------

--------11

1.7 Assumptions of the

study-------------------------------------------------------

-------12

1.8 Limitation of the

study-------------------------------------------------------

----------12

1.9 Delimitation of the

study-------------------------------------------------------

--------13

vi

1.10 Theoretical

framework---------------------------------------------------

-------------13

1.11 Conceptual

framework---------------------------------------------------

-------------16

1.12 Operational Definition of Key

Terms-----------------------------------------------18

Chapter Two: Review of Related

Literature-----------------------------------------19

2.1

Introduction------------------------------------------------

------------------------------19

2.2 Studies on performance in other parts of the world

outside Africa--------------19

2.3 Studies on performance in Africa but outside Kenya

-----------------------------20

2.4 Studies on performance of other subject in

Kenya---------------------------------23

2.5 Studies on performance of Chemistry in Kenya

-----------------------------------27

vii

2.6 Summary of related literature

review------------------------------------------------30

Chapter Three: Research

Methodology-----------------------------------------------31

3.1

Introduction------------------------------------------------

-------------------------------31

3.2 Research

Design------------------------------------------------------

-------------------31

3.3 Study

Locale------------------------------------------------------

-----------------------31

3.4 Study Population

------------------------------------------------------------

-----------32

3.5 Sample Size and Sampling

Technique-----------------------------------------------32

3.5.1 Sample

Size--------------------------------------------------------

-----------32

viii

3.5.2 Sampling

Technique---------------------------------------------------

------33

3.6. Research

Instruments-------------------------------------------------

------------------34

3.6.1

Questionnaire-----------------------------------------------

------------------34

3.7 Pilot

Study-------------------------------------------------------

-------------------------35

3.7.1

Validity----------------------------------------------------

--------------------36

3.7.2

Reliability-------------------------------------------------

--------------------36

3.8 Data Collection

Technique---------------------------------------------------

----------37

ix

3.9 Data

Analysis----------------------------------------------------

------------------------37

3.10 Logical and Ethical

Considerations----------------------------------------------

----38

BIBLIOGRAPHY------------------------------------------------

--------------------------40

Appendices--------------------------------------------------

---------------------------------44

Appendix I: Principal

questionnaire-----------------------------------------------

--------44

Appendix II: Chemistry teachers’

questionnaire---------------------------------------50

Appendix III: Students

questionnaire-----------------------------------------------

------56

Appendix IV: Time

frame-------------------------------------------------------

-----------61

x

Appendix V: Budget

------------------------------------------------------------

-----------61

LIST OF FIGURES

Page

Figure 1: Conceptual framework for the study……………………………..……

14

xi

LIST OF TABLES

Table 1.1: Percentage of Government spending on education in

different level….2

Table 1.2: KCSE- Science analysis for the year 2009-2012,

Nationally …….…...6

Table 1.3: KCSE examination analysis (Sciences) (2009-2013),

Mwala District...7

Table 3.1: Number of School by type in secondary schools in

Mwala District…..31

xii

ABBREVIATIONS AND ACRONYMS

BoG: Board of Governors

CDF: Constituency Development Funds

DEOs: District Education Offices

EMIS: Education Management Information System

GDP: Gross Domestic Product

GNP: Gross National Product

GoK: Government of Kenya

ICT: Information Communication and Technology

INSET: In-Service Training

KCPE: Kenya Certificate of Primary Education

KCSE: Kenya certificate of Secondary Education

KIE: Kenya Institute of Education

KNEC: Kenya National Examination Council

MoE: Ministry of Education

NCST: National Council of Science and Technology

xiii

NGOs: Non-Governmental Organization

PTA: Parents Teachers Association

SAGAs: Semi-Autonomous Government Agencies

SMASSE: Strengthening Mathematics and Sciences in Secondary

Education

TSC: Teachers Service Commission

UNESCO: United Nations Educational, Scientific and Cultural

Organization

ABSTRACT

Educational reforms and development have been the objectivesof the government since independence. This includesprovision of quality education which lead to both economicand social development. Despite the government efforts oneducation and especially achievement on sciences andintervention measures, achievement in chemistry has for manyyears remained poor. The statement of the problem of thisstudy is to establish determinants of students’ achievementin Chemistry despite concerted efforts by stakeholders toprovide resources and other components aimed at enhancingits achievement. The objectives of this study are to findout students perception towards chemistry achievement, toestablish whether teacher qualification and experienceaffect achievement of chemistry in secondary school,identify the availability of ICT facilities and otherteaching and learning resources in secondary schools and iftheir use influence achievement of chemistry and finally

xiv

identify strategies used by teachers and learners to enhanceachievement in chemistry in Mwala District. The study isbased on production function theory where combination ofinputs like students’ factors, teacher factors and schoolenvironment interact through teaching and learning processto produce output in form of learners’ achievement. Thestudy has reviewed performance of students in chemistry andother subjects within the country, in Africa and outsideAfrica. The study will adopt descriptive survey design andalso will use an ex-post facto design. The location of thisstudy is at Mwala District in Machakos County, Kenya, wherestudents’ achievement in chemistry has been low for repeatednumber of years. The study population is school Principal,chemistry teachers and form3 students taking chemistrysubject. The study will constitute a sample size of 25Principals, 25 Chemistry teachers and 250 Form 3 students togive a total of 300 respondents. The study will adoptstratified sampling to select the public schools to beincluded in the sample. Proportional allocation of samplesize of the public schools in each stratum will be used.This study will use questionnaires to collect data from therespondents in order to obtain the feedback for the purposeof coming up study findings for generalization.

1

CHAPTER ONE

INTRODUCTION

1.1 Background information

For many years, since independence, education has been

identified as one of the key factor towards economic growth,

more wealth, skilled manpower availability, decline in

population growth, long life, better health outcomes, low

crime rates etc in Kenya and many other parts of the world.

Harbison (1973) argues that the wealth of nations depend on

their capacity to develop their human resources and not so

much on their physical resources.

He argues that “a country which is unable to developskills and knowledge of its people and utilize themeffectively in the national economy will be unable todevelop anything else.”

According to Psacharopolous (1988), education is considered

the route to economic prosperity, the key to scientific and

technological advancement, the means to combat unemployment,

the foundation of social equality and equal wealthy

2

distribution. Glennerster et al (2011) noted that education

is widely seen as one of the most promising paths of

individuals to realize better and more productive lives and

as one of the primary drivers of national economic

development.

It is against this backdrop that education reforms and

development have been long the standing objectives of the

Government of Kenya (GoK) since it gained its independence

in 1963. Although the causal relationship between schooling

and development in Kenya is less extensive compared to more

industrialized nations, there is sufficient evidence to

conclude that access to and provision of quality education

leads to both economic and social development. It is in this

regard that the GoK has continued to invest heavily in

formal education. For instance, a public spending in

education in Kenya as a proportion of Gross Domestic Product

(GDP) has increased from 5.1% in 1980/1981 to 15% in

2008/2009. Compared to other countries in Sub-Saharan Africa

with similar GDP per capita, Kenya spends considerable more

3

funds on education in relation to its Government expenditure

and Gross National Product (GNP). The percentage of

government spending on education in different levels in

Kenya is shown in Table 1.1

Table 1.1: The percentage of government spending on

education in different levels in Kenya

Level of Education % of fund

allocation (2008)

Pre-primary Education 0

Primary Education 55

Secondary Education 27

Tertiary Education 16

Others 2

Source: UNESCO 2008

From the above table, the percentage of funds is majorly

allocated at primary and secondary level of education. Such

allocation should translate to greater output at these

levels of education. One way to reflect this is through

4

students’ achievement in their examination. If this is not

reflected, then the funds allocated towards education at

primary and secondary level would be a mere wastage.

In appreciating the global importance of scientific

literacy, the Kenya government linked the achievement of

scientific, technological and industrial development goals

of Vision 2030 to sound teaching of science (Government of

Kenya, 2007). The government envisages the attainment of

Vision 2030 by primarily equipping learners with scientific

knowledge and process skills for industrial and

technological development which is one of the national goals

of education. It is hoped that the attainment of this

knowledge and process skills will propel the country to

achieve Vision 2030 hence make it technologically more

competitive on the international markets. However, sound

science teaching that would lead to acquisition of process

skills and scientific knowledge requires an appropriate

curriculum and provision of both physical and skilled human

resource.

5

With regard to the curriculum, the 8-4-4 science curriculum

in Kenya stipulates in secondary school, science is

compulsory up to form two for all students after which

students select at least two science subjects as they

proceed to form three regardless of the focus of

specialization (KIE, 2005). Therefore one must do a science

subject which makes it compulsory. The curriculum further

recommends the allocation of a double lesson every week for

laboratory based activities for every science subject so as

to enable learners develop scientific process skills. This

is based on the belief that frequent laboratory use will not

only enable learners acquire scientific process skills but

also foster the understanding of scientific concepts.

More importantly, the Ministry of Education, (MoE) has

identified the science laboratory as critical in the

teaching of science since its use enhances the achievements

of the national objectives of teaching science (Government

of Kenya, 2005). Consequently, the government provided

schools with science equipment besides constructing

6

laboratories so as to create an environment conducive for

effective science teaching and learning (Waititu & Orado,

2009).

Besides providing physical resources, the Government has

also instituted in-service training (INSET) to strengthen

the teaching of mathematics and science in secondary schools

(SMASSE) (Nui & Wahome, 2006; Waititu & Orado, 2009). The

INSET is based on a baseline survey that showed that there

was need to change the teachers‟ attitudes towards the

teaching of science, equip them with appropriate teaching

methodologies and boost their content knowledge. It was

hoped that by focusing on these three aspects, the teachers

would be able to manipulate the science teaching environment

(classroom and laboratory) so as to improve students’ ‟

learning outcomes”. The INSETs‟ main focus is to make

teachers embrace “hands on” and “minds on” teaching

approaches (Nui & Wahome, 2006). These are approaches that

require learners to actively participate in learning

7

activities. Such teaching approaches will inherently require

the use of the science laboratory.

The Government of Kenya has also adopted a national ICT

policy in January 2006. This was after many failed attempt

in preceding years (Waema, 2006; Kariuki, 2009). The policy

is based on four guiding principles: Infrastructure

development, Human Resource Development stakeholders’

participation and appropriate policy and regulatory

framework. The GoK, through MoE plays a coordinating,

overseer and mobilization role in bringing together key

stakeholders in the ICT in education sector. (Farrel, 2007)

A numbers of initiatives have delivered ICT infrastructure

to schools, mainly secondary level. These include

initiatives supported by parents, the government, NGOs or

other development agencies and the private sector. (Farrel,

2007) Notable among these are EMIS, Computer for Schools-

Kenya and Microsoft partners in learning program.

Other initiative by the government was bringing the Kenya

Economic Stimulus Program (ESP) to boost economic growth.

8

This was after the Kenyan economy being led into a recession

situation brought about by economic slowdown after 2007/2008

post election violence which led to decline in economic

growth rate from 7.1% in 2007 to 1.7% in 2009. The total

budget allocated amounted to 22 Billion Kenyan shillings

going towards the construction of schools, horticultural

markets and health sector among others in all the 210

constituencies. Things to be done in each constituency

included; two primary schools to be upgraded, one secondary

school to be constructed as a centre of excellence, addition

of 10500 primary school teachers and 2100 secondary school

teacher among other things.

These interventions and efforts by government are all meant

to ensure that science students achieve the requisite

scientific knowledge and process skills that they will

harness to build a technological society envisaged by

Kenya’s vision 2030. It is against this background that

science education has been accorded a prime position

worldwide. Within the context of science education,

9

Chemistry has been identified as a very important science

subject and its importance in scientific and technological

development of any nation has been widely reported. It was

as a result of the recognition given to Chemistry in the

development of the individual and the nation that it was

made a core – subject among the natural sciences and other

science – related courses in Nigerian education system. It

has been a pre-requisite subject for offering most science

oriented courses in the tertiary institution and this calls

for the need in teaching it effectively Edmwonyi-out (2011).

Chemistry teaching is supposed to be result oriented and

students centred, and this can only be achieved when

students are willing and the teachers are favourably

disposed, using the appropriate methods and resources in

teaching the students. Students need to be actively involved

in the learning process in which they are continuously

equipping, testing, speculating and building their own

personal construct and knowledge. It is only by

personalizing such knowledge that it becomes valid,

10

meaningful and useful to them. In chemistry, students need

to actively construct their own personal awareness and

meaning.

Despite the prime position chemistry occupies in our

educational system and the efforts made by researchers to

enhance performance, students’ performance in chemistry and

sciences in general are still low. This is clearly seen from

candidates continued poor performance on science in national

examinations as is clearly demonstrated in KNEC science

results for the years 2009 up to 2012 in Table 1.2

Table 1.2: KCSE- science analysis for the Years 2009-2013

YEAR

2009 2010 2011 2012

SUBJECT Mean (%) Mean (%) Mean (%) Mean (%)

Biology 27.30 29.23 32.44 26.21

11

Chemistry 19.13 24.91 23.66 27.93

Physics 31.33 35.13 36.64 37.87

Source: KNEC Reports 2010, 2011, 2012 and 2013

The table 1.2 above shows that performance in Chemistry is

the poorest among the three science subjects for consecutive

years. It further reveals that sometimes there is

improvement and other times it drops unlike other subjects

which are reflecting improvement in all the years for the

years extracted. This implies that, it is difficult to

predict the achievement of Chemistry by students in future

years. This in turn will continue to lock out those students

wishing to pursue science-related courses that require

chemistry knowledge and skills as a prerequisite subject.

Mwala District is one of the districts noted for poor

performance especially in the science subjects over the past

several years. The performance in chemistry for the last

three years can be compared with overall performance and

12

other science subjects in the KCSE Exam in Mwala District is

as shown in table 1.3.

Table 1.3; Science performance in KCSE exam (2009 – 2011),Mwala districtYear

20092010 2011 2012 2013

M.S

.

M.G. M.S. M.G M.S. M.G M.S. M.G. M.S. M.G

.

O/score 4.1

89

D+ 4.39

6

D+ 4.440 D+ 4.31

9

D+ 4.62

6

C+

Biology 3.8

18

D+ 4.08

4

D+ 4.176 D+ 3.70

4

D+ 4.41

4

D+

Physics 3.6

08

D+ 4.18

0

D+ 4.372 D+ 4.23

0

D+ 4.65

4

C-

Chemist

ry

3.1

50

D 3.43

8

D 3.330 D 3.59

6

D+ 3.69

0

D+

Key: M.S.= Mean Score, M.G.= Mean Grade and O/Score= Overall

score

13

Source: Extracted from Mwala District result analysis,

2010, 2011, 2012 and 2013.

The above table 1.3 shows that Chemistry is the poorest done

subject of the three science subject at Mwala District. The

mean score and mean grade of chemistry indicate that

majority of the students in the District achieve low grade

in chemistry which implies that they cannot pursue science-

related courses requiring Chemistry knowledge. However it is

also noted some improvement in the years 2011, 2012 and 2013

but of the three subject chemistry has the smallest

improvement in year 2012/2013 of +0.094(2.6%) compared with

biology ,+0.71(19.1%) and physics +0.424 (10.0%). If the

cause behind such low achievement is not identified and then

addressed, the resources channeled towards Chemistry subject

will continue to be wasted and also the potential skilled

manpower in those science-related courses requiring

chemistry skills and knowledge will miss out in the

District.

14

Despite the heavy investment in education by the government,

parents and private sector the Performance of sciences has

continued to be poor and worst in chemistry among the

sciences. In spite of the efforts made to improve science

performance including Chemistry, the achievement of

chemistry has remained poor in most parts of the country.

Mwala district in Machakos County has been identified by the

researcher to be one of the districts that perform poorly in

Chemistry subject

Without overemphasizing about performance in chemistry and

other sciences, the continued low achievement in Chemistry

subjects will hinder most of secondary school graduates from

pursuing sciences-oriented courses at tertiary levels,

produce dependent-minded graduates and will continue to

widen the gap between the rich and the poor. At the same

time continued poor performance in sciences will lead to

retarded scientific, technological and industrial

development both within and outside the country. In response

to these arguments, there is the need then to carry out a

15

study to establish what determine low achievement in

chemistry in public secondary schools at Mwala District in

Machakos County.

1.2 Statement of the problem

The importance of sciences and especially chemistry in

scientific, technological and industrial developments in any

nation cannot be over emphasized. However one cannot ignore

the fact that teaching and learning process of these

subjects primarily involve learners and teachers. The

learners interact with teachers, learning and teaching

materials and resources for the performance to be realized.

How the teacher will apply the knowledge and skills acquired

during the time of training, use and execute the available

teaching resources and the teachers and learners perceptions

towards chemistry and other science subjects is likely to

affect the performance of students in these subjects.

The study seeks to establish determinants of low achievement

in Chemistry despite concerted efforts by stakeholders to

16

provide resources and other components aimed at enhancing

its achievement.

1.3 Purpose of the Study

The main purpose of the study is to identify factors which

influence poor performance in chemistry and propose

strategies to solve them at Mwala district in Machakos

County, Kenya.

1.4 Objectives of the study

The study has come up with the following objectives.

i. To find out students perception towards chemistry

performance in KCSE in Mwala district.

ii. To establish whether teacher qualification and

experience affect performance of chemistry in

secondary school at Mwala district.

iii. To identify the availability of ICT facilities and

whether their use in teaching and learning Chemistry

influence KCSE achievement of chemistry in secondary

school at Mwala district.

17

iv. To identify the availability and use of chemistry

teaching and learning resources in secondary schools

and their influence on performance of chemistry at

Mwala district.

v. To identify the methods used by learners and

teachers to improve achievement of chemistry in

Mwala district.

1.5 Research questions

Based on the objectives of this study listed above, the

researcher has come up with the following research

questions.

i. What is the perception of students towards chemistry

which may lead to a given level of performance in KCSE

exams at Mwala district?

ii. What is the influence of chemistry teachers’

qualifications and experience on chemistry performance

in KCSE exam?

18

iii. Are there ICT material in schools and are they used in

teaching and learning Chemistry? How do they affect

performance of Chemistry subject during KCSE exams?

iv. Are the chemistry teaching and learning resources

including laboratory technician available and if they

are there are they being used in order to improve

performance of chemistry?

v. What are the strategies used to improve chemistry

performance in learners.

1.6 Significance of the Study

When causes of poor performance of chemistry subject and the

proposed strategies in Mwala district are identified, the

findings will be of great importance to the following group

of peoples.

i) The current and future students taking chemistry as

final examinable subject, chemistry teachers and head

of schools will be aware of the problems behind poor

performance in chemistry within the district.

19

ii) The findings will enable the school heads and

other educational stake holders to address problems of

poor performance in more specific terms.

iii) The information obtained from this study will help

the curriculum developers and the Ministry of education

(MoE) to identify areas of concern towards curriculum

implementation and evaluation.

iv) The findings of this study will guide the

education financing groups to the relevant areas which

require greater attention to increase the output.

v) The findings of the study will assist in improving

internal efficiency in education.

1.7 Assumptions of the study

The assumptions during this study will be:

i. All the respondents will be cooperative and information

given will be true and accurate.

ii. The Form 3 students to be selected from different

schools have acquired enough learning experience. In

20

terms of chemistry performance to facilitate relative

accurate responses towards research findings

1.8 Limitation of the study

The limitation of this study will be:

i. There are many causes of poor performance in chemistry

and in general performance but due to financial

constraints, only a few have been selected for this

study.

ii. Only the sampled students, teacher and head teachers

responses will be used to generalize the findings of

the study because of limited time allocated to complete

this study course.

iii. The study will limit itself to the selected

respondents. For more conclusive findings, all

students taking chemistry, teachers, head teachers,

parents and other education stakeholders should have

been studied. However, this will not be possible due

to financial and other logistic constraints like

unavailability and inaccessibility.

21

1.9 Delimitation of the Study

i. The proposed study will confine itself to only form

three students, chemistry teachers and head teachers

in public secondary schools that have the direct

interaction with chemistry performance

responsibility. Because

ii. Only students currently in form three and teachers

handling form three or form four classes to be

included in the sample although the form four

students and those who have completed form four will

not be included even though they can have great

input.

1.10 Theoretical Framework

This study will be guided by Production Function Theory.

According to Psacharopolous and Woodhall (1985) inputs that

go into education production process are divided into two

major categories. Exogenous inputs and are inputs which the

school does not have direct control like poverty levels,

22

income levels, politics, weather conditions etc. The second

category is endogenous inputs where the school has direct

control in them. They include teachers, students, school

facilities/resources, ICT facilities etc.

The production function is used to determine maximum product

which can be derived from a given combination of inputs.

Students academic achievement during examination performance

can be taken as a function of students ‘ perception towards

a particular subject, teachers availability, qualification

and experience, availability and use of resources in

teaching and learning, availability of ICT facilities and

their use, strategies used to improve performance among

others. This information can be expressed in production

function in the form:

A= f(Sp, Tqe, Rau, Ifu, Sif, ---------------Ɛ)

Where A= Achievement of students (examination performance)

f =Function

23

Sp=Students’ perception towards a subject

Tqe=Teachers availability, qualification and

experience

Rau=Resource availability and their use

Ifu=ICT facilities and their use

Sif= Strategies used by learners and teachers to

improve performance

Ɛ= Error term due to other inputs

The school which is a formal institution is where students

receive education and are assessed through examinations act

as affirm or enterprise. Based on production function

theory, the ‘raw materials’ i.e. students and others like

teachers, books, laboratory, ICT materials etc act as

inputs. Interaction of students during teaching and learning

process is the process to produce certain outputs like

Academic performance. The school therefore takes human raw

materials (students) and converts them into more useful,

valuable persons (Who have knowledge, attitude and skills

24

and can pursue further studies or are skilful and employable

adults)

1.11 Conceptual framework

25

Fig 1.1 Conceptual framework for the study

Dependent

Variable

Source: Adapted from Winberg, 2006

School factors

Teaching/Learning Resources

ICT Facilities

Teachers’ factors

Academic qualification

Teaching experience

Students ‘factors

Perception

Teaching and Learning Environment

Performance inChemistry

26

According to Winberg (2006), a learning environment is a

setting that is influenced by variety of variables such as

teaching and learning resources, perception towards

learning, instructional and revision strategies among

others. This study will restrict itself to students,

teachers and school factors. This is because they are the

main factors responsible of learning environment and hence

acquisition of knowledge and skills for performance in

chemistry.

The independent factors are students’ factors, teachers’

factors and school factors.

These are the main factors responsible for teaching and

learning of environment which in turn result in Performance

in exams.

Students’ factors include students perception to a given

subject or thing, learning styles and strategies used to

learn in order to pass in examinations. Teachers’ factors

include teacher qualifications and experience, teaching

styles, execution of the available ICT facilities and

27

Teaching resources in order to influence performance. The

school factors involve Teachers availability, ICT facility

e.g. computers and internet, Teaching and learning resources

like textbooks laboratories and classrooms.

The students’ factors, teachers’ factors and school factors

form the independent variables and which interact with one

another during the teaching and learning process. The

teaching and learning environment is the process that

finally influences educational outcomes (which is dependent

variables) in form of chemistry performance at KCSE

examination.

1.12 Operational Definition of Key Terms

28

Chemistry: It is one of the science subject done in

secondary school. It is concerned with the

study of composition, properties and reaction of matter

under different physical conditions.

Performance: Refers to the mean scores as obtained by

students in KCSE examination

Public school: This is a school formally supported by

government especially in terms of teachers’

employment.

Student’s perception: It is a way of thinking or feeling by

a learner about something or

somebody usually reflected in a person’s behavior

when reacted by that thing, situation or person.

It can also mean a learned, emotionally formed

disposition to react in a consistent way,

favorable or unfavorable toward a person, object

or situation.

29

Teaching/learning resource: These are materials used by

teachers and learners and

which aid in acquiring of knowledge, attitude and

skills during teaching and learning process.

CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter will review literature of other related studies

done previously about performance. There are many studies

that have been done on poor performance both within and

outside Kenya. Some studies have been done on performance in

chemistry while others have looked on performance on other

subjects. The chapter will review related literature of

30

other scholarly work under the following sub- heading:

Performance in other parts of the world outside Africa,

Performances in Africa, and Performance of other subject in

Kenya and Performance of Chemistry in Kenya.

2.2. Studies on Performance in other parts of the world

outside Africa

A study conducted by Karande and Kulkarini (2005) titled,

causes of poor school performance in India. The

researcher’s objectives were whether level of Intelligence,

learning ability and socio-cultural home environment among

others affect school academic performance. The researcher

observed that medical problems, below average Intelligence,

specific learning disability, emotional problems and poor

socio-cultural home environment are factors responsible for

poor school academic performance. The study had identified

some reasons as to why students perform poorly at schools.

In India, there is dense population and socio-cultural home

environment were investigated while in Mwala district it is

sparsely populated and this study will identify some school

31

and students and teacher factors thus poor performance in

India may not be significant in the study area compared to

the current situation.

Balinda (1999) carried out a research on an

investigation leading to poor academic performance in public

secondary schools in Goma, Democratic Republic of Congo.

The objectives of study included; to find out the problems

encountered by students in public schools, to investigate

the attitude of teachers towards education in public schools

and to examine how political, economic and social factors

affect performance in public secondary schools. In the

study, the researcher found out that social, political and

economic crises, poor administration, mismanagement of

school resources, and lack of motivation from both education

officers and students and shortage of school facilities were

factors responsible for poor academic performance in public

secondary school examination. The researcher recommended

that government, BOG, Parents and guardians need to unite

and work for good academic performance. This study will

32

focus on whether some of the factors dealt in Goma Public

Secondary Schools in 1999 have similar effect in Mwala

district in the recent years.

2.3. Studies on Performances in Africa but outside the

country

Caleb (2005) conducted a study titled ‘’Factors influencing

students academic performance in communal college of

Butaganzwa commune in Kayanza province, Burundi”. The

objectives of the study were to find out whether

availability of learning resources and resource centre

(library), laboratories and laboratory equipments and

chemicals, textbooks and equipped teaching staff, qualified

teaching staff, classroom environment, student/teacher

ratio and teachers workload affect academic performance in

communal college of Butaganzwa commune in Kayanza province,

Burundi. The findings of the study were that Lack of

learning resources and resource centre (library),

laboratories and laboratory equipments and chemicals,

textbooks and equipped teaching staff, inadequate qualified

33

teaching staff, poor classroom environment, high

student/teacher ratio and teachers workload among others

were factors responsible for the poor academic performance

in Butaganzwa commune in Kayanza province, Burundi. The

researcher recommended that recruiting qualified personnel

to improve academic performance in the study area, and the

commune to mobilize funds from local organization NGO for

the development communal colleges. Caleb conducted his study

for college students with a different education system of

Burundi while the current study will deal with secondary

students taking 8-4-4 education system in Kenya.

A similar study was conducted in Tanzania by

Kubahari (2005) on factors responsible for poor academic

performance in Primary school national exams in Mromero

District, Morogoro Region. The objectives of the study were

to find if there was any relationship between the level of

school facilities and pupils performance in national exams,

relationship between the number of teachers and pupils

performance in national exams, relationship between

34

teachers’ job satisfaction and the pupils’ performance

National exams. In the research findings, it was observed

that the level of school facilities and pupils’ performance

was significantly related and there was also a significant

relationship between the number of teachers and pupils

performance in national exams. The researcher recommended

that the school should be provided with adequate physical

facilities by Ministry of Education and the government

should allocate enough money to Ministry of Education and

culture to meet expenses of physical facilities needed by

the schools. The government should also employ enough

teachers in schools for effective teaching and learning

activities to take place. Kubahari did his study on factors

responsible of poor performance in primary school and also

with education system of Tanzania but the current study will

use secondary school students and with Kenya education

system which is different from that of Tanzania.

Adesoji (2008) carried a study on students, teacher and

school environment factors as determinants of achievement in

35

senior secondary school chemistry in Oyo estate, Nigeria.

The objectives of the study were to establish whether

students’ variables like attitude and background knowledge

in integrated science, teachers’ variables like attitude of

chemistry teachers and attendance in workshops and school

environmental variables like class size, laboratory adequacy

and school location provide causal explanation of students’

achievement of secondary school students in chemistry. The

findings of the study were that only four variables ; school

location, laboratory adequacy, teachers attitude in teaching

chemistry and teachers attendance in workshops have direct

causal influence on students achievement in chemistry. Of

the four variables, school location the highest contribution

followed by teacher attitude to teach chemistry and the

teacher attendance at workshops and finally laboratory

adequacy. Therefore the students in urban setting with well

equipped laboratory and happened to be taught by teachers

with positive attitude in teaching chemistry and have

interest in attending workshops are expected to perform very

36

well in chemistry. The study recommended that government and

stakeholders in education industry should improve on

learning environment of students. They should also motivate

teachers who are curriculum implementers.

2.4. Studies on Performance of other subject in Kenya

Wainaina (2005) conducted a study on “causes of poor

performance in day scholars in KCSE in Kiambaa division of

Kiambu district, Kenya”. The objectives of the study were

to find if lack of school fees and teachers and students

motivation, together with less time spent on school

activities cause poor performance. The finding of the study

revealed that day students spent very little time in school

related activities for various reasons including domestic

responsibilities and lack of school fees together with poor

motivation. The study recommended that day school to set

their timetable in a manner that will maximize use of time

in school in learning. The Ministry of Education should

invest more in materials and equipments to improve learning

37

and teaching. The need for different stakeholders to

participate in school activities in a general way to show

concern on the students welfare at school and generally

instill discipline in the children at home while ensuring

that the value of education is appreciated by all. While

this study focused on causes of poor performance in day

scholars and in Kiambaa division, the current study will

look on determinants of poor performance specifically in

chemistry at Mwala district which is less densely populated

compared with Kiambaa in Kiambu.

According to a study conducted by Kabala (2012) on school-

based factors influencing students’ Academic performance at

KCSE examination Makadara District, Kenya , the objectives

of the study were to establish the effects of provision of

teaching /learning resources on students’ KCSE performance,

to identify the effects of physical facilities on the

students performance at KSCE and to establish whether the

availability of teachers has an effect on the students’

performance at KCSE examination in Makadara District. The

38

key findings of the study were lack of adequate teaching

/learning materials such as reference books, students text

books and revision materials etc affected performance, lack

of physical facilities and failure by students to complete

assignments had negative effect to performance in schools

and failure by head teacher to check teachers professional

documents regularly such as schemes of work, record of work

and students progress records were influencing poor

performance in Makadara district among others.

Based on the findings the study recommended for teachers to

be given more exposure through in-service programs, the

schools to be provided with physical facilities to

facilitate learning hence improve academic performance and

the head teachers to ensure that schools have the required

instructional materials and equipment and the syllabus to be

well covered by the teachers. This current study will be

conducted on area with different environment of Mwala and

not Makadara and which will focus on Chemistry subject and

not the entire KCSE exam.

39

Odhiambo (2012) conducted “ school-based factors influencing

students’ performance in KCSE in Homa Bay district Kenya”

The objectives of the study were to determine the influence

of teachers’ characteristics like professional

qualifications and to establish the influence of provision

of teaching/learning materials on students KCSE performance

in public secondary schools in Homa Bay district. The

findings of the study were that in schools where teachers

had more years of experience in teaching and had

professional qualifications, students registered better

performance and also the schools were having teaching and

learning materials such as text books, laboratory equipments

and chemicals were available, the performance in KCSE was

high. The recommendations were that Head teachers should

take their supervisory duties seriously by observing

teachers in class, checking teachers’ lesson notes and

ensuring appropriate students personnel management services

to help support in their academic work. The BOG and PTAs of

public secondary schools should also ensure provision of

40

adequate physical facilities giving priority to those basic

to academic work like laboratories and libraries. While

this study dealt with performance in general and at Homa Bay

district, this study will look at performance in chemistry

subject in Mwala district which is considered as semi-arid

area.

Kimayu (2012) conducted a study on factors influencing

performance of Geography in KCSE in Nzaui district, Makueni

County. He investigated on factors determining the effect of

teachers in performance of Geography and establishing the

resources available for teaching Geography in Nzaui

District. The findings of the study were that 80% of the

teachers considered themselves highly qualified and that 76%

reported that teachers qualification influence students

performance to a large extent and on availability of

resources for teaching Geography 80% reported that

inadequacy of resources affect students performance of Nzaui

District in Geography to a large extend. The study

recommended that schools should provide more resources such

41

as workshops, libraries and teaching aids which are

effective for teaching Geography and Teachers Service

Commission should post more teachers of Geography in schools

to reduce the high student-teacher ratio. As the study

researched on factors influencing performance in Geography,

this study will look at performance in chemistry in order to

compare whether there is similar findings in Mwala district

unlike Nzaui District.

Okoth (2011) conducted a study on” impact of resource

utilization on the performance of Physics in KCSE in public

secondary schools in Ugunja/Ugenya district, Kenya” The

objectives of the study were to determine the availability

and /or the extent of utilization of the resources to

enhance performance in KCSE physics and to determine

strategies in improving performance in Physics. The

findings of the study were that there was high shortage of

teachers teaching physics and laboratories and apparatus for

teaching physics were adequate but the apparatus were

malfunction. Also there was no resource center with

42

apparatus which can be borrowed by schools which cannot

afford to buy. On the strategies of improving performance

in physics, the findings were that physics teachers could be

motivated by attending seminars, workshops and organizing

symposia for students in addition to Principals encouraging

more interactions with other performing schools for

benchmarking and having adequate staffing of physics

teachers to reduce workload for effective teaching process.

Since that study looked on Performance in physics with

different economic activities, the current study will focus

on performance in chemistry at Mwala District in order to

investigate whether the findings would be similar.

Mutua (2010) conducted a study on “administrative

factors that influence performance in KCSE in public day

schools in Mwala district, Kenya” The objectives were to

find out the effect of learning and teaching resources on

KCSE performance and the effects of supervision of

curriculum implementation on the performance of KCSE in

Mwala district day secondary schools among others. The

43

findings of the study were that majority (79.5%) respondent

that there was adequate classrooms and furniture’s but text

books, laboratory rooms and equipment together with

libraries were Inadequate. Also there was low morale by

head teachers to supervise curriculum implementation which

lead to poor performance in KCSE exams. The study

recommended for adequate provision of teaching and learning

resources and the head teachers to mobilize resource from

different stakeholders such as Ministry of Education,

parents and CDF and at the same time to step up their

supervisory roles to ensure that teachers perform their

duties effectively and hence proper curriculum

implementation will in turn lead to improvement of KCSE

performance. The study looked on performance in general on

the year 2010 while this current study will specifically

deal with chemistry after three years from the same

district.

2.5. Studies on Performance of Chemistry in Kenya.

44

Kamau (2004) conducted a study of the factors responsible

for poor performance in chemistry among secondary school

students’ in Maragua District. The key objectives were to

find out the parents career and its influence in achievement

score, investigate the students preferred career, to find

out the availability of chemistry books and laboratory

chemicals and apparatus and the attitude of students towards

chemistry and their chemistry teacher. The findings of the

study were that girls lack role model to emulate since only

10% of teachers were involved in the study while fathers

level of education was found to influence child’s

achievement and in general parents with high educational

qualification motivate their children more than parents with

low education levels. Also although students preferred

scientific careers but their performance didn’t reflect

this. Students also aspires careers done by people of their

own gender. Chemistry books were found to be scarce making

student not to do enough practice which make them to fail.

In addition, 77.8% of the students indicated that they can

45

only score grade C and below showing that they have negative

attitude to the subject and students with such attitude

cannot perform well. The study recommended that since most

parents’ occupations are not science based, it is good to

take students out for field trips in order for them to see

the application of the subject in reality. More reading

materials should be provided to students to improve their

language and reading lessons be provided for in the

timetable. The researcher further recommended on more

research on motivation in order for students to maintain the

same inspiration and motivation throughout primary and

secondary school level of education. He also recommended for

further research on the relationship between home-related

factors and performance of students.

Orado(2009)carried a study on “factors influencing

performance in chemistry practical work among secondary

schools in Nairobi province, Kenya” The objectives of the

study were to identify factors that contribute poor

performance in practical work in secondary school chemistry

46

and to describe the procedure of conducting practical work

in secondary school chemistry. The main findings of the

study indicated that science laboratory in secondary schools

in Nairobi province were fairly equipped with basic

apparatus, chemicals and materials. Students were also

involved in a variety of practical activities in chemistry.

However, the activities the students were involved with

fostered acquisition of mainly basic scientific skills such

as experimental design but hypothesis formulation was found

to be lacking during practical work in secondary school

chemistry. On comparing the skills emphasized, both in

teaching and assessment of practical work, it was found that

the same skills were the same as those assessed by KNEC. The

study recommended that KNEC need to assess students in many

skills as possible in KCSE chemistry practical examinations.

This should include simple aspects of experimental design if

teachers were to be conditioned to also teach and assess

such skills. The study further recommended carrying out

research on other regions of the country to determine

47

whether the factors established by her research study do

apply. While her study was carried out in Nairobi, urban

area and focusing only in chemistry practical , this study

will be carried out in Mwala with rural setting and

chemistry theory and practical’s will be considered.

Chesangchepyegon(2011) did a study on “use of scientific

language in instruction and performance in chemistry: A

study of selected secondary schools of Kabarnet division,

Baringo District, Kenya” The main objectives of the study

were to determine if chemistry teachers highlight and

explain the meaning of technical terms special in chemistry

encountered during instruction, establish whether teachers

professional training and experience has any correlation

with the ability to highlight and explain the meaning of

technical terms special in chemistry subject and to

determine whether definitions and explanations of technical

terms in chemistry textbooks were sufficient, relevant and

appropriate to the intellectual level of the intended

learners. The study findings were that chemistry text books

48

used for purpose of instruction adequately define and

explain meaning of scientific terms labeling concepts, hence

not source of low performance by students in chemistry.

Chemistry teachers who participated in the study were not

able to highlight and effectively explain scientific

terminologies which label concepts. This means that they are

not keen in clarifying scientific facts and principles using

simple and clear irreducible language that can be

comprehended by learners. This led to low performance of

students and the need to organize for in-service courses and

finally the study revealed that even though the teachers

involved in the study were professionally qualified and

experienced to teach chemistry, they were not able to

highlight and effectively explain scientific terminologies

which label concepts. The study recommended that chemistry

teachers in the field be in-serviced on the role of

scientific language play and also the teachers should

include specific terms in their lesson plans and teachers

who teach languages should have constant consultation with

49

science teachers and cross-reference when handling special

terms. The study by Chesangchepyegon narrowed itself on use

of scientific language in instruction and performance in

chemistry while the current study will look on how some of

the selected variables determine the overall chemistry

performance The location of the two studies are also

different.

2.6. Summary of related literature review.

From the literature reviewed in Kenya and outside revealed

gaps to be filled in seeking better ways of improving

chemistry performance in secondary schools. The gaps

identified were: identify factors that improve performance

in one region can apply to other setting. Also teaching and

learning resources have been carried out but this study will

include influence of human resources like laboratory

technician towards students’ achievement in chemistry. Also

this study will look on the level of ICT integration in

teaching Chemistry and its influences students’ achievement

in chemistry at Mwala district which is yet to be done in

50

this district even if it may have been done elsewhere.

Therefore, the study is meant to identify determinants of

students’ achievement in chemistry in public secondary

schools at Mwala district, Machakos County.

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter shall comprise of Research Design, Study

Locale, Study Population, Sample size and Sampling

Techniques, Research Instrument, pilot Study, Data

Collection Techniques, Data Analysis and finally Logical and

Ethical considerations of the study.

3.2 Research Design

The study will adopt descriptive survey design. Borg and

Gall (1989) note that descriptive survey research is

intended to produce statistical information about the

education that interest policy makers and educators. The

study will also use an ex-post facto design because it

involves studying conditions and events that have already

51

occurred and do not exist. The chemistry performance in KCSE

under study has already occurred. The ex-post facto design

has been recommended for reasons that the research does not

have direct control of independent variable because their

existence has already occurred

3.3 Study Locale

The location of this study is at Mwala district in Machakos

County, Kenya. The selection of this area is because

chemistry performance by students of Mwala district has been

poor for repeated number of years as reflected by KCSE

examination (See table 1.1) However since the district is

very large and due to limited funds and time allocated for

the study, the research will only sample some secondary

schools of Mwala District for the purpose of this study.

3.4 The Study Population

Mwala District in Machakos County has 4 divisions namely

Mwala, Masii, Yathui and Kibauni. Currently, it has total of

61 public secondary schools offering KCSE examination (See

52

appendix iv). All the schools offer chemistry subject at

form four exams. The categories of the schools in the

district are; 5 boys’ schools, 5 girls’ schools, 7 mixed day

and boarding and 40 mixed day. Due to time and financial

constraint only the school Principal, chemistry teachers and

form 3 students taking chemistry subject will be targeted.

3. 5 Sample Size and Sampling Techniques

3.5.1 Sample Size

Gay (1992) recommends that when the target population is

not very large, the sample should be at least 20% of the

population. Consequently, the researcher will select 25

public secondary schools which represent 38% of the target

population. School Principals from the selected schools will

automatically become sample size of the Principal (38%). One

chemistry teacher from the selected school per school will

form sample size of Chemistry teachers while 10 students per

school of the sampled school will be used to give a total of

250 students. Consequently, the study will constitute 25

53

Principals, 25 Chemistry teachers and 250 Form 3 students to

give a total of 300 respondents.

3.5.2 Sampling Techniques

This study will adopt stratified sampling to select the

public schools to be included in the sample. Proportional

allocation of sample size of the public schools in each

stratum will be used. This is because the target population

is not homogenous. There are four strata in this study

comprising of different school types, namely; Boys boarding,

Girls boarding, mixed day schools and mixed day and

boarding. The requisite numbers of schools from each stratum

will be selected by simple random sampling.

The Principal from each selected school will become

automatic participant in the study. By simple random

sampling, 1 Chemistry teacher from each of the selected

school will participate in the study while 10 students from

the sampled schools will be randomly selected.

54

Table 3.1: Number of school types in secondary schools in

Mwala district.

School type Number of

schools

sample Proportion

selected

(%)

Boys 5 2 40

Girls 5 2 40

Mixed day &

boarding

7 3 42

Mixed day 40 18 40

Source: Adapted from DEOs office, Mwala district (2013)

In selection of form three to fill the instruments, simple

random selection will be used. In mixed schools, Atleast 30%

of boys and 30% girls will be selected to ensure balanced

responses from both genders.

3.6 Research instruments

55

This study will use questionnaires to gather information

from principals, chemistry teacher and form three students.

3.6.1 Questionnaires

This tool is recommended because the data gathered allow

measurement for and against a particular view point.

Questionnaires are also considered ideal for collecting data

from Head teachers, teachers and students because they could

individually read, interpret and fill them. They allow

information to be collected from larger number of

respondents within a short time and ensure anonymity and

also eliminate interviewer’s bias (Orodho, 2009).

The study will employ three sets of questionnaires:

i) Principal’s Questionnaires

This instrument (Appendix 1) will be used to collect

information from School principals. This is because

Principals are responsible in teachers’ employment, direct

purchase of school resources like ICT infrastructure,

teaching and learning resources and they determine the

entire teaching and learning environment. Head teachers

56

questionnaire will have four sections. Section A will seek

Background information. Section B will address students’

perception towards achievement in chemistry. Section C will

focus on teachers’ qualification and their experience and

how it influence students’ achievement in chemistry. Section

D will look at availability of ICT facility and other

teaching and learning resources and their use in order to

influence students’ achievement in chemistry and also

strategies used to enhance achievement in chemistry.

ii) Chemistry Teachers Questionnaires

The instrument (appendix 2) will be used to collect

information from chemistry teachers. The questionnaire will

have five sections. Section A will seek information about

general information. Section B will seek information on

students’ perception and also teachers’ perception in

teaching chemistry towards achievement in chemistry. Section

C will look on teacher qualification and Experience. Section

D will focus on availability of ICT facility and other

teaching and learning resources including laboratory

57

technician and their use. Section E will focus on strategies

used to influence students achievement in chemistry

examination.

iii) Chemistry Students Questionnaires

This instrument (Appendix 3) will be used to gather

information from students in the sample schools. The

questionnaires will have three sections. Section A will be

used to obtain general information and students’ perception.

Section B will get information about teachers’ factors.

Section C will seek information on availability of ICT

facility and teaching and learning resources and their use

towards influencing their achievement in chemistry

examination.

3.7 Pilot Study

According to Orodho (2009), piloting is done by subjecting

the Data Collection instruments to small representative

sample, identical to, but excluding the group to be

surveyed. Piloting help the researcher to improve the

58

instruments by modifying the items found to be vague,

ambiguous, unclear or irrelevant. Piloting will be done to

improve validity and reliability of research instruments.

Piloting will be carried out by selecting schools randomly.

A principal, a chemistry teacher and 10 Form 3 students from

each of the two selected schools will be given

questionnaires to fill which will later be collected. The

responses will be checked to see if they are giving the

required information. Questions that are vague, ambiguous,

unclear or irrelevant will be modified or eliminated in

readiness for actual data collection.

3.7.1 Validity

Validity is the measure of degree to which the research

instrument measures what is supposed to be measured.

Validity is established by experts’ judgment (Gay, 1992).

According to Mugenda and Mugenda(1999), the usual procedure

in accessing content validity of a measure is to use a

professional or expert in a particular field. To verify the

validity of the instrument to be used in the study, the

59

opinion of experts will be sought. The instrument will be

presented to two experts in the school of education

(supervisors) who are conversant in the area of study.

3.7.2 Reliability

Reliability is the consistency of a measuring device over

time. Orodho (2009) define reliability as the degree to

which an instrument measures the same way each time it is

used under the same conditions with the same subjects. The

Test-retest method of assessing reliability of data involves

administering the same instrument twice to the same group of

subject (Mugenda. 2008).Test retest reliability will be used

in the study to measure the reliability of the instruments.

A test-retest method will be applied by administering the

questionnaires to the subjects in the two schools within the

population sample in Mwala District. After two weeks, the

questionnaires will be administered to the same people and

the results of the two will be compared for similarity or

closeness. Spearman Correlation coefficient will be used to

test for similarity or closeness.

60

3.8 Data Collection Techniques

This study will make use of questionnaires to collect data.

The questionnaires will be developed and then printed in

time. A preliminary visit will be made to each school to

inform the Principal of the intended research. The

researcher will introduce himself and explain the purpose,

aims and significance of the study to the Principal. He will

then request the Principal to make relevant teachers and

students aware of the study. A date to administer the

instruments will be agreed upon. Questionnaires will then be

distributed directly to the respondents in each school by

the researcher during normal school days. Respondents will

be given instructions and assured of confidentiality, after

which they will be given time to fill in the questionnaires.

The researcher will then issue the questionnaires to the

respondents for the purpose of filling the instruments in

order to carry out analysis.

3.9 Data analysis

61

After all the data is collected, cross-checking of all

instruments will be done to determine inaccurate, incomplete

or unreasonable data and then improve the quality through

correction of detected errors and omissions. Data coding

will be done as per objectives of the study and then entered

in a computer for analysis. Data analysis procedure will

involve both quantitative and qualitative procedures.

According to Gay (1992), Descriptive survey is commonly

represented by use of frequency tables, graphs, pie-charts

means, calculation of percentages and tabulating them

appropriately. Quantitative data will be analyzed using

Descriptive statistics such as frequency tables, means and

percentages, charts and bar graphs. Qualitative data will be

analyzed using content analysis. This will be based on

analysis of meaning and implications emanating from the

respondents’ information and comparing responses to

documented data on methods of improving chemistry

achievement. The qualitative data will be presented

thematically in line with the objectives of the study. This

62

method is chosen because the data is categorized into themes

in relation to the opinions, views and perception of the

respondents. This method is quick and easy when employed in

analyzing oral interviews as well as questionnaires which

are the key instruments in data collection for the study.

3.10 Logical and Ethical Considerations

The researcher will seek permission to conduct research in

the district by getting research permit from the ministry of

Basic Education after obtaining a letter of endorsement from

Kenyatta University authorities. The offices to seek

permissions will include Ministry of Higher Education,

Science and Technology, NCST and from County Director of

Education and District Education offices (DEO). Permission

will be granted by DEOs’ office at Mwala. Copies of research

permit and letter from DEO will be presented to the

Principals’ of the selected schools to request for data

collection

The Principal, Chemistry teachers and students will be given

questionnaires to fill while the researcher is waiting. The

63

researcher will request the respondents to fill the

questionnaires assuring them of anonymity, privacy and that

the data so collected will be used for this research study

only and will be handled in strict confidence. The

respondents will also be assured that no other person other

than the researcher will have access to the information

collected.

The researcher will also follow the correct procedure of

obtaining informed consent to collect data from DEOs’ office

and from school authorities in all the visited schools.

Hence the respondents will be assured of confidentiality,

anonymity and there will be informed consent.

64

BIBLIOGRAPHY

Adesoji, W. (2008). Students, teacher and school environmentfactors as determinants of Achievement in seniorsecondary school chemistry in Oyo estate, Nigeria.

Balinda, M.A.(1999). “Factors leading to poor Academic Performance in public secondary in Goma, Democratic Republic of Congo” Nairobi;

Unpublished Project, CUEA Press.

Borg, R.W.,& Gall, M.W.(1989). Educational Research; anintroduction

Longman Inc. New York.

Caleb, M. (2005). “Factors influencing students academic Performancein communal Factors influencing students academic Performancein communal college of Butaganzwa commune in Kayanza

province, Burundi”. Unpublished Project, CUEA press

65

Chesangchepyegon, C. (2011). Use of Scientific Language inInstruction and Performance Unpublished Masters inEducation Research Report, K.U

Edmwonyi-out, L. (2011). The Challenges of EffectiveTeaching of Chemistry

A case study Department of Chemical Engineering AlmaduBello University Zaria, NigeriaPublished: 25th June, 2011

Farrel, G. (2007). A Survey of ICT in Education in Kenya. Washington DC. inforDev/World Bank

Gay,L.R.(1992). Educational Research: Competences for analysis and Application

(4TH Edition). Columbus: Merill.

Glennerster,R.Kremer, M., Mbiti,I.& Takavarasha, K. (2011).Access and Quality in the Kenya Education System. AReview of the progress, challenges and potential solutions

Government of Kenya (2005). Kenya education sector programme 2005-2010. Delivering quality education and to all Kenyans. Nairobi. Government Printers Retrieved from

http://planipolis.iiep.unesco.org/upload/kenya/kenya%020KESSP%20FINA 2005.pdf on 19th Feb, 2013

Government of Kenya(2007). Kenya Vision 2030: A globally competitive and prosperous Kenya. Retrieved on 19th Feb, 2013 from.

http://www.kilimo.go.ke/kilimodocs/pdf/Kenyavision2030final.pdf

66

Harbison, F. (1973). Human Resources as the wealth ofNations New York: Oxford University Press, 1973,3.

Kabala, W.O. (2012)”School – Based factors influencingstudents Academic Performance at Kenya Certificate ofSecondary Education in Makadara District, Kenya”

Unpublished Masters in Education Research Report,University of Nairobi

Kamau, D. M. (2004). A study of the factors responsiblefor poor performance in Chemistry among secondary schoolstudents in Maragua district, Kenya

Unpublished master’s Thesis, Kenyatta University

Karande, S. & Kulkarini. M(2005). “Causes of poor schoolperformance, Indian journal of Pediatrics, Chaudhuni Foundations, Co-published by Springer, India”. Volume72, No.11 November,2005.

Kariuki, G. (2009). Growth and Improvement of InformationCommunication Technology in Kenya (ElectronicVersion) International Journal

Kenya Institute of Education [KIE] (2005).Secondary EducationSyllabus. Vol2. Nairobi

Ministry of Education Science and Technology/KenyaInstitute of Education

Kenya Institute of Education, (2009). About the Kenya Institute of Education

Retrieved from:http://www.kie.ac.ke/about/index.php on 19th Feb, 2013

Kenya National Examination Council, (2008). KNEC.http://www.examscouncil.or.ke.

Retrieved on 19th Feb, 2013

67

Kenya National Examination Council (2010). The Kenya Nationalexamination Council:

The year 2009 KCSE Examination report:Nairobi:KNEC

Kenya National Examination Council (2011). The Kenya Nationalexamination Council:

The year 2010 KCSE Examination report:Nairobi:KNEC

Kenya National Examination Council (2012). The Kenya Nationalexamination Council:

The year 2011 KCSE Examination report:Nairobi:KNEC

Kibet, C. P.,Kipkorir, B. P. & Rerotich, K. G. (2013).Nature and Interaction During Laboratory Teaching and Learning ofSecondary School Science by Teachers and Students in Kenya.

International Journal of Advanced Research (2013)volume 1, issue 4, 92-103.

Kimayu, R.M. (2012). “Factors influencing performance in Geography in KCSE in Nzaui district, Makueni County”. Unpublished Masters in Education, Research

Kubahari,C.I. Richond(2005); “Factors responsible for poor performance in primary schools’ National Exams In Mromero District of Morogoro region, Tanzania”.

Nairobi CUEA Press

Ministry of Education, (2008). About the ministry http://www.education.go.ke/Resources.htm. Retrieved on19TH Feb, 2013

Ministry of Education Science and Technology. (2005).Session Paper No.1 2005

Government Printer 2005 Nairobi

68

Mugenda, A.G.(2008). Social Science Research: Theory and Principles.Applied

Research and Training Services. Kijabe PrintingPress.

Mugenda, O.M. and Mugenda, A.G.(1999). Research Methods:Quantitative and

Qualitative approaches African Centre for TeachingStudies(ACTS). Nairobi

Kenya.

Mutua, J. M. (2010). “Administrative factors that influenceperformance in KCSE in Public day schools in MwalaDistrict, Kenya”.

Unpublished Master in Education, Research Report, UoN.

Njenga, a. & Kabiru,M. (2009). Research, monitoring andEvaluation.

Focus Publishers Ltd.

Nui, N. W. &Wahome, A. N. (2006). SMASSE Project. SMASSE.Retrieved from:

http://www.criced.tsukuba.ac.jp/maths/symp_2006/nui.pdf Retrieved on 19th Feb, 2013

Nyongesa,B.J.M .(2007). Educational Organization and ManagementNairobi Jomo Kenyatta Foundation

Odhiambo, J.O. (2012). “school-based factors influencing studentsperformance in KCSE in Homa Bay District, Kenya”. UnpublishedMaster in Education Research report,

UoN.Ojiambo, P. O. (2009). Quality of Education and its’ Role inNational Development: A Case Study of Kenya’s Educational Reforms. Kenya’s studies Review:1, 1, 138- 149.

69

Okoth, B.K. (2011). “Impact of Resource utilization on the performance ofphysics in KCSE in Public Secondary schools in Ugunja/Ugenya District, Kenya”

Unpublished Masters in Education Research Report Kenyatta University, Nairobi

Orodho, J.A.(2009). Techniques of writing research Proposal and Reportsin Education and Social Sciences Kanezja Publisher, Maseno, Kenya

Orado, G. (2009). Factors influencing Performance inchemistry practical work among secondary schools inNairobi province, Kenya

Unpublished Masters in Education Research Report,Kenyatta University, Kenya.

Psacharopoulos,G. & Wood hall, M.(1985). “Education fordevelopment: An Analysis of Investment choices”, New York: OUP

Psacharopoulos,G.|(1988). Education and Development: AReview (Washington, DC: World Bank, 1988

UNESCO,(2008). UNESCO Institute for Statistics. UU Statistics in Brief.

Retrieved March 12,2008. http://www.stats.uu.unesco.org/unesco/Tableviewer/

document.

Waema, M. I. (2005).A brief History of the development of anICT Policy in Kenya ICT policy making in East Africa (pp.25-43) Naoribi: East Africa Educational Publishers Ltd.

Wainaina, R.M. (2005); “Causes of Poor Performance of Day Scholars in KCSE Exams in Kiambu Division of Kiambu District, Nairobi”. Nairobi; CUEA Press

Waititu, M. M.& Orado, G. N.(2009). Managing teachers and the instruction of mathematics and sciences Lessons from the SMASSE experience in capacity development.Workshop on Science & mathematics, 2009 January 29-Febr=, 6.

70

Tunis. Nairobi.

Winberg, M. (2006). Research Thesis; On simulation in University Chemistry Education Cognitive and Affective Aspects. Umea University

Retrieved from: http://www.diva.portal.org/umu/thesis/searchresult.sq

APPENDICES

APPENDIX 1: PRINCIPAL’S QUESTIONNAIRE

My name is Musyoki L., a teacher and a post-Graduate student

at Kenyatta University, Department of Educational

Management, Policy and Curriculum Studies. I am carrying out

a research on determinants of performance in Chemistry and

proposed strategies in Public Secondary schools of Mwala

district, Machakos County, Kenya. Your school is among those

chosen for this research. Kindly you are requested to answer

all the questions in each section honestly. The responses

provided here will only be used for this study.

This Questionnaire has four Sections

71

SECTION A: Background information.

Fill in the gaps or tick (√) inside the box where

appropriate.

1. What is your gender?

Male Female

2. How many streams are in your school?

Single Double Triple More

than triple

3. How many teachers are in your school? Males

Female

4. How many students are in your school? Boys Girls

5. What is your highest academic qualification?

Diploma Bachelors Degree Masters Degree

Any other, specify ____________

6. How many years have you been teaching?

1-5 6-10 11-15 16-20

Over 20

SECTION B: Students perception towards Chemistry subject

72

Tick (√) inside the box where appropriate

7. In your opinion, what is students’ perception towards

chemistry subject?

Positive Negative

8. How would you rate the performance of chemistry by

students compared to the other subjects in KCSE examination?

Better same as others bad

worse

9. (a)What is your school KCSE mean score in overall and in

chemistry from 2009 to 2013 years? Tick (√) where

appropriate in the table

Mean ScoreYear 1.0-

3.0

3.1-

5.0

5.1-

7.0

7.1-9.0 Above

9.0Overall

KCSE

performance

20092010201120122013

KCSE

Chemistry

20092010

73

Performance 201120122013

(b)From the table above, has the students’ perception

towards chemistry contributed mean scores in the achievement

of chemistry examinations?

10. Does the students’ perception in chemistry influence the

achievement in chemistry examination? Yes No

SECTION C: Teachers Qualification and experience.

In this section you are required to tick the appropriate

response

11. Do you have enough teachers to teach chemistry subject

in your school?

Yes No

12. How can you rate the workload of chemistry teachers in

school?

Heavy Moderate Low

74

13. What is the average number of years has your chemistry

teachers been teaching chemistry?

1-4 5-8 9-12

13-16 Over 16

14. How frequent do your teachers for chemistry attend in-

service, seminar or workshop for chemistry training on

yearly basis?

Often Moderate Rarely

Not at all

15. This question consists of statement with scale 1 to 5 in

a grid. It is about level of academic qualifications and

teaching experience of chemistry teachers. Please tick (√)

once, the response that is closely to your opinion about the

statement:

Adequately qualified /experienced Chemistry teachers

prepare students very well towards passing in chemistry at

KCSE examination.

1- Strongly agree 2- Agree 3- Disagree 4= Strongly disagree

5= Neither agree nor disagree

1 2 3 4 5Masters

75

(a) Academic

Qualification level

DegreeDiplomaUntrained

(b) Teaching

experience in years

1-45-89-1213-16Above 16

16. In your opinion, does the level of academic

qualification of chemistry teachers determine students

achievement in chemistry?. Yes No

(b) If your answer in (a) above is yes, indicate the level

which influence most the chemistry achievement

________________________

SECTION D: Availability if ICT facilities and Teaching and

learning resources and their use in influencing students

achievement in chemistry.

17. This question investigates the extent of various

resources availability and their usage in your school. It

consists of statements with scales 1 to 5 in a grid. Please

tick (√) once the response that is close to your opinion

about each statement

76

1=strongly agree 2= Agree 3=Disagree 4=strongly

disagree 5= neither agree nor disagree

Statement 1 2 3 4 5

a

)

ICT facility and Teaching/learning resources

availability

There is computer laboratory with enough working

computerI ensure chemistry teachers attend ICT

workshops/seminars when invitedCDs and e-Books for chemistry are adequately

availed to teachersI ensure there is adequate chemistry text books for

all formsI avail adequate chemistry revision papers/booklets

to teacher & studentsThere are adequate laboratories for teaching

chemistry for all classesThere are adequate chemicals and apparatus to do

chemistry practical’s

77

There adequate classrooms/library for teaching and

revision toward examThere are adequate charts and models for teaching

chemistryb

)

Use of ICT facilities and Teaching and Learning

resources

1 2 3 4 5

Chemistry teachers are well trained to teach

chemistry using ICT facilitiesI ensure chemistry teacher incorporate ICT, by use

of CDs and computer to teach chemistryI ensure learners use textbooks & revision

materials for adequate preparations towards examsI ensure chemistry practical’s are done frequently

for better understandingChemistry teachers use models and charts while

teach to improve understanding ability of learners.Learners make adequate use of classrooms and

library for revision to facilitate confidence

during chemistry exams18. Do you agree with the following statements?

(a) Use of ICT materials in teaching chemistry enhances

students’ achievement in chemistry examination? Yes

No

78

(b) Laboratory technician is vital in enhancing students’

achievement in chemistry examination.

Yes No

(c) Laboratory technician need to be trained and qualified

to influence students achievement in chemistry examinations

Yes No

19. List down some ways that your school use to improve

students achievement in chemistry examination

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________

18. Suggest other ways/strategies that can be used to

improve students’ achievement in Chemistry examination

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________

END

THANK YOU FOR PARTICIPATING IN THIS STUDY

79

APPENDIX II: TEACHER’S QUESTIONNAIRRE

My name is Musyoki L., a teacher and a post-Graduate student

at Kenyatta University, Department of Educational

Management, Policy and Curriculum Studies. I am carrying out

a study on determinants of performance in Chemistry and

their proposed strategies in Public Secondary schools of

Mwala district, Machakos County, Kenya. Your school has been

chosen for this study among those. Kindly you are requested

to answer all the questions in each section honestly. The

responses provided here will strictly confidential and will

be used for this study.

This Questionnaire has four Sections

SECTION A: General information

Fill in the gaps or tick (√) inside the box where

appropriate.

80

1. What is your gender?

Male Female

2. How many lessons do you have per week?

Below 15 16-20 21-25 26-

30 above 30

3. (a) Apart from chemistry, is there other subject that you

teach in form 3 and/or form 4?

Yes No

(b) If your answer in 3(a) above is yes, specify the

subject__________________

SECTION B: Students perception towards achievement in

chemistry examinations

Fill the spaces or Tick (√) where applicable

5. In your opinion, what is the attitude of students toward

chemistry?

81

Positive Negative Neither

positive nor negative

6. Do you like teaching chemistry? Yes No

7. How would you rate your students in terms of students

achievement in chemistry compared to other science subjects

in KCSE examination?

Better Good. Same as others

Worse

8. (a) In your opinion, do you think the perception of

students in chemistry affect its achievement in

examinations? Yes No

(b) If yes in 8. (a) Above to what extent does the

students’ perception affect chemistry achievement?

Small medium Large

SECTION C: Teachers Qualification and Experience.

In this section, Tick (√) where appropriate

9. What is your highest level of academic qualification?

Diploma Bachelors Degree Masters

any other, specify_______________

82

9. How long have you been teaching chemistry (in years?)

1-5 6-10 11-15

over 15

10. How many years have you taught form 3 and/or form 4

classes

1-5 6-10 11-15

over 15

11. What is your frequency in attending in-service training,

seminars and/or workshop for chemistry on yearly basis?

Often Moderate Rarely

never

12. By use of tick (√) in the table below, which response

is close to your opinion about the following

statements?

a) Teachers’ level of academic qualification determines

students’ achievement in chemistry examination at

secondary school.

Strongly agree Agree Disagree

strongly disagree Not sure

83

b) The number of years spent by chemistry teachers while

teaching chemistry determines students’ achievement in

chemistry examination.

Strongly agree Agree Disagree

strongly disagree Not sure

c) The frequency of attending in-service training,

chemistry workshops and seminars has direct

relationship on students’ achievement in chemistry

examination.

Strongly agree Agree Disagree

strongly disagree Not sure

SECTION D: AVAILABILITY IF ICT FACILITIES AND TEACHING AND

LEARNING RESOURCES AND THEIR USE IN INFLUENCING

CHEMISTRY PERFORMANCE

16. This question investigates the extent of various

resources availability and their usage in your school. It

consists of statements with scales 1 to 5 in a grid. Please

84

tick (√) once the response that is close to your opinion

about each statement about your school.

1=strongly agree 2= Agree 3=Disagree 4=strongly

disagree 5= neither agree nor disagree

Statement 1 2 3 4 5

a) Availability of Various ICT facility and Teaching/learning resources

i There is computer laboratory with enough working computer

ii Chemistry teachers attend ICT workshops/seminars when invited

ii

i

CDs and e-Books for teaching chemistry areadequately availed to teachers

iv There is adequate chemistry text books for all forms

v There is adequate chemistry revision past papers/booklets for students

vi There are adequate laboratories for teachingchemistry for all classes

vi

i

There are adequate chemicals and apparatus to do chemistry practical’s

vi

ii

There is adequate classrooms/library for teaching and revision toward exam

ix There are adequate charts and models for teaching chemistry

b) Use of ICT facilities and Teaching and Learning resources

85

i Chemistry teachers are well trained to teachchemistry using ICT facilities

ii Chemistry teacher incorporate ICT, by use of CDs and computer to teach chemistry

ii

i

Learners use textbooks & revision materials for adequate preparations towards chemistryexams

iv Chemistry practical’s are done frequently for better understanding

v Chemistry teachers use models and charts while teaching to improve understanding ability of learners.

vi Learners make adequate use of classrooms andlibrary for revision to facilitate confidence during chemistry exams

17. (a) Have you acquired adequate knowledge and skills

through seminars and training to handle and incorporate ICT

in teaching and learning of chemistry? Yes No

(b) If your answer in 17(a) above is Yes, to what

extent do you incorporate ICT in teaching and learning of

chemistry during the lesson?

Always moderate Rarely never

18. Do you agree that use of ICT in teaching and learning of

chemistry influence students achievement in chemistry

examination?

86

Strongly agree Agree Disagree

strongly disagree Not sure

19.(a) Does your school have a chemistry laboratory

technician? Yes No

(b) If your answer in (a) above is yes, is s/he Trained

and qualified? Yes No

20. By use of tick (√) indicate whether the following

statements are true (T) or false (F)

a) Chemistry textbooks and revision booklets/papers

determine greatly students’ achievement in chemistry

examination. T F

b) Lack of laboratory and chemicals and apparatus in

taking practicals does not affect students’ achievement

in chemistry examinations. T F

c) Laboratory technician is vital in determining

students’ achievement in chemistry examination. T

F

87

d) A laboratory technician should be trained and

qualified in order for him/her to influence students’

achievement in chemistry examinations. T F

SECTION E: STRATEGIES USED TO INFLUENCE STUDENTS

ACHIEVEMENT IN CHEMISTRY EXAMINATION

21. Mention some ways that you use to improve students

achievement in chemistry examination.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________

17. In your opinion, what are the methods used by students

in your school to enhance achievement in chemistry

examinations?

____________________________________________________________

____________________________________________________________

88

____________________________________________________________

____________________________________

18. Suggest other ways/strategies that can be used to

improve students’ achievement in Chemistry in KCSE

examinations

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________

END

THANK YOU PARTICIPATING IN THIS STUDY

APPENDIX III: STUDENT’S QUESTIONNAIRE

My name is Musyoki L., a teacher and a post-Graduate student

in Kenyatta University, Department of Educational

Management, Policy and Curriculum Studies. I am carrying out

a study about determinants of students’ achievement in

89

Chemistry and proposed strategies in Public Secondary

schools of Mwala district, Machakos county, Kenya. Your

school is among those chosen for this study. Kindly you are

requested to answer all the questions in each section as

honest as possible. The responses provided here will be

strictly confidential and will be used for this study.

This Questionnaire has three Sections

SECTION A: GENERAL INFORMATION AND STUDENTS’ PERCEPTION

Fill in each gaps or tick (√) inside the box where

appropriate.

1. What is your gender? Male

Female

2. Chemistry is easier than other science subjects

Strongly agree Agree Disagree

Strongly disagree Undecided

3. (a)To what extent do you like Chemistry?

Very much Moderate Very little

Not at all

b) What influences your feeling in 3(a) above?

90

How is taught Chemistry content/questions

Chemistry teacher

Any other,

specify_____________________________________________________

4. (a) Of the three sciences; Biology, Physics and

Chemistry, which would you like to be made compulsory in

your school?

Biology Physics Chemistry

b) Give reason for you answer in 4(a) above.

____________________________________________________________

____________

5. To what extent do you agree with this statement, “My

perception towards chemistry determines my achievement in

chemistry examination?”

Strongly agree Agree Disagree

Strongly disagree Undecided

SECTION B: INFORMATION ABOUT TEACHER FACTORS

91

Fill in each gaps or tick (√) inside the box where

appropriate.

5. Since you joined your school, how many teachers have

taught you chemistry?

1 2 3 4

over 4

6 (a) How do you rate your school in terms of general

performance in exams

Very good Good Average Poor

Very poor

(b) How do you rate your school in terms of Chemistry

performance?

Very good Good Average Poor

Very poor

7 a) How frequently are you given test/exams for chemistry

on term basis

Always Moderate Rarely Not at

all

92

b) After you do a test, do you revise the questions not

understood either alone or with your teacher? Always

Moderate Rarely Not at all

8. To what extent do you agree with this statement?

“My Chemistry teacher assists me much towards achievement

in chemistry examinations”

Strongly agree Agree Disagree Strongly

disagree Neither agree nor agree

SECTION C: AVAILABILITY IF ICT FACILITIES AND TEACHING AND

LEARNING RESOURCES AND THEIR USE IN CHEMISTRY

9. This question consists of statements with scale 1 to 5

in a grid. Please tick (√) once the response that is close

to your opinion in each of the statement about your school.

1=strongly agree 2=Agree 3=Disagree 4=strongly disagree

5=not sure

For example

1 2 3 4 5Chemistry revision materials are √

93

adequate in my schoolIn this case the respondent mean that Chemistry revision

materials are plenty in the school

I.e. every student can be able to get chemistry revision

material any time without problem.

a) Availability of Various ICT facility and

Teaching/learning resources

Statement 1 2 3 4 5I There is computer laboratory with enough working

computer in my schoolii The teacher(s) can teach or use computer to

teach Chemistry without problemii

i

There are adequate CDs and e-Books for teaching chemistry with computers

iv There are adequate chemistry text books for all forms in my school

V There is adequate chemistry revision past papers/booklets for students

vi There is adequate laboratories for teaching chemistry

vi

i

There are adequate chemicals and apparatus to do chemistry practical’s

vi

ii

There is chemistry laboratory technician in our school

b) Use of ICT facilities and Teaching and Learning resources

94

1=strongly agree 2=Agree 3=Disagree

4=strongly disagree 5=not sure

Statement 1 2 3 4 5

i Chemistry teachers sometimes use computer

lab to teach chemistry

i

i

Learners are sometimes allowed to use

ICT, by use of CDs and materials stored in

computers to learn chemistry

i

i

i

Learners use textbooks & revision materials

for adequate preparations of their

chemistry exams

i

v

Use of ICT materials like CDs among others

assist in improving students achievement in

chemistry examinations

v Chemistry practical’s helps much towards

students achievement in chemistry

examination

v

i

Laboratory technician play a good role

towards students achievement in chemistry

95

examination

10. In your opinion, give reasons that contribute to low

achievement by students in chemistry examinations

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________

11. Mention some ways that you use to improve your

achievement in chemistry examination.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________

96

12. Suggest other ways that can be used to improve students’

achievement in chemistry examination.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

________________________________________________

END

THANK YOU PARTICIPATING IN THIS STUDY

APPENDIX IV: TIME FRAME

EVENT TIME FRAMEDeveloping Concept Paper December, 2012- End of

February, 2013Proposal Writing April, 2013- May, 2014Data Collection June, 2014- August, 2014First rough draft September, 2014

97

presentationSecond Rough draft

presentation

October, 2014

Third Rough Draft

Presentation

November, 2014

Final Submission of Project

copy

November, 2014

Graduation December, 2014

APPENDIX V: BUDGET

ITEM DESCRIPTION ESTIMATED AMOUNT(SHs)Developing Concept Paper 5,000Proposal Writing 15,000Developing data collection

instrument

20,000

Research assistant expenses 10,000Data collection exercise 35,000Rough draft writing (three

times)

45,000

Final project work

compiling

10,000

Miscellaneous 10,000TOTAL 150,000