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Title: | ASSESSMENT OF LEARNER CENTRED TEACHING AND LEARNING APPROACHES IN MATHEMATICS AND SCIENCE SUBJECTS IN SECONDARY SCHOOLS IN GATUNDU NORTH DISTRICT |
Authors: | Gachuhi, Samuel K. |
Keywords: | LEARNER CENTRED TEACHING, ASSESSMENT LEARNING APPROACHES--MATHEMATICS LEARNING APPROACHES--SCIENCE SUBJECTS SECONDARY SCHOOLS GATUNDU NORTH MED THESIS - THE CATHOLIC UNIVERSITY OF EASTERN AFRICA |
Issue Date: | 4-Mar-2015 |
Abstract: | The main objective of the study was to assess the extent of use of learner centered teaching and
learning approaches in mathematics and science subjects in secondary schools in Gatundu North
District of Kiambu County in Kenya. The target population for the study was principals, teachers
and students in secondary schools in Gatundu North District. The study used a combination of
quantitative and qualitative approaches to determine the extent of learner centred teaching and
learning in secondary schools in Gatundu North district. Survey research design was used for the
study. The study used questionnaires and interview schedules to collect data from the
respondents. Data analysis was done using Statistical Package for Social Sciences (SPSS)
version 17; where descriptive statistics such as frequencies, percentages, means and standard
deviations were used to analyze the data. Out of the 250 respondents targeted by the study, 227
responded (182 students, 38 teachers and 7 principals). The study found that learner centered
approach such as the use of activities, questions and answers, discussions and group work were
used to a large extent in the teaching and learning of mathematics and sciences. Question and
answer method was also used to a large extent in teaching sciences and mathematics. On the
attitude, the study found that Principals strongly agreed that teachers of mathematics and science
subjects are interested in their work and that agreed that teachers enjoyed demonstrating
activities/experiments to their students and those teachers enjoyed performing
activities/experiments. On attitude of students, the study also found that students strongly agreed
with the statements that they were interested in learning science subjects, enjoyed performing
experiments in science subjects, liked to be asked questions, they are interested in group work
and that they performed well in mathematics and science subjects, (mean score between 4.1-5.0).
The study found the following to be factors affecting the use of learner centered approaches:
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negative attitude towards the subjects, lack of revision, lack of consultation between student and
teachers, missing of lessons by teachers, lack of teacher subject mastery, inadequate laboratories,
inadequate text books and few practical lessons. The study concluded that learner centered
approach such as the use of activities, questions and answers, discussions and group work were
used to a large extent in the teaching and learning of mathematics and sciences. The study also
concluded that head teachers and students have a positive attitude towards learner centered
approaches to teaching and learning of Mathematics and science subjects. The study
recommended that teachers should be trained further to encourage them to use learner centered
methods as it is perceived to be the most effecting method of teaching and learning mathematics
and science. It was finally recommended that another study be done to assess the effect of
facilities teaching and learning which not a concern in this study was. |
Description: | I the undersigned declare that this Thesis is my original work and has not been presented for any
academic award in any university in Kenya or any other part of the world. |
URI: | http://localhost/xmlui/handle/1/110 |
Appears in Collections: | Theses and Dissertations
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