INFLUENCE OF STRENGTHENING MATHEMATICS AND SCIENCE EDUCATION (SMASE) IN-SERVICE TRAINING ON STUDENTS’ ACADEMIC PERFORMANCE IN CHEMISTRY IN PUBLIC SECONDARY SCHOOLS IN NAMBALE SUB-COUNTY, BUSIA COUNTY, KENYA

Abstract

ABSTRACT The aim of the study was to determine the impact of Strengthening Mathematics and Science Education (SMASE) in-service training on students’ academic performance in Chemistry in public secondary schools in Nambale sub-county. Bertalanffy’s Systems theory was adapted. The study answered the following questions: How does activity-centred teaching and learning process influence learners’ performance in Chemistry in Kenya Certificate Secondary Education (KCSE) examination in Nambale sub-county? How does student-centred teaching and learning process influence learners’ performance in Chemistry in KCSE examination in Nambale sub-county? How does the use of experiments in teaching and learning process influence learners’ performance in Chemistry in KCSE examination in Nambale sub-county? How does improvisation in teaching and learning resources influence learners’ performance in Chemistry in KCSE examination in Nambale sub-county? A mixed method approach was adapted using Convergent Mixed Methods Design. The target population comprised of 21 principals, 43 Chemistry teachers, 21 Heads of Department (HoD) science, 4 SMASE trainers and 1 Quality Assurance and Standards Officer (QASO). To obtain a study sample, 20 out of 21 public secondary schools were sampled, 4 principals, 3 HoDs, 2 SMASE trainers and 1 QASO were purposively sampled. Stratified random sampling was used to get 39 Chemistry teachers. The study had 49 (54.44 %) respondents. Questionnaires were used to collect quantitative data while interview guides were used to collect qualitative data. Quantitative data was analysed using descriptive statistics and analysed by use of Statistical Package for Social Scientists (SPSS) version 26, while thematic analysis was used for the qualitative data. The researcher observed ethical considerations at all stages of conducting the study. From the findings of this study, it appears that activity-centred, student-centred, experiment use and improvisation of resources (ASEI) principles did not have a significant influence on learners’ academic performance in KCSE examinations in Nambale sub-county. However, based on the respondents, there was a strong agreement in the application and use of ASEI principles in teaching and learning processes, but this contradicted the real outcome in KCSE examinations results in Nambale sub-county. According to the study participants, students’ academic performance in chemistry in public secondary schools in Nambale sub-county was slightly influenced by use of experiments in teaching and learning process (ETLP) as well as studentcentred teaching and learning process (SCTL) in which both had a higher mean score of 4.8 on a scale of 5. The study concluded that there is generally poor performance in Chemistry KCSE examination in Nambale despite of SMASE training. The study recommends that the government should enhance the support towards SMASE programme to realize the gains from it in the education sector.