MEM Theses and Dissertations (2018)

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    Factors affecting science subject performance in public primary schools in Westlands sub-county, Nairobi County
    (Strathmore University, 2018) Kamutu, Susan Nyambura
    The purpose of this study was to determine factors that influence the performance of Science subject in public primary schools, Westlands sub-county. The study used Porter’s et al. (2008) approach on leadership and Dzama’s (2012) approach. The approach focusses on the effect of teaching and learning materials on performance of Science, how the head teacher’s professional leadership affects performance in Science, how syllabus coverage affects pupils’ performance in Science, and to assess the pupils’ attitude towards Science. The study was guided by the constructivist theory as postulated by Jean Piaget (1934). The target population was all the 25 public primary schools in the sub-county. The sample size was 8 head teachers 40 Science teachers and 142 pupils. Questionnaire sets were used to collect the required information. Secondary data on performance was collected from the District Education office. Data was analysed by the use of the Statistical Package for Social Sciences (SPSS) version 24. Spearman rank-order correlation was used since the data was ordinal. It was established that Science was the worst performing subject over the past six years, provision of teaching and learning resources for Science directly influenced performance, School leadership positively affected performance, and syllabus coverage did not significantly contribute to the learners’ performance. Learners had a positive attitude towards Science. The study recommended that MOEST provides adequate capitation grants to schools for the procurement of teaching and learning resources for Science, particularly for the practical lessons. Further research was suggested on the appropriate methodologies for teaching Science at primary school level.
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    A Case study investigating ways to improve the science learning environment to foster teaching and learning in the primary section of borough school
    (Strathmore University, 2018) Gitonga, Juliana
    The purpose of this case study research was to investigate ways to improve the science learning environment to foster teaching and learning in the primary section of Borough School. The study addressed the science room as a tool for learning with a special emphasis on content, process and structure of the room. The first stage was to assess the situation of the learning environment and find the suggestions required to lead to an improvement. Both students and pupils of Borough school were involved in this assessment. The second stage involved looking for ways towards the desired improvement with the support of the teachers of science in the school. The improvement suggested for the science room was implemented and its effects assessed towards the end of the study. The outcomes of the research in terms kthe room, relationships, instructional materials, knowledge and skills) with its appropriate sub-aspects were identified as critical in fostering teaching and learning of science. The improvement enhanced the attitudes, relationships, knowledge and skills of teachers and is hoped to enhance the performance of the pupils at the national exam. It also archived the materials and resources, in one place for ease of use and to encourage use, order and organization of the room by all members of science panel in the school. Since the study is a case study research, the outcomes of this research can be used to develop a quantitative study of a number of schools to check whether the aspects and sub-aspects identified as critical pillars in the teaching and learning of science can be generalized to a wider population. Case study research methodology was used involving teachers and students of Borough School as sources of evidence for the study. The study found that to improve the teaching and learning of science, the learning conditions for the students and teacher preparedness should be improved as well as focus attention on improving teacher quality and the social environment in the school.