INFLUENCE OF SOCIO-CULTURAL FACTORS ON THE TRANSITION RATE OF GIRLS IN SECONDARY SCHOOLS IN MANDERA EAST SUB-COUNTY KENYA

Abstract

Chemistry plays a critical role in development of thinking skills, creative problem solving, precise communication as well as teamwork skills for 21st century socioeconomic development. Despite Chemistry playing an important societal role, students continue to perform poorly in Chemistry in national examinations. In Mukaa Sub-County of Kenya, very few students attained the required grade of C+ in Chemistry. The study’s main aim therefore was to assess factors influencing Chemistry performance in KCSE among learners in public secondary schools in Mukaa Sub-County. The study assessed how: Student’s attitude, teacher motivation, teaching and learning resources influence Chemistry performance in KCSE among learners in public secondary schools in Mukaa Sub-County. The study was founded on social cognitive theory, self- efficacy theory as well as Plato and Socrates’ perspectives on teaching and learning. It targeted School headteachers, Chemistry teachers and Form Four students from all the public secondary schools in Mukaa Sub-county. Slovins formula was used to come up with a sample of 12 secondary schools out of the 42 public schools in Mukaa sub county. From each of the schools, purposive sampling was used to select head teachers, Chemistry teachers and students. The study therefore had a sample of 156 respondents comprising 12 head teachers, 24 teachers of Chemistry, and 120 form four students who take Chemistry in those schools. Students were selected among the students in the previous end-of-term examinations. Questionnaires were used to collect data. SPSS were used to aid in data analysis. Descriptive statistics comprising frequencies, percentages, mean and standard deviation were used to organize findings. Chi-square tests were used to establish relationships. Tables were used to present the study findings. The study found that students generally had negative attitudes towards chemistry subject terming it as a complex subject. Majority of students were from poor backgrounds and therefore lacked necessary resources for learning Chemistry. Teaching resources were also found to be inadequate. The findings showed that poor preparedness of teachers in Chemistry was brought about by heavy workload. Chi-square analysis showed that students attitude (p=0.000) and teaching resources (p=0.021) were significant at 95% confidence level. Cramer’s V values showed that student’s attitude (v=0.680) had a greater influence than teaching resources (v=0.305). The study therefore concluded that poor Chemistry performance in KCSE among learners in secondary schools in Mukaa sub-county could have been caused by students’ negative attitudes and inadequate teaching resources. It was recommended that secondary schools in Mukaa sub-county to hire motivational speakers in order to change their poor perception of Chemistry. In addition, the ministry of education should commit more Chemistry teaching resources to secondary schools. Benchmarking with schools performing well in Chemistry should also be done where students can visit and learn. The study also recommended that teachers use audio-visual equipment and internet-based programs to teach Chemistry.