An analysis of the contextual factors affecting the use of field activities in the teaching of biology in secondary schools in Kenya

Abstract

Despite biology being a potent tool for social and economic development in Kenya, students have constantly displayed low achievements in the Kenya Secondary School Examinations. Field activities have been shown to be a key factor for improving students‘ understanding of biology. Very little has been documented on the use of field activities in biology teaching in Kenya, especially the contextual factors affecting out-of-class activities in secondary schools. This study aimed at analyzing the contextual factors affecting the use of field activities as instructional media in the teaching of biology in secondary schools in Kenya. Specifically, the study focused on the effects of teachers‘ knowledge, attitudes and skills, curriculum influences, administrative support and time table factors on use of field activities in biology teaching. A causal research design was used in executing the study. Through a questionnaire and interview schedules, data was collected from 135 teachers from public and private secondary schools in Uasin Gishu County, Kenya. Demographic data of participants, their knowledge, attitude and skills on the use of field activities; curriculum influence, administrative support, time and time table factors were reported in terms of frequencies, percentages, means and standard deviations. Bi-variate correlations were employed to establish the relationship among the variables. Finally, multiple regressions were used to analyze the effect of contextual factors on the use of field activities as instructional media in the teaching of biology. The results revealed that teachers‘ knowledge, skills and attitudes significantly affect the use of field activities in the teaching of biology. Similarly, administrative support and the biology curriculum have influence on the use of out-of-class activities. However, there was no statistically significant relationship between time-table factors and the use of field activities in biology instruction. The findings of this research make it clear that learners can benefit from effective outdoor learning. However, despite such positive research evidence and the long tradition of outdoor learning in this country, there is growing evidence that opportunities for outdoor learning are in decline and under threat. It is therefore recommended that there is an urgent need for policy makers at all levels and in the education programs, especially in secondary school biology to consider their role in: tackling barriers that stand in the way of the provision of effective outdoor instruction for all students, encouraging development of knowledge, attitude and skills in teachers thus promoting the use of field activities in biology. This study contributes to the theoretical and practical knowledge by providing the evidence about factors affecting science teaching. It is also expected to extend the knowledge on out-door learning.