dc.description.abstract |
Efforts to realize quality education in all levels of education has been marred by poor
performance in Mathematics and Sciences especially at primary school level. The
performance of science in primary school has been very poor as indicated by their results
in K.C.P.E examinations. This has caused a major concern to the parents, government
and educators in the country. As a result this study sought to assess Activity Student
Experiment Improvisation / Plan Do See Improve instructional approach in teaching and
learning of science in public primary schools. The research was based on Constructivist
theory of learning. The study was guided by the following objectives: to establish the
extent to which ASEI/PDSI approach is used in teaching and learning of science; to
establish the level of competence among science teachers in using ASEI/ PDSI approach
in teaching science; to establish the influence of ASEI/PDSI towards teacher attitudes in
teaching science; to establish the pupils attitude towards learning of science using
ASEI/PDSI approach and to establish challenges faced by the teachers and pupils while
using ASEI/PDSI approach. The study design adopted in this study was descriptive
survey design. The study population included all the public primary schools in Baringo
Central Sub County; Simple random sampling was used to select the respondents in
respective schools. The sample included: 34 head teachers, 68 science teachers and 266
standard seven pupils- making a total sample size of 368 respondents. Questionnaires and
interview schedule were used to collect data, in establishing reliability and validity of the
research the questionnaire was piloted to ascertain its validity and reliability. The
researcher presented questionnaires to school in the neighbouring County. The data was
analysed using descriptive statistics through the use of SPSS and summarized into
percentages, and frequency distributions. The information was represented through
tabulation and graphs. The study found out that, teachers‟ use of the ASEI-PDSI
approach in their lessons is inadequate. The study concludes that the teachers were facing
many challenges in implementations of ASEI-PDSI approach which lowers the
effectiveness of the approach. The study therefore recommends that follow-up efforts
should be made to further improve teachers understanding in using the ASEI-PDSI
approach which could take various forms, from school-level professional development
activities to future nationwide in-service refresher training. The findings of this study
were of good benchmarking for the Ministry of Education and SMASE administrative
team, education policy makers, teachers, students and other stake-holders in Education on
the way forward in improving the teaching and learning of Science. |
en_US |