Institutional factors influencing students’ achievement in Chemistry Curriculum in Trans Nzoia County, Kenya

Abstract

Students’ academic achievements are usually an important aspect in the process of teaching and learning at all levels of the academic ladder. Science education is an important component for technological development in the Kenyan society. In Kenya, there has been poor performance in Chemistry subject by students in secondary schools over the years and this is a major concern for parents, teachers, and educators in the country. The main purpose of this study was to investigate institutional factors that influence students’ achievement in Chemistry curriculum in secondary schools in Trans- Nzoia County. The objectives of the study were: to assess the influence of students’ perceptions towards Chemistry on their achievement in the subject; to determine the influence of school policies on students’ achievement in Chemistry; to assess the influence of availability of resources on students’ achievement in Chemistry; to evaluate the influence of gender issues on student’s achievement in Chemistry; and to find out the influence of students’ career aspirations on achievement in Chemistry in secondary schools in Trans Nzoia county. The study was based on the systems theory by Norbert Weiner. The research design employed for this study was descriptive survey. The study targeted 8316 respondents from 33 secondary schools. This study employed the use of stratified sampling, simple random sampling, census sampling and purposive sampling methods to obtain a sample size of 28 teachers and 825 students of Chemistry. Data was collected using questionnaires for the students and interview schedules for the teachers of Chemistry. Data collected was coded and analyzed using descriptive statistics: percentages and frequencies. Qualitative data from interviews were analyzed thematically. The findings of the study were: that majority (70%) of the students found Chemistry interesting, majority (68%) indicated that every student should learn Chemistry, most (86%) of the students revealed that language used in Chemistry exams is very difficult making exam questions challenging and confusing. majority (66%) of the respondents felt that girls do well in Chemistry compared to boys. Most (95%) of the respondents mentioned that there is presence of school policy regarding Chemistry. Majority (66%) of the respondents were of the opinion that they have adequate Chemistry text books in their schools. Most (70%) were passionate about Chemistry. The study concluded that students’ perceptions, students’ gender, school policies, and students’ career aspirations had an influence in students’ achievement in Chemistry curriculum. The study recommended that the language used in Chemistry subject should be made simpler to enhance understanding among the students; that measures should be put in place to encourage boys in Chemistry; that teachers of Chemistry should be sensitized to be supportive and they should encourage students to choose careers linked to Chemistry. The findings of this study inform curriculum developers and implementers on the significance of institutional factors on students’ achievement in Chemistry and other related subjects.