Abstract:
The program SMASSE was introduced in Kenya in 1998, to address the poor performance that existed in
science and mathematics subjects at KCSE and to make learners like the subjects. These goals have since not
been realized particularly in physics where the national mean score has to date remained below average. The
purpose of this study was to assess school related factors influencing the adoption of physics SMASSE teaching
skills in secondary schools in Uasin Gishu County. The study utilized descriptive survey research design and
was guided by Cognitive Response Theory by Ortony, Clore and Collins. The study targeted 177 secondary
school principals, 214 physics teachers and 34705 Physics students in Uasin Gishu County. The study included
a sample size of 125 principals, 152 physics teachers and 1632 physics students who were selected using simple
random sampling. All the principals of the selected schools were included in the study. The data from teachers
was collected using questionnaires and observation, structured interview guide for principals, focused group
discussion for students and document analysis at county director’s office for schools data. Data was analysed
using percentages, frequencies and chi-square. The study established that availability of physics learning
resources, leadership support, school location, school programs, class size, school culture and school type
influence the adoption of physics SMASSE teaching skills in secondary schools in Uasin Gishu County. The
findings of this study will be useful to the Ministry of Education and the entire Education stake holders to ensure
the skills learned in SMASSE are implemented in order to enhance the performance of students in physics
subject.