School factors influencing the adoption of physics SMASSE teaching skills by Physics Teachers in secondary schools in Kenya

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.