Abstract:
The number of students selecting PHYSICS subject have remained only about one quarter those selecting
chemistry or biology subjects at KCSE. The purpose of this study was to establish teacher related factors that
influence the adoption of physics SMASSE teaching skills. 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. Determination of
sample size table by krejcie, Robert & Morgan and Daryle was used to determine sample size for each category
of schools, their teachers and students to produce a sample size of 125 principals, 152 physics teachers and 1632
physics students. Simple random sampling was used to determine the particular schools, teachers and students to
be included in the study. 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 analysis
techniques used were means, percentages, frequencies and chi-square. The study established that a majority of
the physics teachers appreciate the role of SMASSE skills in continuous professional development. It was also
found that teachers’ gender, age, qualification and experience had influence on the adoption of SMASSE skills
by physics teachers in the teaching and learning of physics. The findings of this study will be useful to the Centre
for Mathematics, Science and Technology Education in Africa (CEMASTEA), Ministry of Education and the
entire Education stake holders to ensure the skills learned in SMASSE are possibly put to use such that KCSE
physics results are improved.
