https://kerd.ku.ac.ke/handle/123456789/121 2026-08-10T05:21:59Z https://kerd.ku.ac.ke/handle/123456789/1694 Purpose and Structure of Tests in Secondary School Chemistry: The Teachers’ Response. Ituma, Monica G.; Twoli, Nicholas W. Much time and resources are invested in frequent testing of students at secondary school level. This is done with an understanding that testing brings improved learning and therefore better performance. This perceived link between testing and performance seems to be the driving force in the testing process. This is much so in the subjects which have traditionally been perceived as difficult and these include mathematics and sciences. This paper discusses some aspects of testing in secondary schools and particularly focuses on one of the science subject which is chemistry. The impetus to focus on chemistry is drawn from consistence posting of poor results at the end of the course in the national examinations. It was envisaged that some views from the teachers would reveal possible weaknesses and strengths that could be shared with other partners with the aim of bringing higher gains in the performance of chemistry and possibly other science subjects. The data discussed in this paper was generated from a survey study which was conducted among a cluster of teachers of secondary schools near Nairobi in Kenya. A total of thirty four (34) teachers from fifteen (15) schools were involved in the study which used mainly questionnaires, interviews and document analysis to collect data. The results indicate that teachers of chemistry take testing as an important process that can bring improvement in learning. Teachers also recognize that only quality tests and proper administration can bring desired effects. Frequency in testing stood out as a feature which emphasized the notion that ‘frequency in testing is proportional to improvement in learning’. Theory test papers were dominant and tested a range of content in the science domains. Chemistry teachers also recognized that skills are important and these were accommodated by practical tests especially in higher classes. Results from tests can be very important to a chemistry teacher or any other teacher in providing ‘feedback for improved instruction’. Results can also be used to compare with other subjects in the school, local schools in the same subjects and can also be used for prediction in the National Examinations. Despite government’s emphasis on improved performance in science, it has no firm guiding policy on test management in schools. Proceedings of the 2nd International Conference on Education Quality Education for Societal Transformation 2011-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1631 Effect of Practical Work in Physics on the Students’ Performance in Physics Muchai, Augustine N.; Twoli, Nicholas W. Science knowledge and skills are being regarded as very important in national development. Physics as one of the science subjects is useful in developing the upcoming engineers and medical doctors for any nation. An important component of the knowledge in these professions are skills which are acquired mainly through practical situations. This study explored the effect of practical work in physics among secondary school students in central part of Kenya. A quasi-experimental design was applied in the study. The experimental group was taught using a practical approach for one term while the control group followed the conventional or traditional approach. A pre-test was given to both groups at the start to determine their equivalence in ability. After the 12 weeks, a post – test, which was a physics achievements test, was administered to both groups. The results revealed that there was a significant difference in performance between the control and the experimental group, with the experimental group performing a lot better (𝑥 =30.70) than the control group (𝑥 =27.25). The results were significant at (𝑥 =0.05) level. This outcome showed that practical approach does reinforce the understanding of concepts in physics and thus boosts achievement. Proceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015 2015-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1614 Student, Teacher and School Related Variables as Determinants of Chemistry Achievement in Kenya: A Case of the Mole Concept Wanjala, Nicholas T.; Akala, Janet B.; Khatete, David W. The Mole Concept is a threshold Concept and has often been referred to as an area of troublesome knowledge. The study constructed and tested a model for providing a causal explanation of secondary school achievements in Mole Concept area of chemistry in terms of student variables which emphasized gender, spatial ability, mathematical ability, socioeconomic status, attitude; teacher’s variables considered as mode of instruction, teaching experience, teaching qualifications, teacher attendance of inset while School variables included resources. A descriptive survey design was adopted for the study. The population was made up of three hundred and eighty four form four secondary school students and their teachers from thirty stratified selected schools. Five sets of instrument were used and these included Chemistry Teachers’ Questionnaire (CTQ), Mole Concept Students Attitude Scale (MCSAS), Mole Concept Achievement Test (MCAT), Mole Concept Document Analysis Sheet (MCDAS) and Mole Concept Lesson Observation Schedule (MCLOS). The results showed that 62.30% of the variability in students’ achievement in chemistry (X11) was accounted for by all the ten predictor variables when taken together. Recommendations based on the importance of these variables were then highlighted particularly the abilities in Spatial and Mathematical abilities. Proceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015 2015-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1570 Effects of Teachers’ Experience and Training on Implementation of Information Communication Technology in Public Secondary Schools in Nyeri, Central District, Kenya Wachiuri, Reuben Nguyo The purpose of the study was to investigate the effects of teachers’ demographic variables on implementation of Information Communication Technology in public secondary schools in Nyeri Central district, Kenya. The dependent variable was implementation of ICT and the independent variables were teachers’ teaching experience and training. The research design used was descriptive survey design. The target population was 275 teachers working in 15 public secondary schools in Nyeri Central district. The sampling design was stratified random sampling and sample size was 82 teachers. The study targeted 15 principals of the schools in Nyeri Central district. The data collection tools were questionnaires, interview schedule and observation schedule. Data were analyzed quantitatively and qualitatively. Teachers’ training in ICT and teaching experience are not consistent in affecting ICT implementation. Many schools especially in rural areas had not embraced ICT mainly because teachers lacked adequate training, had lower levels of education, and had negative attitude towards ICT implementation. This has led to schools facing major challenges in ICT implementation. The researcher recommends that Public secondary schools should find a way to purchase more ICT facilities and support teachers’ training on the use of ICT. The government needs to give more financial support through free education programme and donations to enhance ICT implementation in public secondary schools. The teachers should change their attitude towards the use and implementation of ICT in the schools so as to create information technology culture in all aspects of teaching and learning A research article in IOSR Journal Of Humanities And Social Science 2015-01-01T00:00:00Z