https://kerd.ku.ac.ke/handle/123456789/133 Fri, 31 Jul 2026 21:57:28 GMT 2026-07-31T21:57:28Z https://kerd.ku.ac.ke/handle/123456789/1711 Conceptual Understanding of Science Process Skills and Gender Stereotyping: A Critical Component for Inquiry Teaching of Science in Kenya’s Primary Schools Mutisya, Sammy M.; Rotich, Stephen; Rotich, Paul K. This paper examined Kenya’s Strengthening of Mathematics and Science Education (SMASE) In-service Education Training (INSET) trainers’ conceptual understanding of basic science process skills (BSPS) and their gender based stereotypes regarding pupils’ ability in BSPS. Teachers Process Skills Questionnaire (TPSQ) was used to collect data from 187 trainers. Data analysis included tabulation of percentages and Chi-squire test of relationship. The findings of this study revealed that (i) SMASE trainers had very poor conceptual understanding of basic science process skills, (ii) SMASE trainers held gender based stereotypes about boys’ and girls’ ability in BSPS and (iii) there was a statistically significant relationship between the gender of the SMASE trainers and their gender stereotypes. The authors recommended that (i) SMASE trainers be inducted in science process skills and be subjected to a science process skill proficiency test before being recommended as INSET trainers, (ii) Primary Teacher Education for pre-service teachers to ensure trainees develops conceptual understanding of science process skills as outlined in the Kenya’s Primary Teacher Education Science Syllabus and (iii) awareness on gender issues in terms of instruction and assessment be created among primary school teacher and pre-service training of primary school teachers. An Article Published in Asian Journal of Social Sciences & Humanities Tue, 01 Jan 2013 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1711 2013-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1662 Implications for Educational Practice of the Science of Learning and Development Darling-Hammon, Linda; Flook, Lisa; Cook-Harvey, Channa; Barron, Brigid; Osher, David This article draws out the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research. Situating the review in a developmental systems framework, we synthesize evidence from the learning sciences and several branches of educational research regarding well-vetted strategies that support the kinds of relationships and learning opportunities needed to promote children’s well-being, healthy development, and transferable learning. In addition, we review research regarding practices that can help educators respond to individual variability, address adversity, and support resilience, such that schools can enable all children to find positive pathways to adulthood. An article published in Applied Developmental Science Tue, 01 Jan 2019 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1662 2019-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1655 An Evaluation of the Effectiveness of Smasse Program in Performance of Science and Mathematics in Primary Schools in Kenya Kariuki, John Kamau; Kiprop, Lagat Wilson; Thinguri, Ruth The purpose of the study was an evaluation of the effectiveness of SMASSE program in performance of science and mathematics in primary schools in Kenya. SMASSE was introduced due to consistently poor performance in science and mathematics became a matter of serious concern (waititu & Orando 2009). Although dismal performance in these subjects had already been accepted as the norm in some schools, the government of Kenya and other stakeholders felt there had to be an intervention, hence the Strengthening of Mathematics and Science in primary schools (Waititu & Orando 2009). The INSET Curriculum was thus designed to improve and strengthen the teacher’s competent in the teaching of Science and Mathematics subjects. The program activities are centered on the ASEI (Activity, Student, Experiment, and Improvisation) & PDSI (Plan, Do, See and Improve) approach, which emphasize on learner–centered preparation and presentation of lessons. The study was an evaluation using documented data that shows the performance of Science and Mathematics. The study adopted the Kirkpatrick model of training evaluation. Although there was some significant improvement in performance of Science and Mathematics subjects, a lot need to be done to improve the attitude of teachers. It clearly emerged that, majority of teachers are coerced to attend the INSET training. Few teachers are willing to be observed by others during teaching and learning while the modern technology using ICT is rarely used. An article published in International Journal of Education and Research Wed, 01 Jan 2014 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1655 2014-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1483 Extent of Use of Asei-Pdsi Approach in Teaching of Science in Primary Schools in Emuhaya Sub-County, Vihiga County, Kenya Namuyenga, Winrose Sara Ambasa; Ayere, Mildred; Rabari, Joseph Activity, Student, Experiment, Improvisation (ASEI) and Plan, Do, See, Improve (PDSI) is a pedagogical strategy advocated by Strengthening of Mathematics and Science Education (SMASE) program since 2010 to refocus the pedagogical practice of mathematics and science teachers and enhance learner achievement. During the life of SMASE, Sabatia, Vihiga, Kisumu West and Gem Sub-Counties neighbouring Emuhaya consistently improved in science (ranging between 55-60%), unlike Emuhaya where performance did not differ from the mean score of 50% registered before the initiation of SMASE. This dismal performance has been blamed on laxity in the implementation of ASEI-PDSI by science teachers in Emuhaya Sub-County. This study investigated the extent of use of ASEI-PDSI approach in teaching of science in primary schools in Emuhaya sub-county, Vihiga County, Kenya. The study was anchored on Vygotsky’s postulates of the zone of proximal development. A descriptive survey design was employed. The target population comprised 100 head teachers, 100 science panel heads, 300 classes 6, 7 and 8 science teachers, 1 QASO and 4,959 class 8 learners. Stratified and simple random sampling were used to obtain a sample of 33 head teachers, 100 science teachers, 33 science panel heads and 496 class eight learners. Saturated sampling was used to obtain 1 QASO. Data was collected using questionnaires, interview schedules and document analysis guide. Reliability of the instruments was determined through a pilot study involving 10% of the population using the test-retest method and the instruments appropriately revised to achieve a reliability of .85 for Questionnaire for Science Teachers’, .81 for Questionnaire for Head Teachers and .79 for Questionnaire for class 8 learners. Validity of the instruments was ascertained by experts from the Department of Educational Communication, Technology and Curriculum Studies, Maseno University. Qualitative data were summarized in themes and categories based on objectives while quantitative data were analyzed and presented in terms of frequencies, means and percentages. The study revealed that science teachers sometimes used ASEI-PDSI approach in teaching science. The dismal performance of learners in the subject was therefore as a result of ASEI-PDSI not always being applied in science lessons by teachers during their classroom practice. It is hoped that the findings of this study will shed light on the implementation of ASEI-PDSI in science to SMASE, the school administration and the Ministry of Education and provide insight into appropriate improvement of this approach. It is recommended that science teachers should always prepare ASEI lesson plans for their lessons and use them to ensure that all the aspects of ASEI-PDSI are implemented effectively. An article published in European Journal of Education Studies Tue, 01 Jan 2019 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1483 2019-01-01T00:00:00Z