Publication: An assessment of strengthening mathematics and science education training of mathematics and science teachers on the performance of Kenya certificate of primary education in Kihara zone, Kiambu county, Kenya
Total Views 0
total viewsTotal Downloads 10
total downloadsDate
2014-07
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Mount Kenya University
Cite this Item
Abstract
The SMASE project was set to pursue in-service training of existing mathematics and science
teachers as a tool for strengthening these subjects. Therefore this research aims to determine the
effectiveness of SMASE training program on performance in mathematics and science subjects on
primary education in Kihara Zone. The objective of the study was to establish whether SMASE
training has any effect on the performance in Mathematics and Science since inception of the
training, to determine the extent to which the Activity,
Student-centered, Experiment,
Improvisation (ASEI) and Plan, Do, See, Improve (PDSI) approaches used in SMASE has had an
influence on Mathematics and Science teachers and to document challenges faced by the teachers
on implementing ASEI/PDSI approaches. In this study, the researcher adopted descriptive research
design using a case study approach. A total of eleven schools using purposive random sampling
were involved in the study. Data analysis was done using Statistic Package for Social Sciences
(SPSS) software and Excel. Findings were presented using percentages, frequency distribution and
means. The head teachers were presented to rate on a five point likert scale. According to the
analysis of the findings, the head teachers agreed that the SMASE INSET programme had
significant effects on teaching in their school as evidenced by a mean of 3.32 and a standard
deviation of 0.73. The head teachers also indicated that what teachers learnt in the SMASE INSET
had been very useful in their teaching and that teachers had become more effective after going
through the SMASE INSET programme as supported by means of 4.21 and 3.76 respectively.
Further findings indicated that the headteachers were of the view that their school needs in teaching
of mathematics and science were addressed by the programme (mean= 4.25 and standard
deviation= .801). From this study, the researcher concluded that science and mathematics teachers
in Kihara division have a positive attitude towards SMASE INSET project, they plan for lessons
and execute them using student- centered approaches, they tended to agree that ASEI/PDSI
pedagogy are implemented in the teaching of mathematics, those with more positive attitude
toward SMASE INSET program tended to apply the ASEI/PDSI pedagogy often, teachers faced a
lot of challenges in the implementation of ASEI/PDSI pedagogy in an educational system which
is examination unlike the initial objectives of SMASE which was to upgrade the capability of the
youth in mathematics and science. The study recommended that more in-service trainings and
SMASE training to train teachers in the second teaching subject, the findings indicated a weak
positive attitude change towards science by students. There should therefore be promotion of
favourable attitudes towards science, more effort needs to be directed towards making science and
mathematics enjoyable by students, involvement of major stakeholders like Head teachers and
representatives of targeted teachers during preparation of in-service trainings would promote
participatory approach.
Description
Keywords
Educational planning, Management, Administration