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Instructional Influences on the Implementation of the Curriculum for Physics for Secondary Schools in Kenya
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This article presents a model for designing student-centered, technology-rich learning environments (SCenTRLE). The model helps educators operationalize constructivist and student- centered approaches to teaching and learning by delimiting eight instructional events for facilitating knowledge construction and the development of life-long learners. The article describes theoretical and conceptual foundations for the model, details the model and discusses enduring issues, including the use of technology, student attitudes, levels of implementation, holistic versus analytic performance assessment, and the application of constructivist principles within the context of traditional instructional systems design (ISD) models.
This paper investigates the enrolment trends and the critical factors that impinge on students" choice of physics as major field of study. The data were generated from primary and secondary sources. Primary data was acquired based on a semi-structured interview with 14 sophomore and 11 senior students and five instructors of the department of physics at Hawassa University, Ethiopia. In addition, data on allocation of students to various major fields as well as quantitative data on academic achievement were obtained from the university"s registar office. The results indicate that the rate of enrolment in physics is the lowest and applicants who were assigned to the physics undergraduate programs were those whose mean score in Ethiopian National Higher Education Enterance Examination was the lowest compared to any other group. Further, the findings show unprecedented gender gap in enrollment and graduation rates. The explanations given for the low enrollment rate were inadequate pre-university preparation, weak mathematics background, lack of job opportunity outside the teaching profession, and poor teacher qualification and pedagogical content knowledge. Finally, this article forwards policy recommendations to bolster the alarmingly declining state of physics education in Ethiopia.
The topic of unequal outcomes for men and women in math and science has been in the public domain for some time now. This study however had special interest in physics because it is an optional science subject in most schools and taken by those confident enough to take on a third science subject. It is a key science subject expected to drive Kenya’s vision 2030 initiative which aims at making the country a newly industrializing middle income country providing high quality life for all its citizens. The realization of this vision calls for the harnessing of the science and technological ability of both men and women in the country; it is a collective responsibility of both genders. The study adopted a descriptive survey design. This paper presents the findings of the study on disparities in achievement and enrolment in physics in Kenya with a focus in Western Province. This study was conducted in 40 secondary schools in Western Province. Out of the selected 40 schools, responses were obtained from 32 schools giving a response rate of 80%. The data collection instrument was a questionnaire. Data on enrolment and performance on physics was obtained from the respective Heads of Departments. The study revealed that there are disparities in enrolment and achievement among the different school categories and gender disparities as well. Boys’ schools have had a steady lead in the enrolment and achievement on physics during the five years. The findings indicate that there is need to have a change in strategies in order to improve performance and enrolment in girls’ and co-education schools. Key words: disparities, gender, harnessing, industrializing, technological and unequal outcomes.
Teaching method is a major factor that affects students’ motivation to learn physics. This study investigated the effects
of using mastery learning approach (MLA) on secondary school students’ motivation to learn physics. Solomon four non-equivalent
control group design under the quasi-experimental research method was used in which a random sample of 4 co-educational secondary
schools was obtained in Kieni East Division of Nyeri District in Kenya. The 4 schools were randomly put into 4 groups. Each
school provided 1 Form Two class for the study; hence, a total of 161 students were involved. The students were taught the
same physics content. In the experimental groups, MLA teaching method was used while the regular teaching method was used
in the control groups. The researchers trained the teachers in the experimental groups on the technique of MLA before the
treatment. Two groups were pre-tested prior to the implementation of the MLA treatment. At the end of treatment period, all
the 4 groups were post-tested using a validated Students’ Motivation Questionnaire, whose reliability coefficient was 0.76.
Data were analysed using the t test, analysis of variance and analysis of covariance. The results of the study show that students exposed to MLA have significantly
higher motivation than those taught through regular methods. Gender has no significant influence on their motivation to learn
physics. The researchers conclude that MLA is an effective teaching method in motivating students; hence, physics teachers
should incorporate it in teaching.
KEY WORDSmastery learning approach–regular teaching method–secondary school physics–students’ motivation
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AUTHORS
First Author -Edward. N. Wafula, PhD Candidate Moi
University, P. O. Box 3900, Eldoret, Kenya
Second Author -Anne. S. Kisilu, Senior lecturer, Moi
University,P.O. Box 3900,Eldoret, Kenya
Third Author -Chris. W. Mukwa, Professor of Education, Moi
University, P.O. Box 3900, Eldoret, Kenya.
Correspondence Author -Wafula Edward Nyongesa. P. O.
Box 86, Bokoli-Bungoma, Kenya. Tel.: +254-720-429-085.
Email: wafulaedwardn@yahoo.com
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