Teacher-Learner-Resources Instructional Interaction Pattern and Secondary School Learners' Attainment in Biology in Kakamega County-Kenya

Authors

  • Nasiali Ebby Vakhoya Kibabii University
  • Edwin Masibo Kibabii University
  • Christine Nabwire Kibabii University

DOI:

https://doi.org/10.47941/jep.1035

Keywords:

Instructional, Interaction, Pattern, Attainment

Abstract

Purpose: The performance of learners' in Science subjects has been below average over the years in many countries; hence causing concern among the education stakeholders. Poor performance in Biology and the intervention mechanisms on methodology within Kakamega Central Sub County has not been documented. This study endeavored to fill this gap by assessing how an improvement on instructional interaction patterns can positively influence the learners' attainment in Biology. The aim of this study was to assess the effect of teacher-learner-resources instructional interaction pattern on secondary school learners' attainment in Biology.

Methodology: The study adopted the constructivism theory as advanced by Jerome Bruner, alongside a conceptual framework based on the objective of the study. A Quasi-experimental Solomon four-group design was used. The target population was one Quality Assurance and Standards Officer, thirty-two secondary school Principals, one hundred and twenty-eight teachers of Biology and, one thousand, four hundred and forty form three students of Biology from thirty-two secondary schools in Kakamega Central Sub County. Stratified sampling, simple random sampling and purposive sampling procedures were employed in the study. Data was collected through use of Learners' Achievement Tests, questionnaires, interview schedule and direct classroom observation. Data collected was analyzed using descriptive and inferential statistics.

Results: The findings showed a significant improvement in the post-test scores as compared to the pre-test scores. This indicated that the teacher-learner-resources instructional interaction pattern influenced better attainment of Biology among secondary school learners.

Unique Contribution to Theory, Policy and Practices: The study therefore recommends teachers of Biology to be encouraged to use relevant learning resources while teaching. The teachers of Biology are to be encouraged to use relevant teaching-learning resources while teaching. Similarly, learners to be allowed to learn through a multi-sensory approach because it caters for the different learning styles that enhances their attainment in Biology.

Downloads

Download data is not yet available.

Author Biographies

Nasiali Ebby Vakhoya, Kibabii University

Department of Curriculum and Pedagogy

Edwin Masibo, Kibabii University

Department of Curriculum and Pedagogy

Christine Nabwire, Kibabii University

Department of Psychology and Early Childhood Development

References

Ajaja, O. P. (2013). Which Strategy best suits Biology Teaching? Lecturing, Concept mapping, cooperating learning or learning cycle? Electronic Journal of Science Education Vol 17, no.1

Anderman, E. & Gale, M. S. (2010). The Challenges of Teaching and Learning about Science in the 21st Century: Exploring the Abilities and Constraints of Adolescent Learners. University of Nevada, Las Vegas

Audu, A. (2018). Influence of Teaching Styles on students' Achievement and Interest among Biology Students in Secondary Schools in Taraba State, Nigeria. Advances in Social Sciences Research Journal 5(5), 164-172

Bell, B. (2007). Classroom assessment of science learning.S.K. Abell and N.G/ Lederm (Eds).A Handbook of Research on Science Education.(PP965-1000), Mahway, NJ, LEA.

Campell, D. T. and Stanley, J. C. (1963). Experimental and Quasi experimental designs for research. New York: American Educational Research Association.

Creswell, J. W. (2014). Research Design (4th edition). London: Sage Publications.

Glewwe, P., Kremer, M. &Moulins. (2009). Many Children Left Behind? Textbooks and Test Scores in Kenya.American Economic Journal: Applied Economics, 1 (1), 112-135

Katiambo, D. (2019). Effectiveness of Classroom Interaction Patterns on Kenyan Secondary School Students' Learning Outcomes in Mathematics.International Journal of Science and Research, Volume 8. ISSN:2319-7064

Kenya Institute of Curriculim Development (2017).The Basic Education Curriculum Framework. Republic of Kenya

Kenya Institute of Curriculum Development (2019). Secondary school syllabus (volume 2) Nairobi, KICD

Kenya Institute of Curriculum Development (2017).Secondary school syllabus (volume 2). Nairobi, KICD.

Kenya National Examinations Council (2016-2020). KCSE Reports per Subject Performance. Nairobi, KNEC.

Kenya Population and Housing Census, (2019).Kenya National Bureau of Statistics, Nairobi. ISBN: 978-9966-102-09-6.

Kiria, G. K. (2003). Teaching behavior patterns in high and low Performing Biology classes in selected Nairobi Province secondary schools

Mcmillan, J, & Schumacher, S. (2010). Research in Education 7th edition. Evidence Based Inquiry. Pearson.

Ministry of Education (2019).A guide to mainstreaming Education for Sustainable Development and Global Citizenship Education into the Universities in Kenya.Nairobi: Kenya University Press.

Ministry of Education, Science and Technology-Kakamega County (2018).2018 Kenya Certificate of Secondary Schools' Analysis report.The County Quality Assurance and Standards Officer.

Mugenda, O. and Mugenda, A. G. (2003). Research Methods: Quantitative and Qualitative Approaches. Nairob Kenya: Acts Press.

Naimah, S. (2018). The Importance of Classroom Interaction in the Teaching of Reading in Junior High School. Graduate Programme in ELT, Universitas Negeri Malang.

Ogutu,O., Ahmed, O. and Yungungu, A. (2014). An Investigation of Factors that Influence Performance in KCSE Biology in Selected Secondary Schools in Nyakach District, Kisumu County, Kenya. Journal of Education and Human Development. Volume 6(1)

Okoli, J. N. (2006). Effects of Investigative Laboratory Approach and expository method on acquisition of Science Skills by Biology Students of different levels of Scientific Literacy.Journal of Teachers Association of Nigeria. 41 (1 and 2), 79-88.

Okoye, P. and Anwuachu, W. (2018).Influence of Classroom Interaction Patterns on Achievement in Biology among Senior School Students.International Journal of Science and Technology: BahirDra-Ethiopia. Volume 7 (1), S/No 15.

UNESCO (2000).The Dakar Framework for Action Education for All; Meeting our Collective Commitments, UNESCO, the World Education Forum Drafting Committee, Paris.

Waititu, M. and Orado, G. (2009).Managing Teachers and Instructions of Mathematics and Science. Unpublished paper presented at Secondary Education in Africa (SEIA) Technical Workshop in Tunis

Wamukota, D. N. and Masibo, E. (2017).Instructional Practices in Biology and their Influence on Student Performance in Secondary Schools in Kenya.International Journal of Scientific Research and InnovativeTechnology, ISSN: 2313-3759 Volume 4 No. 12.

World Bank Group (2020). Learning for All: Investing in People's Knowledge and to Promote Development. The International Bank for Reconstruction and Development/ the World Bank 1818 H Street NW. Ginga Media Group.

Downloads

Published

2022-09-19

How to Cite

Vakhoya, N. E. ., Masibo, E. M., & Nabwire, C. N. (2022). Teacher-Learner-Resources Instructional Interaction Pattern and Secondary School Learners’ Attainment in Biology in Kakamega County-Kenya. Journal of Education and Practice, 6(5), 29–48. https://doi.org/10.47941/jep.1035

Issue

Section

Articles