FACTORS INFLUENCING LEARNERS’ ACADEMIC ACHIEVEMENT IN CHEMISTRY IN PUBLIC DAY SECONDARY SCHOOLS IN NANDI EAST SUB COUNTY, NANDI COUNTY, KENYA

Abstract

Globally, Chemistry is an important science subject that accounts for technological knowledge in developed countries and by extension developing countries. Chemistry is one of the core subjects taught in secondary schools in Kenya. There has been frequent low academic achievement by the learners in Chemistry in Kenya Certificate of Secondary Education (KCSE) in the 8-4-4 education system which has lowered the morale of learners and teachers. This has led to a debate on factors that are responsible for these low achievements. The purpose of this study was to investigate factors influencing learners’ academic achievement in Chemistry in KCSE in Nandi East Sub-county. The specific objectives of the study were: to establish the influence of teacher characteristics, to determine the influence of adequacy of teaching and learning resources, to establish the influence of learner characteristics and to establish the extent to which the learning environment influence learners’ academic achievement in Chemistry in public day secondary schools in Nandi East Sub County. This study was guided by Clark Hull’s reinforcement theory; and the study used Ex post facto research design. The significance of the study was to generate new knowledge in the field of curriculum studies. The study target population was 1160 students, 20 chemistry teachers, and 20 principals. A sample size of 18 public day secondary schools was selected for this study. A total of 255 learners were selected proportionately, while eighteen chemistry teachers and 18 principals sampled purposively making a total of 291 respondents. Simple random sampling technique was used in selecting the learners who took part in the study. Data was collected using two sets of questionnaires, interview schedule and document analysis. Validity and reliability of these instruments was ascertained before the actual data collection in the field. Pilot testing was done in Nandi Central Sub County. The study collected both qualitative and quantitative data. The qualitative data was analysed by creating relevant themes, while quantitative data was analysed using descriptive statistics and multiple regression analysis. The study established that Teacher characteristics had a positive and significant effect on learners’ academic achievement of (β=.297, p < 0.05) and that learner characteristics had a positive and significant effect on learners’ academic achievement of (β=.828, p < 0.05). The study further concluded that Learner characteristics and learning environment affects learners’ academic achievement. The study recommended that Chemistry teachers should regularly attend in service trainings so as to improve their skills in teaching. Charts, models and other teaching aids should be used during chemistry lessons because they enhance learners’ academic achievement.