NFLUENCE OF TEACHER-RELATED FACTORS ON LEARNERS’ ACADEMIC PERFORMANCE IN CHEMISTRY IN PUBLIC SECONDARY SCHOOLS IN CHESUMEI SUB-COUNTY, NANDI COUNTY, KENYA

Abstract

Chemistry is an emerging subject that occupies an important part in the societal wellbeing. Its knowledge forms a foundation of livelong skills. However, despite of its importance the performance of chemistry in high school has been below expectations. This research aimed at investigating the how the factors related to teachers influence on the performance of learners’ performance in chemistry in government secondary schools in Chesumei Sub-County, Nandi County. The objectives of the research were; to determine the teacher qualification’s influence on learner’s performance; to establish the influence of teachers' experience on teaching; to establish the influence of teachers' teaching methods on academic performance, and to analyze influence of teacher professional development on academic performance in Chemistry in public secondary schools in Chesumei sub-county. The research adopted explanatory sequential design in the study. Questionnaires administered to chemistry teachers and students to collect data. Qualitative data was obtained through semi-structured interviews with randomly selected teachers and students, allowing for in-depth exploration of their experiences, perspectives, and insights into the relationship between teacher-related factors and academic performance. The analysis of was through descriptive statistics which included percentages, frequencies, mean and standard deviation and inferential statistics. Results were as follows; teacher qualifications had a significant positive influence on student academic performance in chemistry (β=0.413, p=0.000). Teaching methods have a significant positive influence on student academic performance in chemistry (β=0.141, p=0.001). Teacher experience has a significant positive influence on students’ academic performance in chemistry (β=0.190, p=0.022). Teacher professional development has a significant positive influence on student academic performance in chemistry (β=0.222, p=0.000). The study concluded that teacher qualifications, teaching methods, teacher experience and teacher professional development enhance learners' academic performance in chemistry in government secondary schools in the sub county of Chesumei. The study recommended the adoption of mixed teaching methods in schools to record high academic performance in Chemistry. Chemistry teachers in schools should bench mark in other schools which do well in the chemistry subject and attend in-service training regularly. The study was beneficial to policymakers as it guided in policy formulation on teacher development.