Influence of Smasse teaching approach on secondary school students’ motivation and achievement in biology in Bomet Sub-County, Kenya

Abstract

Science subjects are the backbone of the scientific and technological advancements in the world. In Kenya, science teaching in secondary schools is seen as one of the ways of enabling the country achieve her scientific and technological development and thus realise Vision 2030. Performance in science subjects in secondary schools in Kenya has been below average. The poor performance in the national examinations has been attributed partly due to poor teaching approaches employed by teachers. In an attempt to address the poor performance in Biology, the Strengthening of Mathematics and Science in Secondary Education (SMASSE) teaching approach was introduced in Bomet Sub-County in 2004. However, it is not clear how this approach is influencing students’ motivation and achievement in the subject. Therefore this study attempted to fill this gap. The objectives of the study were; to find out whether SMASSE approach has influenced achievement, motivation, whether there is gender difference in achievement and motivation in Biology. The study used Causal-Comparative research design. The target population was the 2016 Form Three students and their biology teachers. There were 3000 Form 3 students in this class in the Sub-County. The researcher used stratified and simple random sampling methods to identify the schools and the respondents to participate in the study. The researcher sampled 12 schools and 340 students participated in the study. Twenty two Biology teachers in the twelve schools filled the questionnaire. The research instruments used were; Teachers Questionnaire on Students’ Achievement in Biology (TQSAB) and Students Motivation in Biology Questionnaire (SMBQ). The instruments were validated by experts in the Department of Curriculum, Instruction and Educational Management. Piloting was done in 4 schools in Sotik Sub-County. Cronbach’s alpha coefficient was used to determine the reliability where TQSAB had a reliability of 0.7231 and SMBQ had a reliability of 0.8391.The threshold for acceptance was ∞ ≥ 0.70. Descriptive and inferential statistics were used in the analysis of data. Means, standard deviations, regression analysis (R2) and t-tests were used in data analysis. All statistical tests were subjected to a test of significance at coefficient alpha (α) of 0.05. Results show that SMASSE teaching approach positively influences students’ achievement in biology. The results however show that the teaching approach has no influence on students’ level of motivation to learn biology. The findings also reveal that males perform better than females when both are exposed to the approach. However, gender does not influence motivation when the approach is used. This study provides a basis for enhanced use of SMASSE approach.