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Influence of community indigenous knowledge of science on students’ performance in chemistry in secondary schools of Samburu County, Kenya

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dc.contributor.author Ekwam, Lomonyang
dc.date.issued 2014-09
dc.date.accessioned 2019-05-31T09:02:40Z
dc.date.available 2019-05-31T09:02:40Z
dc.description.abstract African communities have a relatively rich body of indigenous knowledge and related technology. This is embodied in the continent’s cultural and ecological Indigenous Knowledge Systems and has been used by the African people for thousands of years to solve their specific developmental and environmental problems. According to Kenya National Examinations Council report, Secondary School students’ performance in Chemistry has been poor for many years. This has been attributed to many factors including Cultural knowledge systems. However, it is not quite clear how this has influenced students’ performance in Chemistry. The current concern in Samburu county among parents and other stakeholders in education is that, students’ performance in chemistry was more likely to be negatively affected. The purpose of this study was to assess the influence of Community Indigenous Knowledge of Science on Students’ Performance in Chemistry in secondary schools of Samburu County. Cross-Sectional study design under the descriptive survey research was used. A stratified random sample of 9 secondary schools including both the public and private was drawn. From the target population of 752 form three students of Samburu County in the year 2013, stratified and simple random sampling was used to select a sample of 224 students. The instruments were validated and pilot tested before use. The reliability coefficient for Chemistry Performance Test (CPT), Students’ Questionnaire (SQ) and Students’ Interview Schedule (SIS) was 0.80, 0.68 and 0.72 respectively. The instruments were scored and data was analyzed using descriptive statistics where means, percentages and frequencies were used to analyze the data. Pearson’s Correlation Coefficient was used to establish the relationships between the different variables in the study. All statistical test of significance were conducted at coefficient alpha (α) equal to 0.05 with the help of the computer program, statistical package for social sciences (SPSS). The results of the study showed that students’ performance in chemistry was below average whereby boys’ schools performed better than both the girls’ and co-educational schools. There was no statistically significant relationship between Community Indigenous Knowledge and Students’ Performance in Chemistry. Community Indigenous Knowledge of Chemistry and its application in treatment of diseases promote students’ understanding of chemistry. The researcher recommended that the Ministry of Education should initiate in-service courses for science teachers to equip themselves with the skills of Community Indigenous Knowledge of Science to enhance their effectiveness in teaching of science subjects. The findings of this study are of great benefit to teachers, curriculum developers and policy makers in addressing the current poor performance of chemistry and realization of strategies for boosting performance of chemistry in secondary schools countrywide. en_US
dc.language.iso en en_US
dc.publisher Egerton University en_US
dc.subject Students’ performance in chemistry en_US
dc.title Influence of community indigenous knowledge of science on students’ performance in chemistry in secondary schools of Samburu County, Kenya en_US
dc.type Thesis en_US

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