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|Title:||Influence of secondary school students’ gender, academic achievement and chemistry self-concept on scientific creativity in chemistry education in Nairobi, Muranga, Kiambu and Kajiado counties|
|Authors:||Kamonjo, Florence Wanja|
|Abstract:||Education is the most critical ingredient in a country’s development process in the social, economic and political realms. Kenya in its vision 2030 hopes to be transformed into a newly- industrialised, middle-income country providing a high quality of life to all its citizens in a clean and secure environment by the year 2030.To realise this vision, the country needs to develop through its education system, manpower that is trained to think creatively. The role of Chemistry in the development of the scientific base of a country cannot be over emphasized and Kenya is no exception. Kenya’s secondary school chemistry, physics and biology syllabi recommend the acquisition of creative skills by students. Few studies have been carried out in Kenya with regard to scientific creativity in secondary schools. Studies in Physics and Biology have shown that the level of scientific creativity is low and is influenced by such factors as gender and knowledge. If creativity skills in science education amongst secondary school students remain low, it will be difficult for Kenya to become industrialised by the year 2030. It is not clear whether the low levels of scientific creativity found in Biology and Physics also apply to chemistry hence, there was need to determine the level of scientific creativity in chemistry and factors influencing it. Therefore, the purpose of this study was to examine whether learner’s chemistry self-concept, academic achievement, and gender influence the level of scientific creativity in secondary school chemistry. The study involved Ex Post Facto research with causal-comparative and correlational designs. The target population was secondary school students in Nairobi, Muranga, Kiambu and Kajiado counties in Kenya. The accessible population of the study was all Form Three students in National Secondary Schools in Nairobi and Kiambu Counties and all Form Three students in County Secondary Schools in Muranga and Kajiado Counties in Kenya. A sample of 16 schools (4 Boy’s and 4 Girl’s National schools and 4 Boy’s and 4 Girl’s District schools)} were involved in this study. National schools were selected through random sampling, while the county schools’ selection was through purposive random sampling. Participating Form Three streams (classes) in the schools were selected through stratified random sampling. A total of 672 students, (398 boys and 274 girls) were involved in the study. Data were collected using three instruments; the Chemistry Achievement Test (CAT), the Chemistry Scientific Creativity Test (CSCT) and Chemistry Self-Concept Questionnaire (CSCQ). The test items were piloted in two schools; a National and a County school in Nakuru County. Quantitative data from CAT and CSCT were analysed using Pearson Product Moment Correlation Coefficient and t-test. Tests of significance were done at 0.05 alpha level. Multiple regressions were also used. The findings of this study indicated that the level of scientific creativity in chemistry education is low. Scientific creativity level was found to be influenced positively by learners’ chemistry self-concept and academic achievement. The findings further indicate that the level of scientific creativity in chemistry was not gender dependent. The results of the study are likely to be helpful to secondary school chemistry teachers as they seek to enhance creativity in students. In addition, the results may be useful to chemistry curriculum developers in Kenya as they seek to enhance scientific creativity in chemistry education in secondary schools.|
|Appears in Collections:||Faculty of Education and Community Studies|
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