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Teacher Qualification and Students' Academic Performance in Science Mathematics and Technology Subjects in Kenya

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Bibliographic Details
Title: Teacher Qualification and Students' Academic Performance in Science Mathematics and Technology Subjects in Kenya
Language: English
Authors: Musau, Lydia M., Abere, Migosi Joash
Source: International Journal of Educational Administration and Policy Studies. May 2015 7(3):83-89.
Availability: Academic Journals. e-mail: IJEAPS@academicjournals.org; Web site: http://www.academicjournals.org/journal/IJEAPS
Peer Reviewed: Y
Page Count: 7
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Teacher Qualifications, Academic Achievement, STEM Education, Secondary School Students, Secondary School Teachers, Teacher Attitudes, Student Attitudes, Administrator Attitudes, Questionnaires, Content Analysis, Statistical Analysis, Teacher Effectiveness, Science Achievement, Mathematics Achievement, Inservice Teacher Education
Geographic Terms: Kenya
ISSN: 2141-6656
Abstract: Performance in Science, Mathematics and Technology (SMT) subjects among students in Kitui County, Kenya has perpetually been unsatisfactory. The aim of this study was to look into the extent to which teacher qualification influenced students' academic performance in SMT subjects. The study applied ex-post-facto survey research design. Random sampling was used to select eight secondary schools in Kitui County. It included eight head teachers, 40 teachers of SMT subjects and 600 candidates who sat for the Kenya Certificate of Secondary Education (KCSE) in the year 2012. Data were collected using questionnaire and document analysis. It was analyzed using descriptive and inferential statistical tools. The study found that there was no significant difference in means between teacher qualification and students' performance in SMT subjects at form four level F(1,37)=0.017, P>0.05. The findings of the study further revealed that majority of the teachers of SMT subjects were trained graduates, most of them had attended in-service or refresher courses which resulted in slight improvement in the students' performance in SMT subjects. Recommendation is made for organization of more regular in-service and refresher training of SMT subject teachers to enable them embrace and conform to the emerging technologies in pedagogy.
Abstractor: As Provided
Number of References: 23
Entry Date: 2015
Access URL: https://academicjournals.org/journal/IJEAPS/article-abstract/BAD736653197
Accession Number: EJ1075871
Database: ERIC
Description
Abstract:Performance in Science, Mathematics and Technology (SMT) subjects among students in Kitui County, Kenya has perpetually been unsatisfactory. The aim of this study was to look into the extent to which teacher qualification influenced students' academic performance in SMT subjects. The study applied ex-post-facto survey research design. Random sampling was used to select eight secondary schools in Kitui County. It included eight head teachers, 40 teachers of SMT subjects and 600 candidates who sat for the Kenya Certificate of Secondary Education (KCSE) in the year 2012. Data were collected using questionnaire and document analysis. It was analyzed using descriptive and inferential statistical tools. The study found that there was no significant difference in means between teacher qualification and students' performance in SMT subjects at form four level F(1,37)=0.017, P>0.05. The findings of the study further revealed that majority of the teachers of SMT subjects were trained graduates, most of them had attended in-service or refresher courses which resulted in slight improvement in the students' performance in SMT subjects. Recommendation is made for organization of more regular in-service and refresher training of SMT subject teachers to enable them embrace and conform to the emerging technologies in pedagogy.
ISSN:2141-6656