Thesis.miuc.ac.ke



FACTORS THAT LEADS TO POOR PERFORMANCE OF CHEMISTRY IN KAKUMA REFUGEE SECONDARY SCHOOL

BY

JAMES MACHAK CHANY

MATRIC NO: BED/D226/10/11

A Research Project Submitted to the Department of Education in Partial Fulfillment of the Requirement for the Award of Bachelor of Education

MARIST INTERNATIONAL UNIVERSITY COLLEGE

A CONSTITUENT COLLEGE OF THE CATHOLIC UNIVERSITY OF EASTERN AFRICA

NAIROBI – KENYA

AUGUST 2014

DECLARATION

STUDENT

I declare that this research is my original work and has never been presented for any academic credit. All the sources used have been indicated and duly acknowledged.

JAMES MACHAK CHANY Matriculation No: BED/D226/10/11

Signature ....................................................... Date ...............................................

SUPERVISOR

This research project has been submitted for examination with my approval as the university college supervisor.

…………………………………………….

Signature ....................................................... Date ...............................................

HEAD OF DEPARTMENT

This research project has been approved by the head of department.

Prof. Joash Mutua

Signature ....................................................... Date ...............................................

DEDICATION

I dedicate this project to my parents who have seen me through turbulent times in my life.

ACKNOWLEDGEMENTS

Firstly, I thank the Almighty God for the gift of life and for seeing me through the studies. I would also want thank my parents for material and moral support during my entire school life. I wholeheartedly thank my supervisor …………. for the guiding me throughout the writing of this research project.

THE ABSTRACT

The purpose of this study was to establish the factors that lead to poor performance of chemistry in Kakuma refugee camp secondary school. The study adopted a mixed research design, involving both quantitative and qualitative research. A sample of 120 respondents comprising students, teachers and Lutheran World Federation members was used.

The study found out that most of the students do not perform well in Chemistry, despite the fact that students are aware of the importance of chemistry to their everyday life. The students in Kakuma secondary schools are faced by a myriad of challenges such as poverty, inadequate facilities, poor school managements and lack of qualified teachers. The study recommends the need for reforming the schools by employing adequate and qualified teachers and the need for creativity in improvising the equipments and delivery of chemistry content. The schools should also be equipped with adequate, up to date teaching and learning resources including equipping the laboratories to be able to adequately handle the required experiments.

LIST OF ABBREVIATIONS

LWF Lutheran World Federation

SPSS Statistical Package for Social Science

TABLE OF CONTENTS

Contents Page

DECLARATION ii

DEDICATION iii

ACKNOWLEDGEMENTS iv

THE ABSTRACT v

LIST OF ABBREVIATIONS vi

TABLE OF CONTENTS vii

LIST OF TABLES xi

LIST OF FIGURES xii

CHAPTER ONE 1

INTRODUCTION TO THE STUDY 1

1.0 Introduction 1

1.2 Background of the Study 1

1.3 Statement of the Problem 5

1.4 Objectives of the Study 5

1.4.1 General Objective 5

1.4.2 Specific Objectives 6

1.5 Scope and Delimitations of the Study 6

1.6 Research Questions 6

1.7 Significance of the Study 7

1.8 Scope and Delimitations of the Study 7

1.9 Operational Definition of Terms 7

1.10 Theoretical Framework 8

1.10.1 Physiological needs 8

1.10.2 Safety needs 9

1.10.3 Belongingness Needs 9

1.10.4 Self-esteem Needs 10

1.10.5 Self-actualization 10

1.9. CONCEPTUAL FARME WORK 10

1.11 Organization of the study 11

CHAPTER TWO 13

LITERATURE REVIEW 13

2.0 Introduction 13

2.1 What should be the roles of chemistry teachers toward improving the quality of science teaching in Kakuma Refugees camp-Kenya? 13

2.2 Good teaching method 14

2.2.1 Cooperative learning strategy (CLS) 14

2.2.2 Improvisation 16

2.2.3 Concept Mapping 16

2.2.4 Information Communication Technology (ICT) 17

2.3 Factors that Lead to Poor Performance of Chemistry in Secondary Schools 18

2.3.1 Lack of Practical Skills 18

2.3.2 Lack of Qualified and Dedicated Teachers 19

CHAPTER THREE 20

RESEARCH DESIGN AND METHODOLOGY 20

3.1 Introduction 20

3.2 Research Design 20

3.3 Area of the Study 20

3.4 Target Population 20

3.5 Sample and Sampling Procedure 21

3.5.1 Sample 21

3.5.2 Sample Size 21

3.6 Research Instruments 22

3.6.1 Questionnaire 23

3.6.2 Questionnaires for the Students 23

3.7 Reliability and Validity of the Research Instruments 24

3.7.1 Reliability 24

3.7.2. Validity 24

3.8 Data Collection Procedure 25

3.9 Data Analysis 25

CHAPTER FOUR 26

DATA PRESENTATION, ANALYSIS AND INTERPRETATION 26

4.1 Respondent rate 26

4.1.1 Sampled Population 26

4.1.1 Gender of the Students 27

5.1 Summary of the findings 41

5.2 Conclusion 42

5.3 Recommendations 43

5.3.1 Lutheran World Federation (LWF) 43

5.3.2 The students 43

5.3.3 Professional Teachers 44

5.3.4 The Refugee Secondary School 44

5.4 Suggestions for further research 44

REFERENCE 45

APPENDIX 1: QUESTIONNAIRE FOR TEACHERS 46

APPENDIX II: QUESTIONNAIRE FOR STUDENTS 47

APPENDIX II: QUESTIONNAIRE FOR LUTHERAN WORLD FEDERATION (LWF) 48

APPENDIX II: AUTHORIZATION LETTER 49

LIST OF TABLES

Table 1: KCSE Chemistry Performance From 2009-2013 5

Table 4.2: Samples Population 26

Table 4.3: Class of Students 29

LIST OF FIGURES

Figure 4.1: Distribution of Students’ Gender 27

CHAPTER ONE

INTRODUCTION TO THE STUDY

1.0 Introduction

This chapter explores the background of the study, statement of problem, objectives, research questions, significance, limitations and organization of the study. It also discusses the conceptual framework, theoretical framework and organization of the study.

1.2 Background of the Study

According to the English dictionary, Chemistry is the study of transformation of matter. Chemistry is a branch of science that deals with the structure, composition, properties, and reaction characteristics of substances, especially at atomic and molecular levels.

Chemistry is central to our way of life (Raymond; 2009),and without which we would be living shorter lives in what we could consider as primitive conditions, imagine life without automobiles, electricity, computers, CDs, and many others. It is an active evolving science that has vital importance to our world, in both the realm of society. This can be seen in the study of chemistry at microscopic level which shows measure and the materials of which our world’s made of.

Chemists and scientists in general, develop and design experiments in an attempt to understand, explain, and predict various chemical phenomena, organize and categorize their data. The livelihood of a good scientist depends on the collection of reliable and reproducible data from experiments observation and on analysis of that data. Scientists are conscientious in their effort to observe, collect, record and interpret the experimental data as possible.

Compared to other science subjects, Chemistry is believed to be more difficult at least at the introductory level; as justification to the perception, chemistry has a very special vocabulary in everyday conversations we hear words that have chemicals connections, although they may be used in a correct scientific sense. Chemistry teachers are expected to be active and vigilant when introducing the subject to ensure that their students don’t miss out the concept and produce good results at the ends of the terms. Poor students’ performance in science is due to poor teaching method, lack of text books, students’ negative interest, big class sizes, poor lab facilities, teachers’ attitude to work and poor conditions of services.

Apata (2007) confirmed that students taught by qualified and experienced teachers performed better than students taught by unqualified and inexperienced teachers. Inexperience teachers often fall in traps of expecting their students to like them above all else. However, if they do this, teachers are damaging their ability to control the classroom, which in turn compromises the students’ education.

According to Arends (2012) learning to be a teacher is a long and complex journey full of excitement and challenges. It begins with the sibling; and continues as we observed teachers after teaching throughout 16-20 years of schooling; and it culminates, formally, with professional training, but continues through a life time of teaching experience. Richard observed the three important responsibilities of teachers which are to lead a group of students the leadership aspects of teaching, to provide students with direct face-to-face instruction- the interactive aspect of teaching, to work with colleagues and parents to perform the organization aspect of teaching.

Education is a system of formal teaching and learning as conducted through school and other institutions. Levels of education in modern societies can go from pre-schools to secondary schools, and through colleges and universities. The purpose of secondary education is to expand knowledge of the subjects already studied in primary level. which, including the systematic study of literature, foreign languages, sciences, mathematics, social studies and other subjects essential for physical and intellectual development and to prepare students as future citizens. Whereas some of the secondary schools are in good environments for learning others are in totally worse environments whereby students can’t concentrate well and therefore cannot learn effectively. According to Nigel (2001), schools in disadvantaged areas face a myriad of problems in simply getting to the starting line for improvement. High staff turnover, poor facilities, lack of resources, falling number of pupils’ and a constant stream of supply teachers are some of the pressures that schools in more prosperous areas do not face.

Research shows that factors such as geographical isolation; particularly of rural- urban schools selective local educations systems, weak support from local education authorities (LEAs), low levels of formal qualifications in local adults population and poor employment opportunities further compound the problem and make extent of educational challenge facing their schools significantly greater than schools in more favourable settings (Reynolds et al 2001).

This research is entirely dealing with factors that lead to the poor performance of the refugee students in chemistry in school within the camp. The study is narrowed down to Kakuma Refugees Secondary School in Turkana district of the north western Kenya, 120kilometers from Lodwar district headquarters and 95 kilometres from the Lokichoggio Kenya-South Sudan. The school is run by the Lutheran World Federation (LWF) under United Nations High Commissioner for Refugees (UNHCR) to cater for the need of refugees from difference part of Africa mostly refugees from Sudan ,Somalia, Ethiopia ,Uganda and Rwanda. Kakuma refugees camp is known to be the largest camp in Kenya with total population of 50,000 refugees UNHCR (2007) statistic. After primary school in the camps students joint Kakuma Refugees Secondary or those refugees who are capable of paying their children fees can take their children to down Kenya to study there.

It has been assumed for several years of study in Kakuma secondary school that students don’t do well in chemistry relative to biology and other science subject. The reason being that the laboratories are not well equipped. The purpose of labs is to give students hand-on practical experience with concepts learnt in class. Chemistry is a subject that involves a lot of demonstrations and can only be effectively taught in the laboratory for easy access to instructional materials. The students are not engaged fully in practical, books are not enough, unfinished syllabus from teachers, teachers are lazy and lack of professional teachers since most of the teachers are form fours leavers who are waiting to go abroad for their studies hence does not have passion for teaching. Furthermore, students don’t take their learning seriously because they miss classes during distribution of food, lateness, poor study habits and lack of mentors and advisors.

Kakuma Camps is the hottest region in Kenya, therefore does not favour conducive environment for learning. The students concentrate less in the afternoon and windy which blows a lot of dust at times interrupt learning. A lot of insecurity makes students fear to study overnight for the fear that they could be attacked by the local people .Lack of resources such as power for students to read and do their assignment also affects their performance.

According to Kenya National Examination Council, Table 1 shows the performance of Chemistry KCSE Examination for five consecutive years from 2009-2013 in Kakuma Refugee Secondary School.

Table 1: KCSE Chemistry Performance From 2009-2013

KCSE Chemistry performance from 2009-2013

|Subjects |KCSE 2011 mean score |KCSE 2012 mean score |

|Chemistry |3.10 |2.78 |

From the Table 1 above it should be concluded that students surely perform poorly in chemistry. The biggest question that linger the mind of the researcher, is that, what was the cause of failure, in the core science subjects?

1.3 Statement of the Problem

Chemistry is a core subject which has been performed poorly over many years and this has made many students to have negative attitudes towards it and all other science subjects.

Several researchers have found that poor methods of teaching have been one of the factors of poor performance in Chemistry (Njoku2003). Lack of effective facilities also leads to the problem of poor performance in the subject since the subject is much practical than theory.

It is from this background that the study is carried on to investigate on the factors that lead to poor performance in Kakuma refugee secondary. The researcher hopes that the teachers, students and Local Education Authorities of Kakuma will be able to realize those factors and find out ways of curbing the problem.

4 Objectives of the Study

1.4.1 General Objective

The main objective of this study is to establish the factors leading to poor performance of chemistry in Kakuma refugee’s camp.

1.4.2 Specific Objectives

The specific objectives are to:

a) To determine the main factors that leads to the poor performance of Chemistry in Kakuma Refugees camp.

b) To investigate performance trends in chemistry for the last five years in Kakuma Secondary School.

c) To find out the attitudes of teachers, students, LWF and related NGOs on chemistry as a subject.

d) To find out the possible solutions to the factors affecting learners in Kakuma secondary school Chemistry.

1.5 Scope and Delimitations of the Study

The scope of the study will concentrate on Chemistry subject as one of the science subjects in Kakuma refugee camp secondary school. It will be used to investigate on the factors that lead to poor performance on the subject of chemistry. The researcher selected Kakuma only to facilitate a more comprehensive and intensive study of the factors that lead to poor performance of Chemistry.

1.6 Research Questions

a) What are the main factors that lead to the poor performance in Kakuma secondary school in chemistry?

b) What are the trends in performance over the last five years in chemistry in Kakuma secondary school?

c) What are the attitudes of the Teachers, Students, and LWA and related NGOs in Kakuma on Chemistry as a subject?

d) What are the solutions to the factors affecting learners of Kakuma secondary school in Chemistry?

1.7 Significance of the Study

The finding of this study are expected to help both the students and teachers of Kakuma Refugee Secondary School to take learning seriously and Lutheran world federation (LWF) in charges of educations in Kakuma refugees camp to overcome different factors affecting the performance of Chemistry.

The study will touch on differences between the qualified experience teacher and unqualified and untrained teacher; this will help the teachers to adapt to proper method of teaching chemistry subject as practical science.

The main aims are to fill the gaps in research since no research that has been conducted on this area.

This paper therefore attempts to present the effort being made to rectify the ugly situation, which is, the poor performance in chemistry and give a practically oriented teaching strategy that had been tried and found to be practicable and adaptable to the Kakuma Refugee secondary school.

1.8 Scope and Delimitations of the Study

The scope of the study will concentrate on Chemistry subject as one of the science subjects in Kakuma refugee camp secondary school. It will be used to investigate on the factors that lead to poor performance on the subject of chemistry. The researcher selected Kakuma only to facilitate a more comprehensive and intensive study of the factors that lead to poor performance of Chemistry.

1.9 Operational Definition of Terms

Refugee: this is somebody who seeks or take refuge in a foreign country, especially to avoid war or persecution.

Academic performance: this refers to how students deal with their studies and they cope with or accomplish different tasks given to them by their teachers.

1.10 Theoretical Framework

The study is grounded in Maslow’s Hierarchy of motives (1908-1970). The theory stipulate that higher level needs do not come into play until lower needs are satisfied, and the hierarchy applies to all individuals.

Abraham Maslow (1908-1970) had originally been enthusiastic about behaviourism, but he become disillusioned with its limited view of conception of human motivation exceeded a purely biological or survival –oriented view. For Maslow, while biological motives were clearly essential to survival, other motives were just as essential to ultimate human development and productivity.

He ranked human motives in hierarchy of motives, an ordering of needs that must be satisfied in human behaviour. This suggests that teachers should arrange learning situations in which the learners should not perceive it as threaten. For Maslow’s perspective therefore, the best classroom is that which maximize the opportunities for growth by reducing possibilities for failure and embarrassment risk taking behaviour.

1.10.1 Physiological needs

Physiological needs which are food, clothing and shelter are the most potent of all needs .In situations like Refugee camps whereby students lack almost all basic needs. The students cannot concentrate well in classrooms, absenteeism increases that will leads to poor performance in subjects like chemistry which need students to be present always in every class. Teachers should start with students basic needs, because it is impossible to advance to higher needs if students are hungry, don’t have enough warm clothes or have to sleep on streets.

1.10.2 Safety needs

Safety needs are mainly concerned with maintaining order and security. People have the need for structure, law and order and to be under direction of someone they trust .Refugee camps are always known as places of insecurity because of fighting for survival. For instance, the Dadaab camps profile report that “North Eastern Kenya has been plagued with insecurity problems and banditry for decades. Violent crime occurs in and around the camps. In such situations students cannot do well in class hence perform poorly. They live under anxiety every day, fearing death, rape cases and other kinds of abuse. It is difficult to concentrate in practical concept in chemistry, for instance, if you are worried that a bomb is going to explode or that you will be bullied on the playground at recess. The government should therefore ensure that there is enough security to give the students courage and safety of going on with their studies.

1.10.3 Belongingness Needs

Belongingness and love needs include the need to make intimate relations with other members of society, being an accepted member of an organized group and the need for a family. Being a refugee is wound; you are voiceless, vulnerable, neglected and dependent on humanitarian food aids. Their life consists of constant waiting and dream of new hope, their right and freedom of movement and to obtain employments and citizenships are denied. The children cannot learn with vision of having bright future ahead hence live with stresses and failure in their academic work. Students need to feel that they belong to class and they are accepted members of the group if they are to reach the next level.

1.10.4 Self-esteem Needs

Self-esteem includes the need to feel superior to others. This need is satisfied by having enough and feeling that you are satisfied in all that you have. The refugees experience low self-esteem because they live in thatched roof huts, tents and mud abodes. Living inside the camp is equally prison and exile. Once admitted refugees do not have freedom to move about the country but required to obtained movement passes from the UNHCR and Kenya government. A person who fails to satisfy the need to feel superior or to gain self-respect may feel like a misfit or may feel different from others. In a classroom set up, students who have low self-esteem will not do well in exams.

1.10.5 Self-actualization

Self-actualization is becoming everything that one is capable of becoming. It means to have moments of intense joy, wonder, awe and ecstasy. After these experiences, people feel inspired, strengthened, renewed or transformed. Students at Kakuma have never reached to this level because almost all other levels are still a problem to achieve. For this reason achieving well in school becomes a great problem.

On the basis of this theory then, the present study will be able to examine the factors that affect the good performance of Chemistry in Kakuma Refugee Secondary school.

1.9. CONCEPTUAL FARME WORK

The research contains the roles of chemistry teachers toward improving the quality of science in Kakuma Refugee Camp-Kenya in the teaching method which include chemistry being seen as cooperative learning strategy (CLS), improvisation, concept mapping, information communication technology (ICT), and some of the factors that lead to poor performance in chemistry which include lack of practical skills and lack of qualified and dedicated teachers.

When the challenges are dealt with, they lead to effective teaching of chemistry in the teaching method. This is because the challenges affect the delivery of contents the understanding and appreciation of the content by students. If the challenges are not dealt with then there is no effective teaching.

1.11 Organization of the study

This study is organized into five chapters. Chapter one introduces the research by detailing the background of the study, statement of the problem, scope of the study, objectives, significance, research questions, operational definition of terms, conceptual framework and theoretical framework.

Chapter 2 reviews the literature related to factors lead to poor performance of chemistry in Kakuka refugee camp. Chapter 3 covers the research design, the target population, sample design, data collection procedures, ethical issues, validity and reliability of the questionnaires and the description of the data analysis procedures. Chapter four presents the findings of the research in terms of graphs and charts. Chapter 5 discusses the summary of the research findings, conclusions and recommendations. It also gives suggestions for further research.

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

In this chapter, the researcher reviews material and views gathered from other authors, which are related to the topic and objectives of the study. A variety of up to date sources such as books, journals, e-resources, published and unpublished materials have been reviewed.

2.1 What should be the roles of chemistry teachers toward improving the quality of science teaching in Kakuma Refugees camp-Kenya?

The National Science curriculum in Kenya has three basic science subjects, these are Biology, Chemistry and Physics, of which a student is expected to choose one science between physics and Biology at the Secondary School level whereby chemistry is compulsory according to Kenya curriculum of 8-4.4 systems. Among these basic science subjects chemistry occupies a unique position. It is a pre – requisite for the study of many science courses , such as medicine, biochemistry, pharmacy, agricultural science , laboratory technology, .geology, agricultural science and so on (Ihuarulam, 2008).

The role and importance of chemistry are clearly seen and known in the scientific and technological development. Therefore a chemistry teacher should strategize some of which are discussed below, towards improving the quality of chemistry education.

2.2 Good teaching method

Teaching method is the way of presenting instructional materials or conducting instructional activities. Method of instruction plays an important role in the learning of chemistry. Twoli (2006) describe the method as a conceptually the instructional process , that is, not only how information get from teacher to learner but also how the learner is guided and motivated to find out on his/her own. It was equally observed that many factors such as poor teaching methods, mathematics nature of chemistry, abstract nature of chemistry concepts and laws account for students’ poor performance (Ekejiorfor 1993 in Njoku 2005).

The following characteristics among others encourage effective teaching process; a good knowledge of the subject matter , understanding of basic principles of child development, ability to employ different effective teaching strategies, and ability to adopt teaching to local situation (Nacinno-Brown et al 1985 in Danmaigoro 2005). The role of a chemistry teacher among others is to change the method of classroom instruction from lecture method to innovative learning strategy such as cooperative learning and concept mapping and to make use of improvised materials in the absence of standard equipment. Some of these innovative learning strategies are discuss below:

2.2.1 Cooperative learning strategy (CLS)

Adeyemo (2010) define cooperative learning as a teaching strategy in which students work together in a small teams and used a number of activities to achieve academic objectives and improving their understanding of subject matter.

The importance of cooperative learning strategy cannot be over emphasized in that it enhance students learning by providing a shared cognitive set of information between students and motivates student to learn the method (Mill, 1996). Furthermore Adeyemo (2010) observed that cooperative learning creates natural interactive context in which students have reasons for listening to one another, asking questions, clarifying issues and restating points of view: the teacher’s role changes from giving information to facilitating students learning. Aluko (2004) reported that as an adapted version of cooperative learning strategy require students to solve chemistry problems together in small group, and teacher acting as facilitator. The group adopt the Ashmore et al (1975) model for solving chemistry problems. The Ashmore’s heuristics are listed below:

• Definition of the problem.

• Selection of appropriate information.

• Combination of separate pieces of information.

• Evaluate.

Specifically, the following features are adhered to when using cooperative learning strategy (CLS) in classroom situations.

• The class is rearranged to allow for working in a mixed ability group of 4-6 each.

• Share a clear group goal of solving problems together.

• Work together as a team.

• Make decision by consensus.

• Each person should be free within his/her team to ask and answer a question.

• Each person should be willing to listen to one another.

• Each person should be willing voluntarily to teach and encourage one another.

• Each person should respect and trust each other.

• Each person should desire the progressive and success of the team at all times.

• Each person should put in all efforts to score maximum point for the team.

• Each group is rewarded based on individual contribution.

2.2.2 Improvisation

The need for improvisation arises due to the inability to provide the materials needed for student’s population. The need also arises due to high cost for standard equipment, shortage in the availability and production of known standard equipment and also need to promote scientific thinking and the inability to internalize chemistry process and skills (Balogum, 1982 -2008). It is the duty of a chemistry teacher to identify and enumerate the resources available in his/her environment, organized and managed them for effective teaching. This may improve the quality of education as improvisation developed functional knowledge and manipulative skills.

According to Ibrahim et al (2010) improvisation serve the following functions:

• It encourages individuality, self-reliance and self-independence.

• Improvisation of teaching aids allow teachers and students to achieve educational goals and lesson objectives particularly the three domains of taxonomy of learning namely effective, cognitive and psychomotor aspect of life.

• Practical work in improvisation equally allows students to have consistency in learning.

• Improvisation equally allows a very high degree of involvement of students in scientific and technological practice which make teaching and learning meaningful and void of rote learning.

• Improvisation facilitates originality since most work on improvisation are for individuals.

2.2.3 Concept Mapping

Concept mapping is an instructional strategy that involves the diagrams in which concepts are organized into hierarchical network depicting the relationship among concepts (EFe, 2005). Concept maps reflect conceptual organization of disciplined segment. Here key or primary concepts are derived in a descending manner. This learning strategy is useful in facilitating meaningful learning and it has been used to evaluate learning and as study skills leading to meaningful learning and high achieving in science (James, 2005). There are strong arguments in support of concept mapping as an innovation learning strategy that can be used by teachers and their students, to make science learning more meaningful by assisting students to organize incoming information and constructing mental bridges between what is already known and what is to be learned (Schmid & Tedaro 1990, Novak, 1991 in Egbebedia, 1999).

2.2.4 Information Communication Technology (ICT)

Information communication technology is defined as the technology of creating , processing , storage , retrieval, and transmission of data and information including telecommunication, satellite technology, electrical and electronic(hard ware) and electronic computing (software), the internet and global systems of mobile communication (GSM) Afolabi et al (2005). Difference concepts, theories and principles can be demonstrated in the class using ICT, this gives the teacher a meaningful classroom instruction and enhance the teaching and make class presentation an exciting one. Computer instruction assists science teaching in the following ways, as outlined by Musa (2005).

• Laboratory data analysis.

• Simulating and modelling.

• Drilling and practice teacher’s ability (word processing and record keeping).

In chemistry, industrial processes like manufacture of sulphuric acid, could be taught using simulation (Ojo, 2005). Simulation is one of the Computer Assisted Instruction (CAI) methods that can be employed in teaching some topics that involve either industrial processes or processes that involve evolution of large amount of energy and are too fast, for example collisions which involve too small subatomic charges.

2.3 Factors that Lead to Poor Performance of Chemistry in Secondary Schools

According to Saage (2009) identified various factors such as poor primary school background in science, lack of incentives for test, lack of interest on the part of students, students not interested in hard work, incompetent teachers in secondary school, large classes , fear of the subject psychologically.

2.3.1 Lack of Practical Skills

For the science laboratory to achieve its goals, it should be organized and managed well. The people involved in the management and organization of science laboratory could include:

• Science teacher.

• The science laboratory technician.

• The students.

Chemistry practical skills are science process skills which are the foundation for both enquiry and development of intellectuals and individuals skills needed for learning science concepts (Harden in 1983 in Efe 2008). Science teaching is more effective if students are involved in laboratory work in which atmosphere is conducive (Akale and Nwankwonta 1998).

In the science and technology mere observations do not facilitate learning; practical are essential (Maiwada 2003).

2.3.2 Lack of Qualified and Dedicated Teachers

Teachers are the main determinants of quality in education. If they are apathetic, uncommitted, uninspired, lazy, unmotivated, anti-social, the whole nation is doomed. If they are ignorant in their disciplined and impart wrong knowledge, they become not only useless but dangerous (Musa, 2005).

Qualified and sufficient number of dedicated teachers is needed to teach the content or direct the curriculum. Unfortunately many of the schools in Kakuma Refugee Secondary lack qualified and trained teachers to teach science courses in schools (Akale 1992, Lawrence and Tanko 1998).

CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

3.1 Introduction

Research methodology explores the methods the researcher employed during the research such as the research design, target population, description of the sample, sampling procedures, research instruments, data collection procedures and data analysis procedures, validity and ethical issues.

3.2 Research Design

Burns and Grove (2003) define a research design as a blueprint for conducting a study with a maximum control over factors that may interfere with validity of the finding. Polit et al (2001) define a researcher’s overall for answering the research question or testing the research hypothesis.

3.3 Area of the Study

The study will be conducted in Kakuma Refugee Secondary school Kakuma divion. The study will be carried out among all the science teachers, form three and form four students of Kakuma –division which comprises of five (5) secondary schools two Refugee secondary schools and three Kenyans schools.

3.4 Target Population

Parahoo (1997) defines population as the total number of units from which data can be collected ‘, such as individuals, artifacts, events or organizations. Burns and Grove (2003) describe population as the entire element that meets the criteria for inclusion in study.

In this study the target populations will be all the form three and form four students of Kakuma Refugee secondary School. The population comprises of students who will have chosen the core science subjects and the one who have chosen the elective subjects, that is the alternative A and B chemistry.

3.5 Sample and Sampling Procedure

3.5.1 Sample

Polit et al (2001) define a sample as a proportion of a population. The sample will be choosen from chemistry teachers and students of Kakuma Refugee Secondary in Turkana district in Kenya.

3.5.2 Sample Size

Holloway and Wheeler (2002) assert that sample size does not influence the importance or quality of the study and note that there are no guidelines in determining sample size in qualitative research. Qualitative researchers do not normally know the number of people in the research beforehand; the sample may change in size and type during research. Sampling goes on until saturation has been achieved, namely no new information is generated Holloway (1997).

In this study the sampling size will be 120 respondents whereby 80 will be students, 20 teachers and 20 LWF members.

3.5.3. Sampling Process

Burns and Grove (2003) refer to sampling as process of selecting a group of people events or behaviour with which to conduct a study. Polit et al (2001) confirm that in a sampling a proportion that represents the whole population is selected. Sampling is closely related to generalizability of the findings. In this study the researcher will use no-probability and purpose sampling. According to Parahoo (1997), in non-probability sampling researchers use their judgment to select the subjects to be included in the study based on their knowledge of the phenomenon.

Purposive sampling will be used in this study. Parahoo (1997) describes purposive sampling as a method of sampling where the researcher deliberately chooses who to include in the study based on their ability to provide necessary data. The rationale for choosing this approach is that the researcher will be seeking knowledge about the factors that lead to poor performance of chemistry in Kakuma refugee secondary school.

3.5.4. Sampling Procedures

Sampling of the participants will be done as follows:

• The researcher will seek the assistance of Lutheran World Federation (LWF) in charge of education sector in Kakuma Refugee Camp and head of department of science in Kakuma secondary school to identify potentials participants that will enable him gathered necessary information.

• The research project will be explained to the prospective respondents selected from form three, form four students and teachers within the school and they will be asked personally if they would want to take part in the research.

• The researcher will distribute the questionnaires to the respondents

• In case some questions need some explanations, the students will ask their colleagues and same to the teachers or the researcher if he is around.

3.6 Research Instruments

In this study the researcher will be primary data collection instrument because the data will be from participants’ words in the context of the research problem Holloway and Wheel (2002). This approach will allow greater latitude in providing answers therefore the teachers and the students will be able to provide in-depth information regarding the phenomenon.

The researcher will use questionnaire in collecting his data. Interview guide will also be used in finding out the factors that leads to poor performance of chemistry among secondary school students in Kakuma Refugee secondary schools.

To ensure the credibility of the data collected, the researcher will lay aside his preconceived ideas by writing his opinion on poor performance of students in chemistry in Kakuma Refugee Secondary School. This will allow the flexibility in the data collection. The participants will not be guided by the phenomenon, but by their experience polit et al (2002)

3.6.1 Questionnaire

A Questionnaire is essentially a structured technique for collecting data. It is generally a series of written questions for which the respondents has to provide the answers Bell (1999).

Care has to be taken in creating questionnaire; Oppenheim (1996) comments that, the ability to write plain English will help; but that will not be sufficient: if questionnaire is well designed, it will motivate the respondents to give accurate and complete information; as it should provide reliable and relevant data in return.

3.6.2 Questionnaires for the Students

The questionnaires for the students will have different section which include; demographic information. This will ask the background information of the respondents which include age, sex, and other personal information about the students.

The second section will be a section of statements designed in such a way to ask information about the students, attitude toward poor performance in chemistry. The purpose of this section is to examine the student’s perception toward their poor performance in chemistry.

The third section will have open question whereby students will expressed their feeling toward their poor performance in chemistry during Kenya National Exams and some major problem to be solve their poor performance in the final exams.

3.7 Reliability and Validity of the Research Instruments

3.7.1 Reliability

Reliability is the consistency of result/ being able to be accurate or to provide correct result. An experimental study was conducted among seven students and three teachers who were not part of the actual sample. This aim of the experimental study was to enhance the validity and reliability of the research instrument and allow the researcher to gain understanding with the instrument.

The researcher will project the clarity of the experimental study by using questionnaire items that will be found inadequate or indistinct like restating of some sentences and words modified in order to improve the quality of the research instruments thus increasing its reliability.

3.7.2. Validity

Mugenda and Mugenda (1999) defined validity as the accuracy and meaningfulness of the inferences, which is based on the research results obtained from the analysis of the data actually represent the phenomena under study.

As such the researcher will seek the assistance of the research experts, experienced graduate and peer colleagues, lecturers and experienced supervisor in order to read through his work and make necessary corrections.

3.8 Data Collection Procedure

According to Parahoo (1997), a research instrument is a tool used to collect data. An instrument is a tool designed to measure knowledge attitude and skills. Data will be collected during the focus group discussion. Obtaining data from participants with different experience prevents information bias and thus increasing credibility regarding the information.

3.9 Data Analysis

Data analysis means to organise, provide structure and elicit meaning. Analysis goes beyond description because data is transformed and extended Burns and Grove (2003). Analysis of qualitative data is an active and interactive process polit et al (2001). In this process there is identification of essential features and description of interaction among them.

The researcher will identify the themes and patterns from data, coding will be also used through SPSS program to expand, transform and reconceptualise data, providing opportunities for more diverse analysis.

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

This chapter focuses on data presentation and analysis. Data is based on the research questions and the objectives of the study.

4.1 Respondent rate

The researcher sought to find out the responses rate of the respondents after collecting the questionnaires from the Students, Teachers and Lutheran World Federation (LWF). 116 questionnaires were distributed to the three categories. 76 to the students, 20 to the teachers and 20 the Lutheran World Federation (LWF). The responses are presented in the table 1 below.

4.1.1 Sampled Population

Table 4.2: Samples Population

|Respondents |Frequency |Percentage % |

|Students |76 |66 |

|Lutheran World Federation |20 |17 |

|Teachers |20 |17 |

|Total |116 |100% |

From the table 4.1 above, it is clear that the response rate for all the categories of the respondents was 100%. This contributes immensely to the success of this study.

4.1.1 Gender of the Students

Figure 4.1: Figure 4.1: Distribution of Students’ Gender

(Source: Field study, 2014)

Figure 4.1 shows that 67.1% of the students are male and 32.9% are female. Most of the students in Kakuma Secondary School are male, reason being that most of the boys flee their various countries and come to stay in Refugee camp as a means of their safety from being used as child soldiers back home. Female students would find it much harder to survive the hard life of Kakuma for the four years in high school, were there is lack of water, inadequate clothing and food shortage as well as the harsh climate. The traditional and cultural practices also do not favor girl’s education in the refugee camp. This explains the imbalance in the distribution of gender in this study.

4.1.2 Age of the students

Figure 4.2: Age of Students 1

Figure 4.2 above show the distribution of the students by age whereby 1.3% of the students lied between 12 -15 years, 53.9% between 16 - 19 years, 4.2% between 20 – 25 years and 2.6% were 25 and above. This indicate that most of the students attend the exact age of the secondary schools, therefore if directed well by their instructors/teachers can do well in their National exams science subject since they have all the energy of reading, waking up in the morning to study .if they are provided with enough reading materials and have good environment for learning.

Table 4.3: Class of Students

Table 4.2 class of the students (n=76)

|Students response N Percentage (%) |

Form three 44 57.9

Form Four 32 42.1

|Total 76 100% |

Table 4.2 above shows that 57.9% of the students are in form three and 42.1% are in form four. In Kakuma Secondary Schools, the high population was concentrated mostly in form three compared to form four since the number of repeaters and the one coming from form two cause the population to be larger in form three than in form four. Also, the day to day population increase in the Refugee camps due to the ever growing wars lead to higher population increase in form three since there no direct admissions to form four as stipulated in the policy of the schools in the camps. Therefore, the researchers give many questionnaires to the form three to get more and accurate information based on the researched questions hence that led to the success of the research.

4.1.3 The Gender of Lutheran World Federation (LWF)

Figure 4.3: Distribution of the Lutheran World Federation Gender

(Source: field study, 2014)

Figure 4.3 above show that 50% of the Lutherans World Federations (LWF) are Male and 50% are Female. This helps the researcher to distribute the questionnaire equally and have firm response from the both groups. Hence, contribute most to the success of the research.

4.1.4 The Gender of Teachers

Figure 4.4: Distribution of teachers’ gender

(Source: Field study, 2014)

Figure 4.4 above show that 80% of the teachers are male and 20% are Female

4.1.5 Highest Academic Qualification in the Professional

Table 4.3 Academic qualification of the teachers

|Teachers Response |Frequency |Percentage (%) |

|Bachelor |9 |45 |

|Diploma |1 |5 |

|Untrained |10 |50 |

|Total |20 |100 |

Table 4.3 show the academic qualifications of teachers whereby 50% of the teachers are untrained, 45% of the teachers are Bachelor degree holders and 5% are Diploma holders in Educations. This study revealed that 50% of the teachers are teaching chemistry but they are not graduate of chemistry. They are moreover not even dreaming of undertaking any chemistry training in their higher studies. They are employed by Lutheran World Federations (LWF) to get skills before they go for their further studies in abroad through the scholarships of Windle trust Kenya, World University Service of Canada (WUSC). This, although somehow useful, it does not auger well for the students’ performance in chemistry.

Poor remuneration has also been identified in Refugee camps as one of the major factors which distracts most teachers from their primary assignment as they get involved in other activities that will enhance their living standards. It is believed that the services of the United Nation High Commissioners for Refugee (UNHCR) are supposed to be free. This implies that any teacher who teaches in refugee schools should only be given incentives not salaries. They therefore employ form four leavers who are deemed less demanding in terms of salaries compared with trained and qualified teachers who would normally ask for huge salaries. However, those untrained teachers get very little in terms of emoluments and end up being demoralized as they feel exploited. They keep lamenting and seeking for better opportunities elsewhere. Anyone one who works with such a mind-set cannot be effective, hence, with the obvious consequence of poor performance on the parts of the students.

Table 4.4 Teaching experience (n=20)

|Teacher response N Percentage (%) |

1-5 years 12 60

6-10 years 4 20

11-15 years 3 15

16 years and above 1 5

| Total 20 100% |

| |

Table 4.4 above show that 60% of the teachers taught between 1-5 years, 20% of teachers taught between 6-10 years, 15% of the teachers taught between 11-15 years and 5% of the teachers taught above 16 years. This study shows that majority of teachers in Kakuma Secondary School are inexperienced and cannot teach chemistry well hence they are one of the causes of poor performance of students in chemistry.

Table 4.5 current teaching class (n=20)

|Response |Frequency |Percentage (%) |

|Form one |2 |10 |

|Form two |11 |55 |

|Form three |2 |15 |

|Form four |4 |20 |

|Total |20 |100 |

Table 4.5 show that 55% of the teachers teach in form two, 20% teach in form four , 15% teach in form three and 10% teach in form one. This revealed that most of teacher concentrates most in the upper classes than in form one. This will make form one miss concepts from form one and therefore will have poor foundation academically and hence will not do well in their final exams.

4.2 Factors that led to Poor Performance of Chemistry in Kakuma Secondary School

4.2.1 Inadequate facilities

Figure 4.5 Distribution of the response on inadequate facilities.

(Source: Field study, 2014)

Figure 4.5 above shows that 58.6% of the all population strongly agrees, 25% of the population Agree, 5.2% Undecided, 6.0% Disagreed and 5.2% strongly disagree. The majority of the population strongly agrees that there were no adequate facilities such as text books, laboratories equipment and lack of trained teachers. There was a laboratory but students have never attended lab since they joined form one except when they are doing their national examinations for Kenya Certificates of Secondary Education (K.C.S.E). Most of the students do not even know a Bunsen burner. Reason being that the class started at seven thirty in the morning (7:30am) and end at one o’clock in the afternoon (1:00pm) due to fact that the place is too sunny for students to concentrate on the science subject particularly chemistry which involved a lot of demonstration and practical work. Therefore no enough time for the teachers to take students to the lab for an experiments, although there could be time most of the teacher are not confident to explained to the students some chemistry concept since they don’t even have knowledge to teach chemistry hence are not qualified teachers to teach chemistry. This leads to poor performance of students in chemistry. Despite all those challenges, students remain eager to learn, most students are passionate about education that they are sleeping in secondary school to share one kerosene lamps and study at night.

4.2.2 Harsh climate

Figure 4.6 Distribution of responses on the harsh climate

(Source: field study, 2014)

Figure 4.6 above shows that 45% of the all population strongly agreed that hash climate affect the students’ performance of chemistry in Kakuma refugee camp, 29% Agreed , 13% are Undecided and 3% strongly disagreed.

4.2.3 Poor School Management

Figure 4.7 Distribution Response on Poor School Management

(Source: field study, 2014)

4.2.4 Security/community conflict

Figure 4.8 Distribution of response on school community conflict

(Source: field study, 2014)

Kakuma refugee camp Kenya is located in one of the remotest parts of Kenya where nothing grows agriculturally. The refugees there live among the Turkana, nomadic pastoralists, many of whom live in absolute poverty and have needs that have gone unmet for decades. However, the Turkana do not benefit from international aid that would make living in such an inhospitable environment easier. According to international law, in order to receive international aid, a person must live outside the country of origin without state protection. Unfortunately, this causes an imbalance that has resulted in the host community feeling hostile and blaming their problems to refugees.

The host community’s water supply has been compromised, since the arrival of refugees to Kakuma. Due to day today increases of large congregations of displaced persons in arid environment, there are huge demands on the scarce local water resources this give rise to friction with the local communities. Turkana often seen refugees as a security threat to them, they accused Dinka (a Sudanese ethnic group) in Kakuma refugee camp of rapping their women and cutting down their trees for construction purposes and cooking which puts a great strain on the timber resources of local community. They also as an influence of the local economy in variety of ways such as increase in population which results in an increased demands for products and goods, which raises the prices and the standard of living in and around the refugee camp. At Kakuma refugee camp, job competition is intense because NGOs tend to hire refugees who work for less than the Kenyans. Clinics in Kakuma for instance, employ ten refugee to assist one Kenyan.

4.2.5 Poverty

Figure 4.9 Distribution of response on poverty

(Source: field study, 2014)

Figure 4.9 above shows that 31% of the whole population strongly agreed that poverty lead to poor performance of chemistry in Kakuma refugee camp. The poverty leads to absenteeism, emotional impact, low academic performance and school uneasiness. Absenteeism, Refugees families lack resources such as food, transportation and which may prevent their children from attending school regularly. According to Leroy & Symes (2001) identify factors related to poverty that may place a child at-risk for academic failure are ;very young , single or low educational level parents, unemployment, abuse and neglect , substance abuse, dangerous neighbourhood , homelessness , mobility and exposure to inadequate or inappropriate educational experiences. The academic and behavioural problems can be indicators of impending failure. Delay in language development, delay in reading development, aggression, violence, social withdrawal, substance abuse, irregular attendance and depression. Teachers have difficulty in reaching a student’s parents or guardian, students does not complete assignments, does not study for tests, and does not come to school prepared to learn because of poverty related circumstances in home environment. Such a learner may be unwilling or unable to interact with peers, to concentrate or focus in class and adults in effective manner. These issues may not only have impact on the learning of the student of poverty but can also impact the learning of other children.

4.3 Solution to the challenges of poor performance in chemistry

The following are the suggestion made by the both group base on what should be done in order to ensure that the students refugee performed well in Chemistry.

Most of the group suggested that more practical as well as field experiments which should give learners hand on activities so as to improve their experience as well as fell the relevance and importance of studying Chemistry.

They also suggest that the teachers should complete the syllabus on time so that the needs of the learners are attended to. All the categories suggest that the Lutheran World Federations (LWF) should at least employed more trained teachers to handle Chemistry and help the learners perform well in final exams.

CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter was organized into four sections: Summary of the study, Conclusions, Recommendations and Suggestions for further research.

5.1 Summary of the findings

The study investigated the factors that lead to poor performance of chemistry in Kakuma Refugee Secondary School. The study was guided by the following research objectives:

➢ To determine the factors that lead to the poor performance of chemistry in Kakuma Refugee camp.

➢ To investigate performance trends in Chemistry for the last five years in Kakuma Secondary School.

➢ To find out the attitudes of the teachers, students, LWF and related NGOs on Chemistry as a science subject.

➢ To find out the possible solutions to the factors affecting learners in Kakuma Secondary School Chemistry.

The sample size of the population used in the study was one hundred and sixteen (116), which consist of 20 teachers, 20 LWF and 76 students. Questionnaires were used to collect data from the samples and information collected was organized using tables and figures. The analysis of data enabled the researcher to come up with finding based on the objectives.

5.2 Conclusion

Within the context of science education, chemistry has been identified as a very important science subjects and it importance in science and technological development of any nations has been widely reported.

It was a result of the recognition given to chemistry in the development of the individual and the nation that it was made a core-subject among the natural sciences and other science related course in Kenyan educational system. It has been a pre-requisite subject for offering most science oriented courses in the tertiary institution and this calls for the need in teaching it effectively.

The study revealed that most of the students don’t do well in Chemistry as discussed earlier in chapter four, which was confirmed by the students themselves, their teachers and the Lutheran World Federation (LWF). This is despite the fact that students are aware of the importance of chemistry to their everyday life, which should ideally force them to work extra hard in order to pass their exams. The students in Kakuma Secondary school are being faced by general challenges such as poverty, inadequate facilities, poor school managements and lack of qualified teachers; these challenges therefore call for a serious reformation in teaching, teachers employments, school management and more emphases should be put to teachers on how to be creative in improvisation of missing laboratory materials, supplies of more text books and laboratories equipment to refugee schools to enhance performance in chemistry.

5.3 Recommendations

Having carried out the study on the factors that lead to poor performance of Chemistry in Kakuma Refugee Secondary School, the researcher made the following recommendation to the different stakeholders that would help to improve the performance of Chemistry in Refugees Schools.

5.3.1 Lutheran World Federation (LWF)

The Lutheran World Federations(LWF) should ensure that the teachers employed to teach chemistry in secondary school have undergo teacher training college or if not a trained teacher they should introduce a chemistry workshops whereby the qualified teachers and unqualified teachers interact. This in turn will improve the performance of chemistry to the Refugee Schools.

Good remuneration of teachers to increase the morale of teachers who are teaching in the remote areas where there is no water, always windy and sunny.

Introduction of the remedial class to make sure that the syllabus is completed on time and at least students are taken for a lab session. This will boost the performance of students in chemistry.

5.3.2 The students

The students should form a group discussion of at least 5 to 6 students whereby each of the group members is allowed to argue his/her opinion. This will encourage them to work alone and be able to read extra harder at home in order to contribute more point tomorrow during discussion. This will make students forget the tough situations they are facing in the camp and live a stress free life, hence will do well during the exams.

5.3.3 Professional Teachers

The professional teachers should guide and advise the untrained teachers to prepare good and effective teaching and learning resources since they are more experience in the teaching profession.

The professional teachers should work hand in hand with the untrained and inexperience teachers to ensure that they prepared a good scheme of work and lesson plan , since the untrained and inexperience teachers does not have knowledge on how to prepare the lesson plan and scheme of work.

5.3.4 The Refugee Secondary School

The schools should make sure that they make a partnership with the neighbouring schools and make an arrangement on how to help each other in accessing some of the teaching and learning resources which may not be found in their school.

5.4 Suggestions for further research

The study recommends the following as the area which can be researched further.

a). Challenges facing girl-child education in refugee camps and their impact on science subjects.

b). Effects of employing untrained teachers to teach science subject in secondary schools.

REFERENCE

APPENDIX 1: QUESTIONNAIRE FOR TEACHERS

APPENDIX II: QUESTIONNAIRE FOR STUDENTS

APPENDIX II: QUESTIONNAIRE FOR LUTHERAN WORLD FEDERATION (LWF)

APPENDIX II: AUTHORIZATION LETTER

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