Thesis.miuc.ac.ke



THE CHALLENGES FACING TEACHING AND LEARNING OF PHYSICS IN SECONDARY SCHOOLS IN NGONG DIVISION KAJIADO COUNTYBYJAMES ODOB.Ed./436/15/16 A Research Project Submitted to the Department of Education in Partial Fulfilment of the Requirement for the Award of Degree of Bachelors of EducationMARIST INTERNATIONAL UNIVERSITY COLLEGEA Constituent College of the Catholic University of Eastern Africa (CUEA)NAIROBI-KENYAFEBRUARY 2019DECLARATION AND RECOMMENDATIONDECLARATIONI hereby declare that this research project is my original work and that it has not been presented for an award of a degree in any other university.Sign………………………… Date: …………………………….. ODO JAMES OKONKWORECOMMENDATIONThis research project has been submitted for examination with my recommendation as university supervisor. Sign: ………………………… Date: ……………………………… MR. GEOFFREY MUTUNEHEAD OF DEPARTMENTThis research project has been approved by the Head of Department.Signature................................... Date............................................... DR. EVERLYN OLUOCH SULEHDEDICATION I dedicate this work to all physics students.ACKNOWLEDGEMENTSMany thanks go to the Lord the Almighty for the precious gift of life, inspiration and protection throughout this academic journey. I also want to acknowledge the constant support and encouragement accorded to me by my supervisor Mr. Geoffrey Mutune for his insightful suggestions, sacrifice of time and correction of the work. Special thanks go to my Provincial Superior Br Vincent Abadom for his support in prayers and financially. I also appreciate in a special way the entire Marist Brothers in the Province of Nigeria.I would also like to appreciate in a particular way the participants who were kind enough to fill in the questionnaires. THE ABSTRACTPhysics is considered a difficult subject among secondary school students. This informed the researcher’s decision to carry out this study. The purpose of this study was to examine the challenges facing teaching and learning of physics. It was guided by the following objectives: To examine the inadequate of resources in teaching and learning physics in secondary schools; To investigate whether teachers’ capacity is a challenge in teaching and learning physics; To establish whether learners’ attitude is a challenge to teaching and learning physics and to look at what extent the pedagogical approaches affects the teaching and learning physics in secondary schools in Ngong Division of Kajiado County.The study used descriptive survey design and adopted the quantitative approach. The study enlisted 121 respondents comprising 119 students, 7 teachers and 3 head teachers drawn from Ngong Division, Kajiado County. Statistical Programme for Social Sciences (SPSS) version 22 was used. The study established that most schools have some basic teaching and learning resources such as physics laboratories, atlases, apparatus, first aid box and charts; which most teachers were frequently making use of. The study recommends that students should be exposed to interactive method of learning physics self-motivations and work hard, schools should equip the physics laboratories with adequate teaching and learning resources, parents should support the schools financially and materially while the government should increase budgets for schools.TABLE OF CONTENTSContents Page TOC \o "1-3" \h \z \u DECLARATION AND RECOMMENDATION PAGEREF _Toc5712859 \h iDEDICATION PAGEREF _Toc5712860 \h iiACKNOWLEDGEMENTS PAGEREF _Toc5712861 \h iiiTHE ABSTRACT PAGEREF _Toc5712862 \h ivTABLE OF CONTENTS PAGEREF _Toc5712863 \h vLIST OF FIGURES PAGEREF _Toc5712864 \h xLIST OF TABLES PAGEREF _Toc5712865 \h xiLIST OF ABBREVIATIONS PAGEREF _Toc5712866 \h xiiiCHAPTER ONE PAGEREF _Toc5712867 \h 1INTRODUCTION TO THE STUDY PAGEREF _Toc5712868 \h 11.0 Introduction PAGEREF _Toc5712869 \h 11.2 Back Ground of the Study PAGEREF _Toc5712870 \h 21.3 Statement of the problem PAGEREF _Toc5712871 \h 71.4 Delimitations /Scope of the study PAGEREF _Toc5712872 \h 81.5 Objectives of the study PAGEREF _Toc5712873 \h 81.6 Purpose of the Study PAGEREF _Toc5712874 \h 91.7 Conceptual Framework PAGEREF _Toc5712875 \h 91.8 Theoretical Framework PAGEREF _Toc5712876 \h 101.9 Operational Definition of Terms PAGEREF _Toc5712877 \h 12CHAPTER TWO PAGEREF _Toc5712878 \h 13LITERATURE REVIEW PAGEREF _Toc5712879 \h 132.0 Introduction PAGEREF _Toc5712880 \h 132.1 Pedagogical approaches in Teaching and Learning of physics. PAGEREF _Toc5712881 \h 132.2 Inadequate Resources in Teaching and learning physics PAGEREF _Toc5712882 \h 152.3 Teachers’ Characteristic in teaching and Leaning of Physics. PAGEREF _Toc5712883 \h 162.4 Learner’s Attitudes towards teaching and Learning of physics. PAGEREF _Toc5712884 \h 17CHAPTER THREE PAGEREF _Toc5712885 \h 19RESEARCH DESIGN AND METHODOLOGY PAGEREF _Toc5712886 \h 193.1 Introduction PAGEREF _Toc5712887 \h 193.2 Research design PAGEREF _Toc5712888 \h 193.4 Area of study PAGEREF _Toc5712889 \h 193.5 Population of the study PAGEREF _Toc5712890 \h 203.6 The sample Size PAGEREF _Toc5712891 \h 203.7 Sampling procedures PAGEREF _Toc5712892 \h 203.8 Description of research instruments PAGEREF _Toc5712893 \h 213.8.1 Questionnaire PAGEREF _Toc5712894 \h 213.9 Methods of data analysis PAGEREF _Toc5712895 \h 223.10 Data collection procedure PAGEREF _Toc5712896 \h 223.11 Reliability of the research instrument PAGEREF _Toc5712897 \h 233.12 Validation of the instruments PAGEREF _Toc5712898 \h 243.13 Ethical considerations PAGEREF _Toc5712899 \h 24CHAPTER FOUR PAGEREF _Toc5712900 \h 26DATA PRESENTATIONS, INTERPRETATION AND DISCUSSION PAGEREF _Toc5712901 \h 264.1 Distribution of Questionnaires and the Return Rate PAGEREF _Toc5712902 \h 264.2 Demographic Information of the Participants PAGEREF _Toc5712903 \h 274.2.1 Gender Distribution PAGEREF _Toc5712904 \h 274.2.2 Age Distribution PAGEREF _Toc5712905 \h 274.2.3 Level of Education PAGEREF _Toc5712906 \h 294.2.4 Trained to Teach Physics PAGEREF _Toc5712907 \h 304.2.5 Duration Teaching Physics in the Current School PAGEREF _Toc5712908 \h 304.2 Methods of Teaching and Learning Physics PAGEREF _Toc5712909 \h 314.2.1 Assignments PAGEREF _Toc5712910 \h 314.2.2 Frequency of Assignment PAGEREF _Toc5712911 \h 314.2.3Use of Apparatus PAGEREF _Toc5712912 \h 324.2.4 Frequency of Use of Apparatus PAGEREF _Toc5712913 \h 334.2.5 Practical Work PAGEREF _Toc5712914 \h 344.2.6Field Trips PAGEREF _Toc5712915 \h 344.2.6.1 Students on Field Trips PAGEREF _Toc5712916 \h 354.2.6.2 Number of Trips in a Year PAGEREF _Toc5712917 \h 364.3 Teaching and Learning Resources PAGEREF _Toc5712918 \h 374.3 Teaching and Learning Resources PAGEREF _Toc5712919 \h 384.3.1 Physics Laboratory PAGEREF _Toc5712920 \h 384.3.2 Physics Textbooks PAGEREF _Toc5712921 \h 394.3.3 Atlases, Apparatus, First Aid Box and Charts table 14: Availability of Atlases, Apparatus, First Aid Box and Charts PAGEREF _Toc5712922 \h 404.3.4 Available Teaching and Learning Resources PAGEREF _Toc5712923 \h 414.3.5 Absence of Physics Teaching and Learning Resources PAGEREF _Toc5712924 \h 414.4 Learners’ Attitude PAGEREF _Toc5712925 \h 424.4.1 Importance of Physics PAGEREF _Toc5712926 \h 424.4.3 Physics a Difficult Subject PAGEREF _Toc5712927 \h 434.4.4 Interest in Studying Physics PAGEREF _Toc5712928 \h 444.4.5 Physics and Future Career Prospects PAGEREF _Toc5712929 \h 444.4.6 School Average Score in Physics in 2017 PAGEREF _Toc5712930 \h 454.4.7 Physics Performance Trend PAGEREF _Toc5712931 \h 454.5 Teacher Characteristics PAGEREF _Toc5712932 \h 464.5.1 Class Management PAGEREF _Toc5712933 \h 464.5.2 Proper Use of Time PAGEREF _Toc5712934 \h 464.5.3 Improvising Resource Materials PAGEREF _Toc5712935 \h 464.5.4 Teacher Motivation to Students PAGEREF _Toc5712936 \h 474.5.5 Teacher Preparedness PAGEREF _Toc5712937 \h 474.5.6 Teacher Patience PAGEREF _Toc5712938 \h 474.5.7 Teacher Enthusiasm PAGEREF _Toc5712939 \h 484.5.8 Teacher Flexibility PAGEREF _Toc5712940 \h 484.5.9 Knowledgeable Teachers PAGEREF _Toc5712941 \h 494.5.10 Creativity PAGEREF _Toc5712942 \h 494.5.11 Teacher Availability PAGEREF _Toc5712943 \h 504.5.12 Teacher’s Ability to Create Safe Learning Environment PAGEREF _Toc5712944 \h 504.5.13 Teacher Professional Development PAGEREF _Toc5712945 \h 514.5.14 Teacher Student Relationship PAGEREF _Toc5712946 \h 514.5.14 Caring for Students PAGEREF _Toc5712947 \h 524.5.15 High Expectations from Students PAGEREF _Toc5712948 \h 534.5.16 Teachers’ Use of Technology PAGEREF _Toc5712949 \h 534.5.17 Active and Accessible Teachers via Technological Platforms PAGEREF _Toc5712950 \h 55CHAPTER FIVE PAGEREF _Toc5712951 \h 56SUMMARY, CONCLUSIONS AND RECOMMENDATIONS PAGEREF _Toc5712952 \h 565.1 Summary of the Study PAGEREF _Toc5712953 \h 565.2 Summary of the Findings PAGEREF _Toc5712954 \h 575.2.1 Teaching and Learning Resources for Physics PAGEREF _Toc5712955 \h 575.2.2 Teachers’ Characteristics PAGEREF _Toc5712956 \h 575.2.3 Physics’ Learners’ Attitude PAGEREF _Toc5712957 \h 585.3 Conclusion PAGEREF _Toc5712958 \h 585.4 Recommendations PAGEREF _Toc5712959 \h 595.4.1 Students PAGEREF _Toc5712960 \h 595.4.2 Parents PAGEREF _Toc5712961 \h 595.4.3 School Administrators PAGEREF _Toc5712962 \h 595.4.4 Ministry of Education PAGEREF _Toc5712963 \h 605.5 Suggestions for further Research PAGEREF _Toc5712964 \h 60REFERENCES PAGEREF _Toc5712965 \h 61APPENDIX I: QUESTIONNAIRE FOR PHYSICS TEACHERS. PAGEREF _Toc5712966 \h 65APPENDIX II: QUESTIONNAIRRES FOR STUDENTS PAGEREF _Toc5712967 \h 71APPENDIX III: QUESTIONNAIRE FOR HEAD TEACHERS PAGEREF _Toc5712968 \h 75APPENDIX IV: RESEARCH AUTHORIZATION LETTER PAGEREF _Toc5712969 \h 77LIST OF FIGURESFigure Page TOC \h \z \c "Figure"Figure 1: Conceptual Framework PAGEREF _Toc5712970 \h 9Figure 2: Teachers’ Level of Education PAGEREF _Toc5712971 \h 28Figure 3: Teaching Experience PAGEREF _Toc5712972 \h 29Figure 4: Students going for field trips PAGEREF _Toc5712973 \h 34Figure 5: Trips per Year PAGEREF _Toc5712974 \h 35Figure 6: Most common teaching and learning method PAGEREF _Toc5712975 \h 36Figure 7: Knowledgeable Teachers PAGEREF _Toc5712976 \h 48LIST OF TABLESTable Page TOC \h \z \c "Table"Table 1: The Sample for the study PAGEREF _Toc5712977 \h 21Table 2 Questionnaire Distribution PAGEREF _Toc5712978 \h 25Table 3 Gender Distribution PAGEREF _Toc5712979 \h 26Table 4: Age Distribution PAGEREF _Toc5712980 \h 27Table 5: Trained to teach physics PAGEREF _Toc5712981 \h 29Table 6: Frequency of giving Assignments PAGEREF _Toc5712982 \h 30Table 7: Use of Apparatus to Teach Physics PAGEREF _Toc5712983 \h 31Table 8: Frequency of Use of Apparatus PAGEREF _Toc5712984 \h 32Table 9: Practical Work PAGEREF _Toc5712985 \h 33Table 10: Field Trips PAGEREF _Toc5712986 \h 33Table 11: Influence of Teaching Methods on the choice of Physics PAGEREF _Toc5712987 \h 36Table 12: Physics Laboratory PAGEREF _Toc5712988 \h 37Table 13: Physics Textbooks PAGEREF _Toc5712989 \h 384.3.3 Atlases, Apparatus, First Aid Box and Charts table 14: Availability of Atlases, Apparatus, First Aid Box and Charts PAGEREF _Toc5712990 \h 39Table 15: Available Physics Teaching and Learning Resource PAGEREF _Toc5712991 \h 40Table 16: Absence of Physics Teaching and Learning Resources PAGEREF _Toc5712992 \h 40Table 17: Importance of Physics PAGEREF _Toc5712993 \h 41Table 18: Performance in Physics PAGEREF _Toc5712994 \h 41Table 19: Students Interest in Studying Physics PAGEREF _Toc5712995 \h 43Table 20: Influence of Physics on Career Choices PAGEREF _Toc5712996 \h 43Table 21: Physics Average Score in 2017 PAGEREF _Toc5712997 \h 44Table 22: Physics Performance Trend PAGEREF _Toc5712998 \h 44Table 23: Class Management PAGEREF _Toc5712999 \h 45Table 24: Proper use of Lesson Time PAGEREF _Toc5713000 \h 45Table 25: Improvising Resource Materials PAGEREF _Toc5713001 \h 45Table 26: Teachers' Motivation to Students both in Class and Outside Class PAGEREF _Toc5713002 \h 46Table 27: Importance of Teacher Preparedness PAGEREF _Toc5713003 \h 46Table 28: Teacher Patience PAGEREF _Toc5713004 \h 46Table 29: Teacher Enthusiasm PAGEREF _Toc5713005 \h 47Table 30: Flexible teachers PAGEREF _Toc5713006 \h 47Table 31: Creative Teachers PAGEREF _Toc5713007 \h 48Table 32: Teacher Availability PAGEREF _Toc5713008 \h 49Table 33: Teachers ability to create safe learning environment PAGEREF _Toc5713009 \h 49Table 34: Teacher Professional Development PAGEREF _Toc5713010 \h 50Table 35: Strong Teacher-Student Relationship PAGEREF _Toc5713011 \h 50Table 36: Caring for Students PAGEREF _Toc5713012 \h 51Table 37: Teachers high Expectations from Students PAGEREF _Toc5713013 \h 52Table 38: Teachers' use of Technology PAGEREF _Toc5713014 \h 52Table 39: A good teacher is accessible via technological platforms PAGEREF _Toc5713015 \h 54LIST OF ABBREVIATIONSGOK Government of KenyaKNEC Kenya National Examination CouncilMIUC Marist International University CollegeSPSS Statistical Package for Social SciencesWHO World Health OrganizationSMASSE Strengthening of Mathematics and Science in Secondary Education (Kenya) CHAPTER ONEINTRODUCTION TO THE STUDY1.0 IntroductionPhysics is believed to be one of the oldest and probably the most developed of all the sciences (Keith1996). It addresses the most fundamental questions regarding the nature of the physical universe. It asks questions such as; what is the nature of the universe? What is matter made of? What are the fundamental forces of nature? etc. Because physics is the study of these and other basic questions, it provides the underpinnings for all other physical sciences. ‘The ultimate description of all physical systems is based on the laws of physical universe usually referred to as ‘the laws of physics’ (Nathan et al 1995). Two dominant themes run through the development of physics; (1) matter and energy (2) the search for order and patterns. Secondary school physics is primarily concerned with the study of these two themes.The concept of physics permeates almost all facets of our daily activities therefore; it is not possible to ignore these very important concepts whose knowledge helps to improve peoples’ lifestyle. It is unfortunate that our young scientists, especially those in the rural areas, have ignored Physics in favour of Chemistry and Biology (Iraki 1994). The greatest worry is; why are they shying away from this subject? What are the consequences of this trend? Is it because they do not understand the concepts and principles taught in physics, or is it because they do not understand the importance and relevance of physics in their future career?One reason why physics form part of the curriculum all over the world is due to its ability to give personal intellectual and practical skills, knowledge and value to the learner. In learning physics, students acquire process and manipulative skills that enable them to predict accurately the outcome of various events such as the occurrence of the eclipse, effect of gravity and other forces and phases of the moon. A learner with a physics background is able to think both deductively and inductively and approach new situations with a high degree of precision and accuracy. To achieve sustainable development goals (SDGs) and realize vision 2030, quality teaching of physics to more young learners has become even more critical. It is with this in mind that central province secondary school heads association came up with what is known as ‘effective 40’ program to effectively manage the 40 minutes lesson and hence improve performance in all subjects; physics included.1.2 Back Ground of the StudyEducation in general is viewed as development of life process and universal practice of human learning resulting from man’s interaction with his social and natural environment. In line with this, Tegene and Tsegye (1999) discussed education as a process and practice engaged in by different societies at all stages of development and geared towards shaping an all rounded personality by a harmonious and integrated development of the mental, physical, social, moral, spiritual and aesthetic power of human being.Science education in particular provides good standards for people and leads to cultural developments. It would seem clear that all the developing countries should accelerate the development of science education as learner-centred, teacher-assisted, action oriented, and project-based education program. For rapid development of science education, government, society and industry should be in a co-operation and work together (Yasemin, 2004).In Europe and North America, physics education is a challenge because physics departments are facing the shortage of resources and teachers (Thacker, 2003). According to (NCES, 2007), the decline in interest in the?physical?sciences has led to the closure of departments at universities in the UK. Therefore, the introductory?physics classes in colleges and universities have little lasting impact on students who take them.The attitude towards physics in secondary schools in Nigeria is unsatisfactory sequel to the wrong perception that the subject is difficult to assimilate, in spite of the benefit students stand to gain by learning physics most student nonchalantly chose to study other subjects in place of physics (Okoh, 2002). Students attitude towards physics to a large extent have an impact on their interest in leaning physics. According to Cupdag (1989) the attitude of students reveals their level of learning toward a particular subject, thus, makes them enthusiastic to learn than those who have unfavourable?attitude towards it.In this regard, Cheng (2004), in a study conducted regarding students learning in physics, found out that in the student’s evaluation, consistent with their notion that physics is complex to learn have unfavourable attitude towards learning it. This also have a negative consequence on teaching the subject, because the negative perception of students becomes a barrier to teaching and learning.Furthermore, Edward (2006) asserts that research in a similar area which was targeted at assessing students’ beliefs and perception about the nature of physics learning and evaluation of teaching practices that would help students develop more expert-like beliefs and positive attitude; observed that in spite of the benefit the student would derive from learning physics their perception about physics being a difficult subject cannot be easily changed thus affecting the teaching and learning of the subject in secondary schools in Nigeria.Much as Nigeria advocates for and pursuing development in technology, the result has been unsatisfactory and discouraging (Adedayo, 2008). The development in technology is poor and contributes immensely to the state of underdevelopment in Nigeria (Ogbazi 1987, Ajayi 2007). There is need to redress and bring about a worthwhile growth in technology. Given that Physics is one of the major subjects meant to provide the basic developments needed in technology, its effective teaching and learning are crucial issues for consideration. Since research reports (Ajayi, 2007; Adedayo, 2012) revealed that the performance of students in Physics is very appalling, this fact calls for attention. In Kenya, despite the fact that physics has made a significant contribution to life in today’s society, a decline in enrolment and performance has been registered over the years (KNEC 2002 to 2011). This trend is more significant especially in schools where the subject has been made optional. Probably there is lack of correlation between what is learnt in class and the real application in everyday life (AAPT 1999). This lack of or little relationship between theoretical physics and application physics may contribute towards the low enrolment and poor performance of physics among secondary school students.Physics helps the learners to develop critical thinking due to its high reliance on mathematical concepts and logics.The fact that mathematics is not a favourite subject for most low performing students could be a reason why they shy away from physics. Students who perform well in mathematics are likely to enrol and perform better in physics; this could be the reason why the students who enrol in physics have an overall better performance.The performance of physics like other sciences depends on the spatial ability of the learner (Twoli 1986). Given that boys exhibit higher levels of spatial ability, this may explain the reason why there is a higher enrolment and performance in physics among boys than girls in national exams (KNEC 2010).Teacher shortages are frequently viewed as impacting negatively on quality of teaching and learning, and an understanding of the factors influencing these shortages is absolutely crucial to educational planners and policy makers. Physics teacher shortages seem to be associated with a set of factors that reduce supply and increase demand. The most commonly cited factors include decline of the overall attractiveness of the teaching career, relative to other careers. This decline is closely associated with the teacher salaries, which have remained low, relative to those of other occupations (Santiago, 2002). For Example, on average the starting salary of a secondary school teacher in Kenya is 70% of average starting salary of public servant (GoK, 2008). Another factor explaining the existence of teacher shortages is associated with increased retirement rates. Studies have shown that many developed countries including USA, England and Germany have an aging teaching force (Eurydice, 2002). The situation is similar in Kenya where teacher recruitment has been minimal despite the increase in supply of teachers graduating from universities and other teacher training colleges; and the ever-spiralling need for secondary school teachers occasioned by increasing enrolment levels. Major shortages in 1995 were experienced in science subjects including Chemistry, Physics and Mathematics while there was teacher surplus in other subjects especially in social sciences including geography, history and CRE (MOEST, 2005b; Delloitte & Touche, 1995). However, by 2003, teacher surpluses indicated in geography, history and CRE had disappeared and in their place came shortages in these subjects (TSC, 2005). The situation remained the same in 2009 (TSC, 2009).Teaching and learning is a lifelong process which starts immediately when one is born. Therefore, both teaching and learning are interrelated concepts because for teaching to take place there must be learners while for learning to take place there must be teachers. According to Nasibi (2003), teaching is a process that facilitates changes in learners and it entails telling, persuading, showing, demonstrating, guiding and directing the learners’ efforts or a combination of these efforts.From the above definition learning can be a process of acquiring, retaining attitudes, knowledge, understanding, skills and capabilities that resulted to change of behaviour of a person concerned. According to Nasibi (2003), the factors that contribute to effective teaching and learning in secondary schools are considered to be parts of school management either the teachers or the learners bring about other factors. According to Elliot (2000), teachers are the ones who affect the process of teaching and learning in almost all the schools because they are the key individuals managing the classes and sometimes, they do things that makes learners feel harassed, be fearful, humiliated or even to develop bad attitudes towards a particular subject. For instant in a class where teacher favours other learners than others, the unfavoured ones feel unaccepted in class thus they create poor attitudes towards the teacher and the subjects (Nasibi, 2003). Therefore, a teacher should show learners that they love, motivate and encourage them all equally so that they all become ready to learn.Methods and techniques of teaching and learning play an important role to effective achievement. According to (Ogula, 1999), popular methods used include the following: lecture method, discussion, role play, debate, fieldtrip and use of real and imaginary visits. Therefore, the presupposed methods to be used in teaching and learning physics in secondary schools are those of learner-centred methods in order to generate interest in the learners positively, improve learners’ attitudes towards the subject and also make learners not to see them as a superior than them. The starting point for the teacher is to choose the correct teaching methods and strategies are to learn all she or he can about the learners. According to (Nasibi, 2003) these consist of the origin, background, abilities, mental and physical developments likes and dislikes. In fact, attention should be given to the individual differences and the teachers should be sensitive when selecting the appropriate teaching and learning methods.1.3 Statement of the problemAs discussed in the background part earlier, physics is one of the subjects offered in the secondary schools. It is true that, knowledge obtained from the physics is applicable in any technological and engineering work, and also its benefit for developing countries like Kenya is unquestionable.There have been several studies carried out on challenges facing teaching and learning of different subjects in secondary schools. They include; the factors affecting teaching and learning process in day secondary schools in Ngong division of Kajiado County (Mtachi, 2009). The factors influencing students’ performance in KCSE among secondary schools in Gatanga division in Thika County (Kigori, 1996). Factors influencing teaching and learning of science subjects in secondary schools in Machakos (Dzokai, 2009). The causes of poor performance in Mathematics at KCSE (Ernest, 2010). The factors contributing to poor performance in English language at KCSE level in Matete division Lugari County (Ogutu, 2009). The attitudes of secondary school students towards History and Government (Kwambi, 2000). These studies identified several challenges facing teaching and learning of various subjects in secondary schools. They include inadequate teaching and learning resources, negative attitudes towards a subject, lack of motivation by teachers, shortage of teacher’s, teacher-centred methodologies and admission of students with low grades in Kenya Certificate of secondary school (KCPE) among others. The above studies have addressed challenges facing other subjects but few if any have addressed the challenges facing teaching and learning of physics.Therefore, this research aims at finding out the challenges facing teaching and learning of physics in secondary schools in Ngong division Kajiado County.So, it is necessary to study the challenges facing teaching and learning of physics in the secondary schools in Ngong division Kagiado County hence, these challenges need special attention to get reliable solutions. Thus, the researcher is extremely interested to identity problems in teaching and learning physics in Ngong Division of Kajiado County secondary schools, and to suggest possible solutions.1.4 Delimitations /Scope of the studyThe Researcher will limit this research to the three sampled Secondary School in Ngong Division of Kajiado County. The Researcher will decide to do this because the sampled Schools are mixed public and private schools. This will facilitate the findings of this study to be based on the opinions of both genders and teachers who will participate in the study.1.5 Objectives of the studyThe objectives of this study are: To examine the inadequate of resources in teaching and learning physics in secondary schools in Ngong Division of Kajiado County. To investigate whether teachers’ characteristics is a challenge in teaching and learning physics in secondary schools in Ngong Division of Kajiado County.To establish whether learners’ attitude is a challenge to teaching and learning physics in secondary schools in Ngong Division of Kajiado County.To look at what extent the job opportunity affects the teaching and learning of physics in secondary schools in Ngong Division of Kajiado County.1.6 Purpose of the StudyThe purpose of this study is to examine the challenges of the inadequate resources, teachers’ characteristics, learner’s attitudes and job opportunity facing teaching and learning of physics in secondary schools in Ngong Division, Kajiado County. The findings will go a long way in contributing towards the improvement of teaching and learning of physics in secondary schools in Ngong Division, Kajiado County. The study will be beneficial to physics teachers in secondary schools who may wish to utilize the findings of this study to improve their teaching methods. The study will also be beneficial to policy makers in education sector especially as they will utilize the findings of this study as a basis for policy formulation concerning teaching and learning of physics. It should be noted that the study will enhance existing knowledge about the problem and prospect of teaching and learning physics in secondary school level. 1.7 Conceptual FrameworkIn this research the Researcher will conceptualize the independent and dependent variables. A variable is defined as the factor or a characteristic of interest that a researcher would like to handle, observe, or manipulate in the research (Kasomo, 2006).Independent variablesDependent variablesTeaching Learning Resources Teacher characteristic Learner’s attitude Pedagogical approachesFigure SEQ Figure \* ARABIC 1: Conceptual FrameworkFrom the above diagram, the independent variables which includes; resources, teacher characteristic learner’s attitude and job opportunities are acting on the dependent variables which are teaching and learning.1.8 Theoretical FrameworkKombo and Tromp (2006) defined theoretical frame work as a collection of interrelated ideas based on theories. It is a reasoned set of propositions, which are derived from and supported by data or evidence. A theoretical frame work accounts for or explains phenomena. It attempts to clarify why things are the way they are based on theories. The primary goal of this research is to develop pedagogical techniques and strategies that will help the student learn more effectively. This study is based on Maslow's hierarchy of needs. It explains that humans need to have the most basic life needs met before they can achieve anything in life beyond those basic needs. So, for example, we must be able to be fed, clothed, and sheltered before we are able to work on being part of a community or society, meeting our social needs, which are higher on Maslow's pyramid.? This hierarchy has profound implications in the educational setting because unless and until students' most basic needs are met, they are simply unable to attend to higher order tasks such as learning.? Teachers?must?have an awareness of the unmet needs of students, since teaching and learning occur at the higher parts of the pyramid, with social gratification, self-esteem, and self-actualization. These are what learning is meant to achieve.? A student who is homeless or unsafe cannot focus on learning anything properly.? A student who is hungry or tired cannot, either.? Learning implies that one's brain is clear of the dreadful disruption of problems such as these.? If you have ever tried to prepare for an exam while tired or hungry, you might have experienced just a little of this.? So, while teachers sometimes complain that they are not social workers, it is incumbent upon us to understand Maslow's hierarchy of needs and do our very best to ameliorate the appalling conditions under which students often are trying to learn.? I know many teachers who keep food handy, for example, or just take time out to listen and offer their best advice on solving students' most basic needs.? It would be wonderful if the rest of society would understand this hierarchy and be willing to ensure that the most basic needs of all students were met. If that were the case, every student could be a success (Lorraine Caplan 2018).Maslow's hierarchy of needs has great implications for the practice of effective teaching and learning. The hierarchy suggests that people cannot reach the level of self-actualization if they do not have basic needs met, including physiological needs and needs related to safety. This means that children who are not given sufficient food or healthcare are not ready or able to learn until their needs are attended to. The hierarchy explains the importance of programs such as Head Start, good public healthcare for children, and free school meals. Without these programs, children simply cannot learn. In addition, children must feel safe in their schools, with each other, and with their teachers if they are going to learn.The next two levels of the hierarchy, love/belonging and self-esteem, mean that students must feel a sense of connection and love from their school. They must sense that their school administrators and teachers care for them. In addition, they must develop a healthy sense of self-regard, fostered by their schools and parents. Only if all of these elements are in place will they be able to move to the level of self-actualization or realizing their potential?(Lorraine Caplan 2018).1.9 Operational Definition of TermsTeaching physics:?The ability to impact knowledge in physics to studentsLearning physics:?The ability to assimilate physics lessons by studentsAttitude: The way students feel and behave towards learning of physicsPerception: The way students think about physicsPerformance: How well or badly students learn physics in secondary schoolProspects:?The success recorded in teaching and learning of physics in secondary schoolsTeaching style: Teaching strategies, tactics and methods employed during instructions.CHAPTER TWOLITERATURE REVIEW2.0 IntroductionThe review of literature is an account of what has been published on the topic by accredited researchers and scholars. The review of literature is a method used to identify, evaluate and interpret the work done by other scholars. It is therefore a critical summary and assessment of the range of materials that focus on knowledge and understanding in a given field. Furthermore, this chapter reviews literature related to the challenges facing teaching and learning of physics in secondary schools. The challenges reviewed include pedagogical approaches, inadequate of resources, teacher capacity and learner’s attitude towards teaching and learning physics in secondary schools in Ngong Division, Kajiado County. The chapter also summarizes the literature review and identifies the knowledge gap.2.1 Pedagogical approaches in Teaching and Learning of physics.Heidi (2007), notes that students’ learning of science directly depends on teachers having adequate knowledge of the subject matter. Teachers with more content knowledge are more likely to teach in ways that help students construct knowledge (Alonzo, 2002). Such teachers interact with the learners intensively through question-answering and investigation explanation approach; hence influence their desire to pursue the subject. Teachers with long teaching experience in physics have strong instructional skills and are capable of encouraging students to like the subject, because they are quick in restoring order and developing a tempo of teaching which fosters more time on the tasks on the part of the students (Anderson, 2002). This may attract students to enrolling in physics and performs very well in physics.According to Richet (2000), students are attracted to learning sciences like physics not because of prolonged practice of professional teaching but, it all depends on what an individual had acquired earlier and how one approaches the new learning situations. The baseline studies by Ong‘ele (2007) and Agwanda (2002) established that most young teachers seemed to have problems in passing the content objectives to the students while experienced teachers go to physics laboratories unprepared and most likely repeat previous mistakes. It is clear that enrolment in physics dependent on the teacher delivery of content and practical presentation. In 2005, South African government came up with a number of initiatives to improve strategy for teaching science, mathematics and technology by the setting up of DINALEDI schools which has enhanced learners’ understanding of science subjects (Western Cape Department of Education, 2005). According to FEMSA (2000), majority of the teachers tend to use the lecture method in which the learners are passive listeners. However, Inquiry-Based Teaching (IBT) approach is used to describe teaching strategies that are driven by scientific inquiry which is student-centred rather than teacher-centred and offers students opportunities to be actively involved in experimenting, questioning and investigating in Physics (Kahn & O‘Rourke, 2005). Also, secondary school students in Nigeria exhibited low interest in science due to poor performance and these was considered as the major cause for low enrolment in sciences including Physics (Esiobu, 2005). Science educators and in particular Physics teachers in secondary schools need to change their teaching approaches to make them more effective and relevant to a much larger proportion of the student population (International Bureau of Education, 2000; Wieman and Perkins, 2005).2.2 Inadequate Resources in Teaching and learning physicsMaicibi (2003) observes that when the right quality of human resource works together, they can manipulate other resources towards realizing institutional goals and objectives such as steady enrolment in all subjects. Raw (2003) added that educational resources enable the learners conceptualize concrete objects in their environment and help the teacher to cater for individual differences in the classroom and learners with special needs hence attract learners to learn the subject. Teaching of Physics without adequate and functional instructional materials especially laboratory apparatus may certainly result in poor academic achievement and this discourages learners in the subsequent years (Frazer et al. 1992). Taale and Antwi (2012) also discovered that inadequate exposure to science laboratory work at the secondary school level has been a major cause of students’ inability to comprehend, apply scientific knowledge and enrol in the respective subject. Munyalo (2006), observed that if any meaning of implementation of a curriculum should take place, there should be ready and continuous supply of teaching learning resources to sustain the student interest in sciences. In Kenya SMASSE (2003) designed meaningful and focused activities for improving teaching of sciences and mathematics in order to raise the students’ interest, curiosity and help them relate the concepts learnt to the occurrence in day-to-day life. Ndirangu, Kathuri and Mungai, (2003) point out that, Improvised laboratory experimentation (ILE), for example, has been used as a remedy to the situation where there are inadequate teaching resources. 2.3 Teachers’ Characteristic in teaching and Leaning of Physics.Kahere (2011) revealed that science teachers who had gone for the SMASSE training had positive attitude towards experiments, confidence and were able to improvise in cases where resources are not available, then teachers who were not exposed to the training. Ongele (2007) noted that attitude and interest can be and are learned, teachers should assist pupils to have positive attitudes towards the subject. According to Adera (2004), negative attitude of the teachers towards the science subjects was the major challenges facing teaching and learning of physics in secondary education. According to Raw (2003) teacher’s attitude leads to appropriate utilization of resources in schools thus reduces dropout rates, maintains learners discipline and makes learners remain motivated for longer periods.Kiptum (2016), explains that many physics teachers find most of the topics in physics easy to handle, however, some topics like electromagnetic induction, Electronics and Waves tend to be challenging which implies that leaners were left to struggle on their own with topics that proved difficulty to teachers. Jayantee (2011) explains that teachers had positive opinions about girls’ ability to do science but stated that lack of infrastructure facilities did not allow them to involve the pupils in practical work as much as they would wish, few students are encouraged to take subjects like physics. This study will closely investigate the teachers’ attitude towards practical, improvising resources and interaction with the learners to enrol in physics.Furthermore, the limited number of Physics teachers in Kenya has led to heavy work load such that the teachers would not emphasize the need for practical lessons; therefore, physics is left to the few who are confident in it and whom the teachers can manage well (Onyango, 2001). 2.4 Learner’s Attitudes towards teaching and Learning of physics.Waititu (2004) established that the attitude students develop towards a subject is dependent on their experiences in school. Furthermore, he noted that there was a strong relationship between attitude and the choice of a subject of study. Bassey, (2003) argues differently that, key property of physics is that there are many mathematical concepts and processes which make physics a preserve of very few learners. This is similar to findings of (Amunga, 2013) that physics in many secondary schools is optional and a preserve of a few who are confident enough to take a third science subject and sustain the perceived difficulty concepts by a majority of the students. This notion affects student enrolment. In contrast, Murithi (2013) states that physics is taught to selected students who have knowledge of its mathematical concepts and symbols. These factors lower the morale in pursuing physics. The same findings revealed that students have a positive attitude towards physics, perceive the physics teachers as competent and they perceive the physics laboratories as well equipped. A study conducted in USA by New Education Department in 2013/2014 revealed that across the country, 2.8 million K-12 students received one or more out-of-school suspensions, a nearly 20 percent drop from the number reported two years ago, however such students could not follow basic concepts in school in English language and other subjects like physics, chemistry and Algebra II, therefore, inconsistence in school due to indiscipline affects the interest in pursuing science subject like physics.Al –Methen and Wilkinson (2014), reported that failure in students is due to lack of confidence in the knowledge they possess and could also affect their level of activity in the classroom. They also argued that students’ academic problems arise from personal inadequacies such as low ability; negative self- concept, anxiety, maladjustment, environmental influences such as poor classroom conditions, curricular inadequacies, peer groups and the lack of home support. Regular school attendance is an important factor in school success as cited by Rothman (2001), in his study it was established that poor attendance had severe negative results on student achievement in mathematics and sciences, because learners has fewer hours for instructions and experiments. Furthermore, a positive attitude toward science leads to a positive commitment to science that influences lifelong interest and learning in science. This is one of the reasons why major science education reform efforts have emphasized the improvement of students’ attitudes.Sintayehu (2014), argued that students’ academic problems and lack of interest in pursuing physics arise from personal inadequacies such as low ability; negative self-concept, anxiety, maladjustment, environmental influences such as poor classroom conditions, curricular inadequacies, peer groups and the lack of home support.In addition to this, Birhanu (2009), identifies four major areas that physics students have been facing the problems, namely: lack of interest, poor problem-solving skills, poor understanding of the concept of physics, and lack of skill in practical work respectively. On the other hand, attitudes of students and teacher capacity contribute to low enrolment and poor performance of girls in physics (Akweya, 2015). Based on this fore going, the researcher will closely investigate challenges facing teaching and learning of physics in secondary schools in Ngong Sub-County, Kajiado County.CHAPTER THREERESEARCH DESIGN AND METHODOLOGY3.1 Introduction This chapter discussed the research design and methodologies used in the collection and analysis of data in this research study. It comprised the various segments such as the research design, the area of study, sample size and sampling techniques, population of the study, research instruments for data collection, validation of the instruments, reliability of the instruments, method of data collection, method of data analysis and ethical consideration.3.2 Research design Keith (2009) defines research design as the scheme, outline or plan that is used to generate answers to problems. This means that research design is a roadmap or strategy which guides the researcher in his or her planning and in the entire process of conducting the study.The researcher used survey design for this study. This is because survey designs are the best method for assessing people’s attitudes, beliefs, feelings, behaviours and lifestyles. The design enabled the researcher to gather systematic factual information to describe the current status of the population. Therefore, the survey design was convenient in establishing the challenges facing teaching and learning of physics in secondary schools in Ngong Division.3.4 Area of studyThe study was conducted in Ngong Division of Kajiado County. Ngong Division is located in a newly developed region where there are still challenges facing teaching and learning of physics in secondary schools. The Division was selected due to the researcher’s interest in its location and the efforts of students in terms of academic performance. It is in this Division that the researcher wished to find out the challenges facing teaching and learning of physics in secondary schools since the study has not been carried out in the Division before.3.5 Population of the studyA population is defined as any group of people, institutions or objects that have at least a common characteristic. Population is an entire group of individuals, events or objects having common observable characteristics (Mugenda, 1999). Therefore, the target population in this study comprised three selected secondary schools (Kibiko, Oloolaiser and Oloolua) in Ngong Division. The study targets all the learners in form 2 and form 3, physics teachers and head teachers involved in education.3.6 The sample SizeA sample is a small portion of a population that is used to make generalization of the whole population. According to Kothari (2004) a sample is a finite part of statistical population whose properties are studied to obtain information about the whole. It is a small population or proportion or fraction of a population that is used for a study. Therefore, the respondents were the learners of physics, physics teachers and head teachers. Three secondary schools were selected to make up the sample. From these three head teachers, eight physics teachers and one hundred twenty-three learners of physics were selected. Therefore, a sample of one hundred and forty-three participants was used.3.7 Sampling proceduresIn this study three public secondary schools were selected among the schools found in Ngong Division. The sampling procedure was used in this study which was simple random sampling, in order to select the schools. The researcher will write the names of the public secondary schools on small pieces of paper and then picked one at a time so as to come up with the number of three schools to represent the public schools in total. A sample drawn from each school is shown on the table below.Table SEQ Table \* ARABIC 1: The Sample for the studySchoolHead TeachersPhysics teachersLearnersTotalForm 2Form 3School A13173156School B13132138School C12201740Total3850691343.8 Description of research instrumentsResearch instruments as the tools of collecting data from the sample data being the information which is required to solve a problem (Nsubuga, 2000). The research instrument used for this study was the questionnaire for both physics’ teachers and physics learners. Furthermore, data will be collected by reading books, periodicals and newspapers from the library which contain relevant information for the study.3.8.1 QuestionnaireQuestionnaire is a carefully designed instrument for collecting data directly from people or subjects (Kasomo, 2007). Questionnaire was used because it is relatively easier to administer and to collect data from a large group. It is also cheaper when compared to other forms or methods used in the collection of data. In addition, it is easy to summarize the information gathered. Two types of questionnaire were used. Learner’s questionnaire and teacher’s questionnaire. The learner’s questionnaire comprises three sections. A, require the respondents give some personal background. B, consists of multiple-choice questions, and C comprises close ended questions. The questionnaire consists of ten questions in all.The teacher’s questionnaire comprised two sections. in section A, the respondent was asked to give some personal information and while in section B is made up of closed ended questions and open-ended questions. In close ended questions the respondent is expected to answers while in open ended more detailed responses was provided.3.9 Methods of data analysisData analysis comprised categorizing and labelling of data. This helped in coming up with teacher’s, learner’s and head teacher’s responses. Data was then coded using the findings obtained from questionnaire and interviews. The data will be finally analyzed by the researcher using tabulation of data into frequency distribution from several deductions and interpretation will be made.3.10 Data collection procedureThe researcher established contact with the schools that are sampled for the data collection. For this reason, the researcher personally contacted the principals of the schools to seek permission to conduct the questionnaires in the school and then distribute the questionnaires to teachers and the students in the schools selected. After the head teachers, teachers and learners have filled the questionnaires then the researcher will collect them for analysis.3.11 Reliability of the research instrumentReliability is the consistency of the research instrument. Mugenda and Mugenda (1999) observe that reliability is a measure of degree to which a research will yield after repeated trials.To ensure reliability of the research instrument, the test reliability method which involves administering the same instruments twice to the same group of subjects with a time lapse between the first and the second test will be used. One physics teacher questionnaire and five physics student’s questionnaires will be administered in the school considered for piloting. The answered questionnaires will be stored electronically. The same questionnaires will be administered to the same physics teacher and students after a fortnight.These questionnaires again will be stored electronically. A comparison between the scores in (II) and (III) above will be made and a Pearson Product Formula will be employed to compute the correlation co-efficient in order to establish the extent to which the content of the questionnaire and consistent in eliciting the same responses every time the instrument will be administered. 3.12 Validation of the instrumentsIn order to validate the instruments for the data collection the researcher will consult the expertise in this area including the supervisor. The researcher will assume that their assistance is indispensable for the validation of the instrument that harmonized with the objectives of the study.3.13 Ethical considerationsIn this situation official permissions will be obtained from relevant authorities’ deputy principal of Marist international University College for the easy process of the study and head teacher of each sampled school. For confidentiality and privacy, the researcher will guarantee the respondents to seek their consent before revealing any information. For anonymity the researcher will assure individual protection by making use of numbers or pseudo names in order not to disclose the respondents’ names. The researcher will Endeavour to discourage psychological harm by avoiding embarrassing questions that may cause fear and anxiety among the respondents. For informed consent the researcher will make a provision of all the facts to the respondents about the study in order to make informed decision about participating or not. The whole source of information concerning this study is branded as regards to academic honesty.CHAPTER FOURDATA PRESENTATIONS, INTERPRETATION AND DISCUSSIONThis chapter presents the analyses, interpretation and discussion of data findings. The study sought to establish the ‘Challenges Facing Teaching and Learning of Physics in Secondary Schools in Ngong Division, Kajiado County.” The data analysis was based on the objectives of the study. Data collected from the field were presented and analysed using frequency tables, figures and texts. The chapter begins with an analysis of the questionnaire return rate for the respondents followed by the demographic data of the respondents. Thereafter, the findings are thematically presented based on the research objectives of the study. 4.1 Distribution of Questionnaires and the Return RateThe Table 2 below presents the number of respondents who participated in the study.Table SEQ Table \* ARABIC 2 Questionnaire DistributionTargeted QuestionnairesReturned QuestionnairesFrequency%Frequency%Respondents 13410012190Total13410012190Table 2 shows that a total of 134 questionnaires were distributed but only 121 were filled and returned back. This is 90% return rate. Hence, 10% of the targeted respondents were not able to participate as anticipated. However, the number that was able to participate was adequate enough for the study. 4.2 Demographic Information of the ParticipantsThe respondents were asked to provide their demographic data in terms of gender, age and work experience. The results of these analyses are presented as follows: 4.2.1 Gender DistributionTable SEQ Table \* ARABIC 3 Gender DistributionGender Students Teachers Frequency% Frequency%Male7870571Female3430229Total1121007100Gender distribution shows that 70% of student participants were males while 30% were females. This implies that male student participants outnumbered their female counterparts. Similarly, there were 71% male teacher participants and 29% female participants. This implies that again the male teacher participants surpassed their female teacher counterparts by 40%. These disparities although not healthy, did not affect the outcome of the study in a substantial manner.4.2.2 Age DistributionThe study wanted to establish the age distribution of the participants. The presentation of the results is done in Table 4 as follows: Table SEQ Table \* ARABIC 4: Age DistributionAge Distribution Students Teachers Frequency%Frequency%Below 14 Years4415-18 Years968618 – 20 Years 121126-35 Years22936-45 Years11446-55 Years343Above 56 Years114Total1121007100The age distribution shows that majority of student respondents (86%) were in the age bracket of 15 – 18 years, followed by 11% who were aged 18 – 20 years. The least (4%) were below 14 years. Majority of teachers (43%) were in the age bracket of 46-55 years, followed by those in 26-35 age brackets. Those aged 36-45 and above 56 years were both 14%. This shows that majority of students were in the right years in school while majority of teachers were in their middle age, which also signifies a substantial teaching experience. 4.2.3 Level of EducationFigure SEQ Figure \* ARABIC 2: Teachers’ Level of EducationThe analysis on the Teachers’ level of education shows that majority of them (57%) had Bachelors in Education Degree, followed by those with Master’s Degree at 29% and the least were those with Diploma in Education at 14%. This shows that majority of the teachers were qualified to teach at secondary school level. Ogutu (2010) points out that, teachers service commission (TSC) is a Kenya body that is in charge of employing teachers, demands the minimal qualification of a diploma in Education when recruiting teachers. The findings in Table 2 above revealed that all the teachers were qualified to teach since all had at least Diploma in Education.4.2.4 Trained to Teach PhysicsTable SEQ Table \* ARABIC 5: Trained to teach physicsDid you train to teach physics?FrequencyPercentYes7100.0All the teachers interviewed (100%) indicated that they had been trained to teach physics. This was positive for the study as the teachers were able to understand and respond appropriately to the issues related to physics. 4.2.5 Duration Teaching Physics in the Current SchoolFigure SEQ Figure \* ARABIC 3: Teaching ExperienceAccording to Dzokai (2009), teachers working experience for a long period of time enables the teacher to make pronouncements on the common problems faced in teaching and learning sciences. The findings on Table 4.2.5 revealed that the teaching experience in the current school shows that majority (43%) of teachers had taught for over 11 years, followed by those who had taught for 6 – 10 years at 29% and the least of the teachers (28%) had taught for 2-5 years. This implies that majority of the teachers had adequate experience teaching physics and therefore were in a better position to adequately address issues raised in this study. 4.2 Methods of Teaching and Learning PhysicsThis objective embarked on examining the methods used to teach physics in the schools under study. The results of the analyses of items raised around this objective are presented as follows:4.2.1 AssignmentsAre you given assignment? Students Teachers Frequency% Frequency%Yes 1121007100Total1121007100This analysis shows that all teachers (100%) and all students (100%) overwhelmingly agreed that physics assignments are given. 4.2.2 Frequency of AssignmentTable SEQ Table \* ARABIC 6: Frequency of giving AssignmentsAssignment Frequency StudentsTeachers Frequency% Frequency%EverydayOnce per Week94188416344357Total1121007100When student respondents were asked how often they are given assignments, 84% indicated that they are given every day while 16% indicated that they are given once in a week. This is a positive sign that physics assignments are given frequently. When teachers were asked how often they give assignments, majority of them (57%) indicated once per week while 43% indicated every day. Mukwa and Too (2002), noted that, assignments make learning continuous because students are able to learn even after classes. Although the two sets of respondents could not agree on the frequency of assignments, it was evident that assignments are given frequently Use of ApparatusTable SEQ Table \* ARABIC 7: Use of Apparatus to Teach PhysicsDo you use Apparatus? StudentsTeachers Frequency% Frequency%YesNo763668327100Total1121007100On whether teachers carry apparatus to class, 68% of student respondents concurred while 32% denied. When teacher respondents were asked whether they use apparatus to teach physics, 100% agreed. This analysis shows that teachers make use of apparatuses when teaching physics.While this 32% of students who denied could be a pointer that some respondents are not giving accurate information.4.2.4 Frequency of Use of ApparatusTable SEQ Table \* ARABIC 8: Frequency of Use of ApparatusHow often do you use apparatus? StudentsTeachers Frequency% Frequency%Every Lesson2623343Once Per Week4238457Once Per Month87Non-Committal3632Total1121007100Majority of student respondents (38%) indicated that the physics teacher uses apparatus once per week, those for every lesson were 23% and once per month were 7.1%. However, 32% were non-committal. For teachers, majority of the teacher respondents (57%) reported to use apparatus once in a week while 43% reported to be using them in every lesson. Overall, it is evident that teachers frequently make of apparatus when teaching physics.4.2.5 Practical WorkTable SEQ Table \* ARABIC 9: Practical WorkDo you give your students practical to do?FrequencyPercentHow often do you give practical work?FrequencyPercentYes7100.0Once per week343Once per month457Total7100Total7100When teacher respondents were asked whether they give practical work to students, 100% answered to the affirmative. About the frequency of giving practical work, majority of them (57%) indicated that they give once per month while 43% indicated that they give once per week. This analysis implies that teachers give practical work to students for at least once in a month. Field TripsTable SEQ Table \* ARABIC 10: Field TripsDo you take students for field tripsFrequencyPercentageHow often do you take students for field tripsFrequencyPercentageYes343Once343No457None457Total71007100The analysis on whether the students are taken for field trips indicates that majority (57%) are not taken for field trips while 43% indicated that they are taken for field trips. Similarly, the analysis on the frequency of those trips shows that majority (57%) are not taken for field trips at all while 43% are taken at least once in a year. Overall, the analysis shows that most teachers do not take students for field trips. 4.2.6.1 Students on Field TripsFigure SEQ Figure \* ARABIC 4: Students going for field tripsOn whether students go for field trips, 83% disproved while 17% concurred. This shows that students rarely go for field trips to learn issues pertaining to physics.4.2.6.2 Number of Trips in a YearFigure SEQ Figure \* ARABIC 5: Trips per YearOn the number of field trips that student go in a year, 84% of student respondents indicated that they do not go, 6% each indicated that they go twice in a year while 4% indicated that they go once in a year. Nasibi (2003), mentioned that, field trips make instruction real, arouse curiosity, break class monotony and help learners develop skills of analysing and interpreting data. In addition, Ogula (1992), noted that, field trips allow students to be exposed to different situations, makes learning real, give all students the chance to go to places they would not otherwise be able to attend because of economic or family problems or demographic difficulties and it gives the students and teachers the chance to have fun. This is a confirmation that students in the schools under study rarely go for physics field trip which will not give them these opportunities.Table SEQ Table \* ARABIC 11: Influence of Teaching Methods on the choice of PhysicsDo you think the methods used for teaching and learning of Physics influences the choice of subject by students?Frequency PercentYes 7 100.0When asked whether the method they use for teaching and learning physics could have influenced the choice of subject by students, an overwhelming majority (100%) agreed. This shows how important teaching methods are in determining whether students select physics or not.4.3 Teaching and Learning Resources Figure SEQ Figure \* ARABIC 6: Most common teaching and learning methodOn the most common methods of teaching and learning physics, discussion was voted the highest at 68% followed by lecture at 24%, then question and answer at 15%, debate followed at 4% and the least used method was project at 1%. This implies that discussion is commonly used to teach and learn physics.4.3 Teaching and Learning ResourcesThis objective sought to establish the status of teaching and learning resources in the schools under study. Several question items were asked around this objective. Their analyses are presented as follows: 4.3.1 Physics LaboratoryTable SEQ Table \* ARABIC 12: Physics LaboratoryThere is a physics laboratoryFrequencyPercentStrongly agree7466.1Agree1614.3Undecided19Disagree32.7Strongly disagree1816.1Total112100.0Cumulatively, 90% of the student respondents were of the opinion that their schools had physics laboratories, 21% disagreed while 1% was undecided. This shows that most schools have physics laboratories in place. This confirms with according to Elliot (2000), a laboratory enables the learners to explore, promotes the learners’ sense of observation and make learning real and interesting.4.3.2 Physics Textbooks Table SEQ Table \* ARABIC 13: Physics TextbooksThe school provide enough physics textbooks in classFrequencyPercentStrongly agree4641.1Agree2421.4Undecided54.5Disagree1917.0Strongly disagree1816.1Total112100.0The study shows that the schools under study provide adequate physics textbooks as evidence by 63% of student respondents. Those with contrary opinion were 33% while those undecided were 5%. This implies that the schools under study provide adequate physics textbooks. This confirms with according to Nsubuga (2000), explained that Textbooks are the backbone of the classroom since teachers will refer to it, organize the presentation of subject matter, using it as a guide both for sequence and for content. In my view the schools should provide also journals and magazine because physics is about linking the past and the future.4.3.3 Atlases, Apparatus, First Aid Box and Charts table SEQ Table \* ARABIC 14: Availability of Atlases, Apparatus, First Aid Box and ChartsAtlases, apparatus, first aid box and charts are available in our schoolFrequencyPercentStrongly agree3733.0Agree2522.3Undecided3430.4Disagree43.6Strongly disagree1210.7Total112100.0On whether Atlases, apparatus, first aid box and charts are available in our school, 62% concurred, 34% were undecided while 16% disproved. This is an indication that Atlases, apparatus, first aid box and charts are available in most of the schools under study. This agreed with as pointed out by Nsubuga (2000), these resources bring reality closer to the students making it easier to understand, develop the sense of slight and enables learners to identify their position on the earth surface. 4.3.4 Available Teaching and Learning Resources-44463175Table SEQ Table \* ARABIC 15: Available Physics Teaching and Learning ResourceThe teacher respondents were asked to indicate the available physics resources to which 86% indicated physics laboratories while 14% indicated that it was apparatus. Therefore, most of the schools under study had physics laboratories. 4.3.5 Absence of Physics Teaching and Learning ResourcesTable SEQ Table \* ARABIC 16: Absence of Physics Teaching and Learning ResourcesDoes the absence of the above teaching and learning resources affect teaching and learning process?FrequencyPercentYes 7100No0000Total7100.0The analysis shows that the absence of the above teaching and learning resources affect teaching and learning process as voted by 100% of the teacher respondents.4.4 Learners’ Attitude4.4.1 Importance of Physics Table SEQ Table \* ARABIC 17: Importance of PhysicsDoes your teacher inform you about the importance of Physics? Students Teachers Frequency% Frequency%Yes1121007100Total1121007100On whether teachers inform students about the importance of physics, 100% of student respondents concurred and 100% of teachers concurred as well. This is a strong indication from both sets of respondents that teachers play an important role in trying to motivate students about physics.4.4.2: Performance in PhysicsTable SEQ Table \* ARABIC 18: Performance in PhysicsHow is your physics performance as compared with other subjectsFrequencyPercentVery good108.9Good4338.4Average4338.4Below average1614.3Total112100.0Most students’ performance in physics in was average and above as indicated by 38.4% who had average; good performance (38.4%) and very good (8.9%). Those who indicated below average were 14.3%. This shows that majority of students were performing well in physics. This concurred with according to Were (2003), that students’ performance in one subject depends on the attitude of the students, methodologies used in learning and teaching and the resources available in school. This shows that the methodologies used by physics teachers were effective, students had positive attitude towards learning physics and physics resources available in the schools were used effectively by physics teachers.4.4.3 Physics a Difficult Subject Is physics a difficult subject to studyFrequencyPercentYes1917.0No9383.0Total112100.0On whether physics is a difficult subject to study, majority (83%) denied while 17% concurred. Therefore, majority of students do not find physics difficult. This confirms with according to Were (2003), explained that, learning of a subject depends on the attitude of the student, the availability of teaching and learning resources, methodologies used and the quality of teaching one receives. In addition, according to Nasibi (2003), pointed out that teachers have to recognize the differences in the learners and should plan teaching and learning activities based on these differences.4.4.4 Interest in Studying PhysicsTable SEQ Table \* ARABIC 19: Students Interest in Studying PhysicsDo students like studying PhysicsFrequencyPercentYes685.7No114.3Total7100.0The teacher respondents were asked whether students have interest in studying physics, to which 85.7% concurred while 14.3% disagreed. This implies that most students have interest in studying physics.4.4.5 Physics and Future Career Prospects Table SEQ Table \* ARABIC 20: Influence of Physics on Career ChoicesDo you think Physics will help influence the career choice of students in futureFrequencyPercentYes7100.0No0000Total7100.0All the teachers (100%) were categorical that physics help influence the career choice of students in future. This agreed with according to Clementine (2010), explained that career guidance help the students understand better the world they live in and the world that they wish to join. In my view when students knowing their careers it makes them work more harder in pursuing it.4.4.6 School Average Score in Physics in 2017Table SEQ Table \* ARABIC 21: Physics Average Score in 2017What was your school average score of Physics in 2017 KCSE resultsFrequencyPercentAverage685.7Below average114.3Total7100.0The study shows that most of the schools under study had average performance in physics in 2017 as indicated by 85.7% of teacher respondents. Those that performed below average were 14.3%.4.4.7 Physics Performance TrendTable SEQ Table \* ARABIC 22: Physics Performance TrendSince you started teaching in this school what is the trend in Physics performanceFrequencyPercentNo changes228.6Improving571.4Total7100.0The trend in physics performance shows that 71.4% of the teacher respondents were of the opinion that it has been improving while 28.6% were of the opinion that the performance has stagnated. This implies that most of the schools were experiencing improved results in physics.4.5 Teacher Capacity 4.5.1 Class Management Table SEQ Table \* ARABIC 23: Class ManagementDo you manage your class wellFrequencyPercentValidYes7100.0All teachers were in agreement that they manage their class well as indicated by 100% of the teacher respondents.4.5.2 Proper Use of Time Table SEQ Table \* ARABIC 24: Proper use of Lesson TimeDo you use your duration of time given for the lessonFrequencyPercentYes7100.0All the teacher respondents concurred that they use their lesson time duration well as indicated by 100% of the teacher respondents. 4.5.3 Improvising Resource MaterialsTable SEQ Table \* ARABIC 25: Improvising Resource MaterialsDo you improvise resource materials when materials are not availableFrequencyPercentYes7100.0The study established that most of the teachers improvise resource materials when materials are not available as indicated by 100% of the teacher respondents. This shows that most teachers are innovative enough and will not wait to be provided with all the necessary materials for them to deliver content.4.5.4 Teacher Motivation to StudentsTable SEQ Table \* ARABIC 26: Teachers' Motivation to Students both in Class and Outside ClassDo you motivate your students both in class and outside the classFrequencyPercentYes7100.0The study shows that 100% of the teacher respondents were of the opinion that they motivate students both in class and outside class.4.5.5 Teacher PreparednessTable SEQ Table \* ARABIC 27: Importance of Teacher PreparednessIt is important for a good teacher to be preparedFrequencyPercentStrongly agree571.4Agree228.6Total7100.0There was an overwhelming agreement to the effect that it is important for a teacher to be prepared before attending class as indicated by 71.4% of teacher respondents who strongly agreed and 28.6% who agreed. This is a 100% agreement among teacher respondents4.5.6 Teacher PatienceTable SEQ Table \* ARABIC 28: Teacher PatienceIt is important for a good teacher to be patientFrequencyPercentStrongly agree228.6Agree571.4Total7100.0Regarding teacher patience, 28.6% of teacher respondents strongly agreed and another 71.4% agreed that it is important for a good teacher to be patient.4.5.7 Teacher Enthusiasm Table SEQ Table \* ARABIC 29: Teacher EnthusiasmA good teacher is EnthusiasticFrequencyPercentStrongly agree342.9Agree228.6Undecided228.6Total7100.0Majority of the respondents (71.5%) concurred that a good teacher is enthusiastic while 28.6% were undecided. This implies that a good teacher should be enthusiastic. 4.5.8 Teacher Flexibility Table SEQ Table \* ARABIC 30: Flexible teachersA good teacher has to be flexibleFrequencyPercentStrongly agree343Agree343Undecided114Total7100.0On whether a good teacher need to be flexible, 43% strongly agreed, 43% agreed while 14.3% were undecided. This translates to 86% who overwhelmingly indicated that teachers should be flexible. This implies good teachers need to be flexible in their teaching methods. 4.5.9 Knowledgeable TeachersFigure SEQ Figure \* ARABIC 7: Knowledgeable TeachersOn whether it is important for a good teacher to be knowledgeable, 86% strongly agreed and 14% agreed. This translates to 100% agreement to the effect that teachers need to be knowledgeable. This implies that teachers need to be knowledgeable in their subject area to be able to effectively teach students.4.5.10 CreativityA good teacher is always creativeFrequencyPercentStrongly agree457.1Agree228.6Undecided114.3Total7100.0Table SEQ Table \* ARABIC 31: Creative TeachersThe study reveals that majority of teacher respondents were in agreement that a good teacher is always creative as evidenced by 57% who strongly agreed and 29% who agreed. Nevertheless, 14% were undecided. The result of this analysis thus implies that a good teacher is always creative.4.5.11 Teacher AvailabilityTable SEQ Table \* ARABIC 32: Teacher AvailabilityA good teacher is always availableFrequencyPercentStrongly agree114.3Agree342.9Undecided342.9Total7100.0The analysis shows that 14.3% of teacher respondents strongly agreed that a good teacher should always be available to students, 43% agreed while 43% were undecided. This shows that a good teacher should always be available to students.4.5.12 Teacher’s Ability to Create Safe Learning EnvironmentTable SEQ Table \* ARABIC 33: Teachers ability to create safe learning environmentA good teacher creates safe learning environment FrequencyPercentStrongly agree457Agree343Total7100.0On whether a good teacher creates safe learning environment, 57% strongly agreed and 43% agreed. This translates to 100% agreement to the effect that a good teacher should be able to create safe learning environment for learning purposes.4.5.13 Teacher Professional Development Table SEQ Table \* ARABIC 34: Teacher Professional Development A teacher is a continual learner and grow as a teacherFrequencyPercentStrongly agree457.1Agree228.6Undecided1Total7100.0When asked whether a teacher is a continual learner and grow as a teacher, 57% of the teacher respondents strongly agreed, 29% agreed and 14.3% were undecided. Based on the majority of the respondents, it is evident that teacher professional development is an important attribute of a good teacher where they learn continually and grow as teachers. 4.5.14 Teacher Student RelationshipTable SEQ Table \* ARABIC 35: Strong Teacher-Student RelationshipA good teacher builds strong student-teacher relationship FrequencyPercentStrongly agree457.1Agree228.6Undecided114.3Total7100.0The teacher respondents were asked whether a good teacher builds strong student-relationship, to which 57% strongly agreed, 28.6% agreed while 14.3% were undecided. Going by the majority of the teacher respondents (85.7%), it is safe to deduce that a good teacher builds strong teacher- student relationship.4.5.14 Caring for StudentsTable SEQ Table \* ARABIC 36: Caring for StudentsIt is important for a good teacher to show they care about studentsFrequencyPercentStrongly agree457.1Agree228.6Undecided114.3Total7100.0The study established that majority of teacher respondents (85.7%) were in agreement that it is important for a good teacher to show they care about students. This was revealed by 57.1% of the teacher respondents who strongly agreed and 28.6% who agreed. However, 14.3% were undecided. The implication of this finding is that good teachers should care for the welfare of the students.4.5.15 High Expectations from StudentsTable SEQ Table \* ARABIC 37: Teachers high Expectations from StudentsA good teacher has high expectations from all the studentsFrequencyPercentStrongly agree228.6Agree342.9Undecided228.6Total7100.0The number of teacher respondents that concurred that a good teacher has high expectations from all the students comprised of 28.6% that strongly agreed and 43% that agreed. Nevertheless, 28.6% were undecided. Based on the majority of the respondents (71.5%), it is safe to conclude that a good teacher has high expectations from all the students. 4.5.16 Teachers’ Use of Technology Table SEQ Table \* ARABIC 38: Teachers' use of TechnologyA good teacher uses technology (slides, e-documents) in lectures FrequencyPercentStrongly agree114.3Agree342.9Undecided114.3Disagree 2 28.6Total7100.0The number that agreed that a good teacher uses technology (slides, e-documents) in lectures was represented by 14.3% that strongly agreed and 43% that agreed. Those of contrary opinion were 28.6% while those undecided were 14.3%. This implies that good teachers should make use of technology to make lectures livelier. 4.5.17 Active and Accessible Teachers via Technological PlatformsTable SEQ Table \* ARABIC 39: A good teacher is accessible via technological platformsA good teacher is active and accessible via technical platforms (email, web portals and blogs FrequencyPercentStrongly agree114.3Agree228.6Undecided228.6Disagree 2 28.6Total7100.0On whether a good teacher is active and accessible via technical platforms (email, web portals and blogs), 14.3% strongly agreed, 28.6 agreed, 28.6% were undecided while 28.6% disagreed. Based on the majority of the teacher respondents (43%), a good teacher should be active and accessible via technical platforms. CHAPTER FIVESUMMARY, CONCLUSIONS AND RECOMMENDATIONS5.1 Summary of the StudyThe purpose of this study was to examine the challenges facing teaching and learning of Physics in secondary schools in Ngong Division, Kaijado County. The study was guided by the following objectives: To examine the inadequate of resources in teaching and learning physics in secondary schools; To investigate whether teachers’ characteristics is a challenge in teaching and learning physics; To establish whether learners’ attitude is a challenge to teaching and learning physics and to look at what extent the job opportunity affects the teaching and learning physics in secondary schools in Ngong Division of Kajiado County.The study was also grounded on the Maslow's hierarchy of needs theory, which helps one to understand the needs of a student throughout the hierarchy. A literature review was carried out from a variety of sources from international to regional to local levels. From the reviewed literature, it emerged that there are literature gaps that needed to be filled by the current study. The research design adopted by the study was survey design. The study enlisted 121 respondents comprising 112 students and 7 teachers drawn from Ngong Division of Kajiado County who were randomly selected from the secondary schools. Questionnaires were used to collect quantitative data. Statistical Programme for Social Sciences (SPSS) version 25 was used to get descriptive statistics. This chapter discusses those findings as follows:5.2 Summary of the Findings5.2.1 Teaching and Learning Resources for PhysicsThe study established that most schools have physics laboratories in place and adequate physics textbooks. Some of the resources that were found to be available include atlases, apparatus, first aid box and charts. The study noted that most teachers make use of apparatuses frequently when teaching physics. However, the study noted that most teachers (83%) do not take students for field trips. 5.2.2 Teachers’ Characteristics The study noted that majority of the teachers (72%) had adequate experience teaching physics for 6 and above years. This wealth of teaching experience was helpful in the teaching and learning process of physics. It was also noted that most teachers (100%) were able to manage their classes well. Further, most teachers were found to be able to use their class time well, they were innovative, able to motivate students, able to prepare before attending class and were patient. Similarly, a good teacher was found to be enthusiastic, creative, flexible in their teaching methods, knowledgeable, readily available for their students and be able to create safe learning environment for learning purposes.The study observed that teachers need to continuously attend to their professional development, build strong teacher- student relationship and be able to care for the welfare of the students. Further the study established that teachers need to be able to use of technology to make lectures livelier and be accessible via technical platforms. The study noted that most teachers (100%) give out assignments on regular basis. This information was collaborated by majority of student s (84%) that concurred with the teachers that indeed they are frequently given assignments. Further, the study established that teachers give practical work to students for at least once in a month. Similarly, discussion method was found to be commonly used to teach and learn physics.5.2.3 Physics’ Learners’ AttitudeThe study established that teachers inform students about the importance of physics. The study noted that most students have interest in studying physics and therefore do not find it difficult. Thus, it was established that majority of students were performing well in physics. For instance, most of the schools were found to have average performance in physics in 2017 and therefore, most of the schools were experiencing improved results in physics.5.3 ConclusionThe study concludes that most schools have some basic teaching and learning resources such as physics laboratories, atlases, apparatus, first aid box and charts. Most teachers also frequently make use of some of those facilities such as the apparatuses. However, most teachers do not take students for field trips. Most physics teachers have adequate experience in teaching physics which ranges from 6 years and above. Further most teachers are able to use their class time well, they were innovative, able to motivate students, able to prepare before attending class and were patient. The teachers are aware that a good teacher is the one who is enthusiastic, creative, flexible in their teaching methods, knowledgeable, readily available for their students and be able to create safe learning environment for learning purposes.Teachers also need to continuously attend to their professional development, build strong teacher- student relationship, care for the welfare of the students and be able to use technology to make lectures livelier and be accessible via technical platforms. Discussion method was found to be the most commonly used to teach and learn physics.Most students have interest in studying physics and therefore do not find it difficult and thus, majority of them perform well in physics. Most schools had average performance in physics in 2017 and had improved results in physics.5.4 RecommendationsThe study recommends that stakeholders such as the students, parents, schools and the ministry of education have an important role to play to address the challenges facing teaching and learning of physics.5.4.1 StudentsThe study recommends that the students should inculcate self interest in physics to have interest in physics. Students should strive to put more effort by reading widely and practicing more in order to improve their understanding of physics and ultimately the grades. 5.4.2 Parents Parents should be in the forefront in encouraging their children to work harder and concentrate in their studies especially physics that is regarded as a difficult subject. They should provide both material and financial assistance to the students to make sure they do not lack the required items for learning physics. 5.4.3 School AdministratorsThe school should provide adequate quality teaching and learning resourcesThe school should provide the best environment for learning The school should encourage more students to take physicsThe school should employ adequately trained physics teachers.5.4.4 Ministry of EducationThe study recommends that the Ministry of Education come up with policies that supports teaching and learning of physicsThe Ministry should provide adequate budget to support acquisition of physics teaching and learning resourceThe government should hire adequate science teachers5.5 Suggestions for further ResearchThis study only focused on the challenges facing teaching and learning of physics in in secondary schools in Ngong Division, Kaijado County, which is a small area considering that physics is taught in many schools throughout the country. It would therefore be important to carry out a study in a broader area in Kenya for the study to be acceptably generalized. Focus should also be on mixed methods approach. The following topics are therefore suggested for further research:The role of perception of students towards physics on their academic performanceThe influence of resources on teaching and learning of physicsThe role of school environment in determining student’s selection of physicsREFERENCES American Association of Physics teachers (2009). The Role, Education, Qualifications, and Professional Developments of Secondary Schools Physics Teachers. ().Adera, N.A (2004). An Investigation into Attitudes of students Towards Mathematics as a Subject and their Performance in it in selected schools in Nairobi Province. Unpublished M.Ed. Project, Kenyatta University.Agwanda, J.A. (2002). A study of student achievement in K.C.P.E. in Kisumu District. Unpublished M.Ed. Thesis, Maseno University Kenya.Alonzo, A. (2002). Evaluation of a model of supporting the development of elementary school teachers and science content knowledge: Proceedings of annual international.Amunga et al (2015) Disparities in the Physics Academic Achievement and Enrolment in Secondary Schools in Western Province: Implications for Strategy Renewal Problems of Education in the 21st Century, 31.Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of science teacher education, 13(1), 1-12.Bassey, M. (2003). School Science for Tomorrow's Citizen. Pergamon Press New York.Cheng, V. (2004).?Developing physics learning activities for fostering student creativity; Hong Kong. Prentice Hall. Dzokai B. S (2009). Factors Influencing Teaching and Learning of Science Subjects in Secondary Schools. Nairobi: Marist international College. Unpublished BED Project. Edward, B. (2006).?Teaching physics Wiley. New York: Wiley Publishers.Elliot, J. (2000). A Practical Guide to Teaching and Learning. Maskew Miller: Longman. Kampala: MK Publishers Ltd. Esiobu, G.O. (2005) Genre Issues in Science and Technology Education Development. In: Uwowi, U.M.O., Ed., Science and Technology Education for Development, NERDC Press, Lagos, 137-156.???[Citation Time(s):2]Ernest, K. (2010). An Investigation into the Causes of Poor Performance in Mathematics at Kenya Certificate of Secondary Schools. Nairobi: Catholic University of Eastern Africa. Frazer, B.J., Okebukola, P.A.O. and Jegede, O.J. (1992) Assessments of the Learning Environment of Nigerian Science Laboratory Classes. Journal of the Science Teachers Association of Nigeria, 27, 1-17.???[Citation Time(s):2]GOK. (2008). The Kenya Education Management Capacity Assessment (KEMACA). Nairobi: Government PressGOK (2007). Kenya Vision 2030. Government of the Republic of Kenya.Kahere, E. (2011). A comparative study of the attitudes of teachers at special and educationally inclusive schools towards learners with little or no functional speech using communicational devices. South African journal of education, 22(3), 213-218.Kasomo D., 2006, Research methods in Education and Humanities, Njoro: Egerton University Kenya National Examination Council, (2010). 2009 Kenya certificate of secondary education examination candidate’s performance report. Nairobi: KNEC.Kigori (1996). An Investigation on Factors Influencing Students Performance in KCSE. Nairobi: Catholic University of Eastern Africa. Unpublished BED project. Kombo, D. K., & Tromp, D. L. A. (2006). Thesis and thesis writing: an introduction. Nairobi, Paulines Publications Africa.Kwambi, J.B. (2001) An Investigation on the Attitudes of Secondary School Students towards History. Nairobi: Catholic University of Eastern Africa. Unpublished BED project. Mtachi D. (2009). An Investigation on the Factors Affecting the Teaching and Learning process in Day Secondary Schools. Nairobi: Marist International College. Unpublished BED Project. Nasibi, W. M. W. (2003). Discipline- Guidance and Counselling in Schools. Nairobi: Strong wall Africa Publishers. Nasibi, W. M. W. (2003). Instructional Methods. Nairobi: Strong wall Africa Publishers. New York: Routledge Falmer publishers. Ndirangu, M., Kathuri, N. J., & Mungai, C. (2003). Improvisation as a strategy for providing science teaching resources: An experience from Kenya. International Journal of Educational Development,23(1),75-84.Ndirangu, M. (2000). A study on the perspectives of teaching practice projects on the teaching of science in selected secondary schools in Kenya. Unpublished Ph.D. thesis, Egerton University, Njoro.Ogula P. A. (1992). Principles and Practices of Teaching and Learning- A handbook for Teachers and Educators. Nairobi: New Kemit Publishers.Ogutu, A. M (2009). An Investigation on Factors Contributing to Poor Performance in English at KCPE Level. Nairobi: Marist international College. Unpublished BED Project. Okoh, E. (2002).?Concept of teaching and learning science subject, Lagos: Adoki publication.Ong‘ele, S. (2007). Effects of teacher characteristics on teaching of mathematics in public secondary Schools in Kisumu District, Kenya. Unpublished M.Ed. thesis, Maseno University.Onyango, G. (2001). Competences needed by secondary schools’ head teachers and implications for pre-Service and in-service education: A case of Nairobi & Kakamega Districts, Unpublished PhD dissertation, Kenyatta University Press.Muriithi, E. M., (2013) Impact of Project Method on Learner’s Academic Achievement in Physics in Provincial Public Secondary Schools in Kenya: Department of Educational Communication & Technology in the University of Nairobi.Richet, A. (2000). Teaching Teachers for the challenges of change. New Orleans.Colorado State Legislature.SMASSE (2004). Attitudes towards mathematics and physics: Paper presented during 1st cycle of National SMASSE INSET. CEMASTEA, unpublished.Santiago, P. (2002). Teacher Demand and Supply: Improving Teaching Quality and Addressing Teacher Shortages. OECD Education Working Papers, No. 1, 1-132.Santiago, P. (2002). Teacher Demand and Supply: Improving Teaching Quality and Addressing Teacher Shortages. OECD Education Working Papers, No. 1, 1-132.Teachers Service Commission (2005). Teachers Image Journal, 10. TSC, Nairobi.Tegene N., & Tesegaye, E, (1999). Handout of Social Foundation on Education. (Unpublished) AAU. KNEC (2010). Year 2008-2009 KCSE examination & performance report. NairobiAPPENDIX I: QUESTIONNAIRE FOR PHYSICS TEACHERSI am a student at Marist International University College, a constituent of The Catholic University of Eastern Africa. I am carrying out a study on challenges facing teaching and learning of Physics in secondary schools in Ngong Division, Kaijado County. You are kindly requested to respond honestly to all questions and be assured that your information will be held with confidentiality. You need not write your name(s) anywhere on this questionnaire. Your cooperation is highly appreciated. SECTION A: DEMOGRAPHIC INFORMATION Instructions: Please kindly respond to the items by ticking (√) or a brief explanation in the spaces provided, giving as much information as you can. 1. Name of school............................................................................................................... 2. Gender a) Male [ ] b) Female [ ] 3. Age of the teacher Below 25 [ ] 26- 35 [ ] 36-45 [ ] 46-55 [ ] Above 56 [ ] 4. Level of education Diploma in Education [ ] Bachelor’s degree in Education [ ] Master’s degree [ ] Others (specify)........................................... 5. Did you train to teach Physics? Yes [ ] No [ ] 6. Why did you choose Physics as your teaching subject?....................................................................................................................................................... 7. How long have you been teaching Physics in this school? Less than one year [ ] 2-5 years [ ] 6-10 years [ ] over 11 years [ ] 78 SECTION B: METHODS OF TEACHING AND LEARNING PHYSICS.8. Do you give your students assignments? Yes [ ] No [ ] If yes, how often?Everyday [ ] Once per week [ ] Once per month [ ] Twice per month [ ] 9. Do you use apparatus while teaching Physics? Yes [ ] No [ ] If yes how often? Every lesson [ ] Once per week [ ] Once per month [ ] If No, why? ........................................................................................................................ 10. Do you give your students Practical to do? Yes [ ] No [ ] How often? Once per month [ ] Once per term [ ] 11. Do you take your students for field trips? Yes [ ] No [ ] a) If yes, how many times per year? Once [ ] Twice [ ] Thrice [ ] b) If no, give reason..................................................................................................................................... 12. Do you think the methods used for teaching and learning of Physics influences the Choice of subject by students?Yes [ ] No [ ] SECTION C: TEACHING AND LEARNING RESOURCES 13. Which of the following teaching and learning resources for Physics are available in your school? Textbooks [ ] apparatus [ ] Atlases [ ] Charts [ ] Physics laboratory [ ] First Aid box [ ] Photographs [ ] Why do you think some of the teaching and learning resources above are absent in your School.................................................................................................................................... 14. Do the absence of the above teaching and learning resources affect teaching and Learning process? Yes [ ] No [ ] 15. Which other difficulties regarding teaching and learning resources do your school faces? .............................................................................................................................................. SECTION D: ATTITUDES OF THE LEARNERS TOWARDS LEARNING OF PHYSICS 16. How many students are studying Physics in Form two and Form three? ................................................................................................ 17. Do you inform them about the importance of Physics? Yes [ ] No [ ] 18. Do students like studying Physics? Yes [ ] No [ ] Give reason for your answer......................................................................................... 19. Do you think Physics will help influence the career choice of students in future? Yes [ ] No [ ] 20. What was your school average score of Physics in 2017 KCSE results? High [ ] Average [ ] Below average [ ] 80 21. a) Which are the easiest topics for the students in Physics? .................................................................................................................................................... b) Which are the difficult topics for the students in Physics? .................................................................................................................................................... 22. Since you started teaching in this school, what is the trend in Physics Performance? Below average [ ] No changes [ ] Improving [ ] 23. Which other difficulty do you think it affects the attitudes of the learners towardsLearning Physics? ....................................................................................................................................................Teachers Characteristics Do you manage your class well? Yes NoIf yes, how often……………………………………………………………………………….Do you use your duration of time giving for the lesson?Yes NoIf yes, how often ………………………………………………………………………………If no, why?................................................................................................................................Do you improvise resource materials when materials are not available? Yes NoDo you motivate your students both in class and outside the class YesNoStatement Strongly Agree Agree Undecided Disagree StronglyDisagree It is important for a good teacher to be preparedIt is important for a good teacher to be patientA good teacher is EnthusiasticA good teacher has to be flexibleIt is important for a good teacher to be knowledgeableA good teacher is always creativeA good teacher is always available A good teacher creates safe learning environmentA teacher is a continual learner and grow as a teacherA good teacher build strong student-teacher relationshipIt is important for a good teacher to show they care about students A good teacher have high expectations from all the studentsA good teacher uses technology (slides, e-documents) in lecturesA good teacher is active and accessible via technical platforms (email, web portals and blogs)APPENDIX II: QUESTIONNAIRRES FOR STUDENTSI am a student at Marist International University College, a constituent of The Catholic University of Eastern Africa. I am carrying out a study on challenges facing teaching and learning of Physics in secondary schools in Ngong Division, Kaijado County. You are kindly requested to respond honestly to all questions and be assured that your information will be held with confidentiality. You need not write your name(s) anywhere on this questionnaire. Your cooperation is highly appreciated. SECTION A: DEMOGRAPHIC (PERSONAL) INFORMATION Instructions: Please kindly respond to the items by ticking (√) or a brief explanation in the spaces provided giving as much information as you can. 1. Name of school................................................................. 2. Gender a) Male [ ] b) Female [ ] 3. Age a) below 14 years [ ] b) 15 – 18 years [ ] c) Above 18 years [ ] 4. Why did you choose to study Physics? ............................................................................................................................................................SECTION B: TEACHING AND LEARNING METHODOLOGIES IN PHYSICS. 5. Which of the teaching and learning methods below are used by Physics teachersWhile teaching? (a) Lecture [ ] (b) Question and answer [ ] (c) Discussion [ ] (d) Project [ ] (e) Debate [ ] (i) Assignments [ ] 6. (a) Do you go for field trips? Yes [ ] No [ ] (b) If yes how many times per year? Once [ ] Twice [ ] Thrice [ ] none [ ] If No why?...............................................................................................................................................7. Do your teachers give you assignments? Yes [ ] No [ ] If yes, how often?Everyday [ ] Once per week [ ] Once per month [ ] Twice per month [ ] 8. Do your Physics teachers carry apparatus to class? Yes [ ] No [ ] If yes how often? Every lesson [ ] Once per week [ ] Once per month [ ] Do they use the apparatus they carry? Yes [ ] No [ ] If No, why? ................................................................................................................................SECTION C: RESOURCES FOR TEACHING AND LEARNING PHYSICS. 9. The following statements indicate some of the challenges facing teaching and learning of physics in secondary schools. Indicate level of agreement or disagreement of each statement by ticking (√) appropriately. Strongly Agree (SA) Undecided (U) Strongly Disagree (SD) No Statement Strongly Agree Agree Undecided Disagree Strongly Disagree 01 There is a Physics laboratory. 02 The school provide enough Physics Textbooks in class. 03 Atlases, Apparatus, First Aid box and Charts are available in our school. SECTION D: STUDENTS ATTITUDES TOWARDS LEARNING PHYSICS.10. Do your teachers inform you about the importance of Physics? Yes [ ] No [ ] 11. Which career do you like to pursue in future? ............................................................................................................................................... 12. If you are asked to list five subjects which you like most, which subjects are you going to Choose in order of preference? .................................................................................................................................................... 13. How is your Physics performance as compared with other subjects? Very good [ ] Good [ ] Average [ ] Below average [ ] 14. Is Physics a difficult subject to study? Yes [ ] No [ ] If yes, give reason.....................................................................................................................APPENDIX III: QUESTIONNAIRE FOR HEAD TEACHERSSECTION ABackground informationName of your school……………………………………………………………………………….Number of teachers…………………………………………………………………………………Number of classes…………………………………………………………………………………..Average number of learner’s per class……………………………………………………………...Period in your current station……………………………………………………………………….SECTION BAnswer these questions to the best of your ability. All information is held confidentially and is only used for the purpose of this research.How do you allocate subjects in your school?…………………………………………………………………………………………..…………………………………………………………………………………………….How many physics teachers do you have in your school?…………………………………………………………………………………………………………………………………………………………………………………………..What would you say is the characteristics of teacher towards the teaching of physics?……………………………………………………………………………………………..…………………………………………………………………………………………….In your opinion, what is the major methodology used by physics teachers in teaching the subject in your school?…………………………………………………………………………………………….……………………………………………………………………………………………..Is the methodology effective?……………………………………………………………………………………………..………………………………………………………………………………………………What resources are used in teaching and learning of physics in your school?………………………………………………………………………………………..………………………………………………………………………………………….Does the teaching and learning of physics have any moral impact in your school?………………………………………………………………………………………..………………………………………………………………………………………..What is the performance of physics compared to other subjects in your school?…………………………………………………………………………………………….…………………………………………………………………………………………….How would you predict the future of physics?……………………………………………………………………………………………..………………………………………………………………………………………………Bright () Dim () Unpredictable () Why? Explain…………………………………………………………………………………………...……………………………………………………………………………………………Any general comments and suggestions in as far as the teaching and learning of physics is concern:………………………………………………………………………………………………………………………………………………………………………………………………APPENDIX IV: RESEARCH AUTHORIZATION LETTER-4445167005 ................
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