MOI UNIVERSITY

MAIN CAMPUS

NAME:

REG NO:

SCHOOL OF EDUCATION

COURSE CODE: CIM 399

COURSE TITLE: TEACHING PRACTICE

COURSE TITLE: TEACHING PRATICE

ZONE: KERICHO-BOMET

YEAR: 2022

SUPERVISOR: DR. ROBERT NG’ENO

TITLE OF THE PROJECT REPORT

REPORT ON THE CAUSES OF THE POOR PERFORMANCE IN PHYSICS IN SOSIT

GIRLS SECONDARY SCHOOL

DECLARATION

I MARVIN RAJWAI APOLLO, do hereby declare that this project work is my original
work and that it has not been presented or submitted and will not be presented anywhere
without my prior permission. However, where materials have been used from other sources, it
has been properly acknowledged and referred. It is a research I personally conducted out in
Sosit Girls Secondary School during my teaching practice.

Signature……………… Date…………..

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ACKNOWLEDGEMENT
First and foremost I would like to thank the Almighty God for the gift of life, health and
guidance throughout my teaching practice. I am very grateful to my family for their unending
support financially and in other kind of support that they provided me that led to my success
in my teaching practice.

Secondly, I would like to thank the administration of Sosit Girls secondary school through
the office of the principal madam Josphine Arusei for giving me an opportunity at the school
to exercise my teaching and providing relevant materials for my teaching practice.

Thirdly, I would like to thank all the teaching, non-teaching staff and the students for the
support they gave me during the teaching practice period. Special thanks goes to DOS Mr
David Ng’etich for his unending support and guidance without forgetting the trust and belief
he had on me. The science department led by the HOD Mr Joshua thank you very much for
the direction and support you helped me with.

Mr. Stanley Mutai HOD mathematics department, Mr. Ian HOD language department, Mr.
Rugutt HOD games and Mr. Kirong Bethwel science club thank so much for your assistance
and guidance in my entire teaching practice period. Also I would like to express my sincere
appreciations to the students who stood out and took part in the data collection process that
ensured the availability of sufficient data for the research.

Lastly, I would love to give my appreciation to Dr Robert Ng’ENO the zonal coordinator
and the assesors for ensuring the entire teaching practice session was going on well as
required.

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DEDICATION

I dedicate this work to my family for the support both financially and morally during my
teaching practice period. My dedication also goes to my fellow teachers for their support and
guidance which resulted to the success of the entire process.

I would also love to dedicate this project to my zonal coordinator Dr Ng’eno who planned
and ensured that I was assessed as per the requirement.

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ABSTRACT
Due to advancement in technology, physics plays a key role in the development of more
tech. During my teaching practice at Sosit Girls secondary school, I was motivated to
investigate the reason behind the poor performance in physics despite its importance in our
modern era. This study I purposed to investigate the factors that contribute to the poor
performance in physic, to identify the strategies that can be used to improve its performance
and to adopt a descriptive design.

The study developed descriptive research design. The target population for the study was 8
teachers from other science department, 60 students in form 1, 50 students in form 2, 15
students in form 3 and 10 students in form 4. These 143 respondents were picked randomly
from the population and were made aware of the study. Observation, questionnaire, content
analysis and interview were the methods used in data collection.

The study found that the lack of enough resources and false perception (physics is hard)
about the subject were the main reason behind the poor results in physics. Scarcity of
resources compromised the quality of education provided.

The study recommended that the government through the ministry of education and other
stakeholders in the education sector at large to provide learning resources so as to fill the
niche and conduct mass education on the importance of physics in our modern days.

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LIST OF ABBREVIATIONS AND ACRONYMS

H.O.D - Head of Department

P.T.A - Parents Teachers Association
F.P.E - Free Primary Education
FGDs - Focused Group Discussions
C.F.I. – Core Function In charges
SSCRE-Social Studies and Christian Religious Education
KCSE - Kenya Certificate of Secondary Education.

T.P - Teaching Practice.

B.O.M, - Board of management

H.O.S - Head of Subject

TLR –Teaching learning resources
Gok- Government of Kenya
TSC Teachers service commission
MOD Master on duty
AIC – African Inland Church
CU – Christian union
YCS – Young Christian Society
SDA – Seventh Day Adventist

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 TABLE OF CONTENTS
DECLARATION …………………………………………………………………………ii
ACKNOWLEDGEMENT....................................................................................................................iii
DEDICATION.....................................................................................................................................iv
ABSTRACT..........................................................................................................................................v
LIST OF ABBREVIATIONS AND ACRONYMS..............................................................................vi
TABLE OF CONTENTS....................................................................................................................vii
CHAPTER ONE....................................................................................................................................1
INTRODUCTION.................................................................................................................................1
BACKGROUND OF THE STUDY......................................................................................................1
1.1.0 FOUNDATION OF THE SCHOOL............................................................................................1
1.1.1 Brief history of the school............................................................................................................1
1.1.2 School Location.....................................................................................................................1
1.1.3 School Administration...........................................................................................................2
1.1.4 School Management..............................................................................................................2
1.1.5 School Facilities.....................................................................................................................2
1.1.6 School Clubs, Societies and Movements...............................................................................3
1.1.7 School Vision, Mission, Motto…..........................................................................................3
1.1.8 MY TEACHING PRACTICE EXPERIENCE.............................................................................4
1.1.9 Reporting......................................................................................................................................5
1.1.2 Classroom Environment...............................................................................................................5
1.1.3 On Duty and outside classroom....................................................................................................6
1.1.4 STATEMENT OF THE PROBLEM....................................................................................7
1.1.5 OBJECTIVES OF THE RESEARCH..........................................................................................7
1.1.6 RESEARCH QUESTIONS...................................................................................................8
1.1.7 SIGNIFICANCE OF THE STUDY.......................................................................................8
1.1.8 SCOPE AND LIMITATIONS OF THE STUDY.................................................................9
1.1.9 DELIMINATION OF THE STUDY.................................................................................9
1.2.0 DEFINITION OF TERMS, ACRONYMS AND ABBREVIATIONS..................................9
CHAPTER TWO.................................................................................................................................10
LITERATURE REVIEW....................................................................................................................10
2.1 CONCEPT OF MATHEMATICS PERFORMANCE .....................................................................10
2.2 CLASS ATTENDANCE………………………………………………………………………………………………………….10

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2.3 SCHOOL INSTRUCTIONAL RESOURCES……………………………………………….11
CHAPTER THREE.............................................................................................................................11
RESEARCH DESIGN AND METHODOLOGY................................................................................11
3.1 INTRODUCTION...............................................................................................................11
3.2 RESEARCH APPROACH..................................................................................................11
3.3 RESEARCH DESIGN.........................................................................................................12
3.4 TARGET POPULATION....................................................................................................12
3.5 SAMPLING PROCEDURE..........................................................................................................12
3.6 POPULATION SAMPLE..............................................................................................................13
3.7 DATA COLLECTION METHODS AND PROCEDURES..........................................................13
3.7.1 Observation.................................................................................................................................13
3.7.2 Interview..............................................................................................................................13
3.7.3 Document Analysis..............................................................................................................13
3.7.4 Questionnaires.....................................................................................................................14
CHAPTER FOUR……………………………………………………………………………………..14
THE FINDINGS, DATA ANALYSIS AND INTERPRETATIONS..................................................14
4.1 The Findings..................................................................................................................................14
4.2 Data Analysis.................................................................................................................................15
CHAPTER FIVE.................................................................................................................................16
CONCLUSIONS AND RECOMMENDATIONS...............................................................................16
5.1 CONCLUSIONS...........................................................................................................................16
5.1.1 Administration............................................................................................................................16
5.1.2 Teachers......................................................................................................................................17
5.1.3 Students......................................................................................................................................17
5.1.4 Parents........................................................................................................................................17
5.2 RECOMMENDATIONS...............................................................................................................17
APPENDIX I.......................................................................................................................................18
TIME FRAME (SCHEDULE)............................................................................................................18
APPENDIX II......................................................................................................................................19
STUDENTS’ QUESTIONNAIRE.......................................................................................................19
APPENDIX III..................................................................................................................................21
APPENDIX IV..................................................................................................................................22
THE SCHOOL ROUTINE..................................................................................................................22

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ix
CHAPTER ONE: INTRODUCTION AND THE

BACKGROUND OF THE STUDY

1.1: INTRODUCTION

Teaching practice is an process that allows the student-teacher to practically perform the teaching
process at school in the real life situation. The student –teacher engages with the students directly
as he strive to prepare himself as a full well trained teacher upon complication of the four year
course degree programme.

This report commenced two weeks after the start of the term. The school was opened on Tuesday of
26th July 2022. Immediately the school held stuff the first meeting where I was introduced to the
teaching stuffs and I was placed in the science department.

1.1.0: FOUNDATION OF THE SCHOOL

Sosit Girls Secondary School was founded in the year 1984 by the local community through
AIC church in a push to educate the children within the locality. The school started with a
population of 8 students. Over time, the school grew in size as more students enrolled in. self-
help funding and the school has grown tremendously in strength and size from its initial
mixed school to its current four schools: Tengecha boys high school, Tengecha girls high
school, Tengecha boys boarding primary school , Tengecha girls boarding primary school.
It is located in kericho county. It is situated along kaplong -kericho Highway on a 6 acre
piece of land.

The school has been experiencing a good performance in the past k.c.s.e examinations in the
mathematics subjects. In 2020, they registered a total of 335 students and they managed a
mean of 6..13 points, which was a lower performance

1.1.1 Brief history of the school

Sosit Girls Secondary School was founded in the year 1984 by the local community through
AIC church in a push to educate the children within the locality. The school started with a
population of 8 students. Over time, the school grown tremendously in size as more students
enrolled in. Currently the school has four streams with a total population of 734 students. The
school performance in the KCSE has been improving significantly. The school posed a mean
of 6.3 in the 2021 national exams which was a good improvement in reference with the
previous results of 5.08.

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1.1.2: GEOGRAPHICAL LOCATION OF THE SCHOOL.

Sosit Girls secondary school is located in Cheplanget location Bureti Sub-county in Kericho
County. It is located along Kapkatet- cheplanget road high way about four kilometers from
Kapkatet market. The school is surrounded by Sosit primary,Sosit Day secondary schools, AIC
church and a dispensary.

1.1.3 School Administration

The school has a principal, one deputy principal, teachers and student council who ensure that
the daily school activities run smoothly.

The school principal is Mrs Josphine Arusei, Deputy principal is Mrs Alice Kimetto Rono,
Heads of Departments, Class teachers and the Students’ Council.

The school type of administration allows each teacher to be self-driven in their duties hence
less work is given. The adminisdtration is democratic,where students, staff members and
teachers exercise their rights freely without limits..

1.1.4 School Management

The school has a board of management (B.O.M) and 40 other professionally qualified
members. It also has a Parents Teachers Association (P.T.A) committee with 32 members.

1.1.5 Physical Facilities of the school

Classrooms

The school has 16 classrooms. Each form is four streamed; north, south, west and central.
Each stream accommodates an average of 45 students two streams each.

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Offices

The school contains a number of offices which ensure that the school staff performs their
roles effectively. There is a Principal's office which is equipped with a computer to ensure
communication and documentation is digital.

On another side is an office belonging to the Head of Departments. The office contains six
partitions where respective departmental heads. Guidance and Counseling Department is
separated from the other departments and is constructed in such a way that there is
confidentiality during the guidance and counseling sessions.

There are also separate offices for the school Bursar and Storekeeper. Another collection of
offices contains the office of the Director of Studies and The Head of Examinations. On the
same block is the Deputy's office. These are the offices of the staff of Sosit Girl secondary
School.

Laboratory

The school has two well-equipped laboratory where learners can perform experiment.
There is a well-trained lab technician who assist in the preparation of experiments for the
learners.

Library

The school has a small library but with relatively many books. The students can borrow the
books for personal use after which they return. The Librarian oversees the operations of the
library and ensures that there is order in decorum when learners are using it.

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School seeks to provide high quality, holistic and affordable education that will enable
students to make positive contribution to global society. The school puts a lot of efforts in
facilitating the achievement of this goal through provision of the necessary facilities that will
help leaners develop in all aspects of their lives. Among the facilities put in place to ensure
smooth teaching and learning include;

1. Laboratories- The school has seven well-equipped laboratories for Biology, Computer,
Chemistry and Physics practical sessions.
2. Classrooms- The school has twenty eight classes each accommodating around fifty two to
sixty students.
3. Departments-The school more than six departments with experienced staff members and
modern facilities to help you excel. They are well equipped and ventilated with teachers’
cabinets and each can accommodate around six teachers
4. However, the school has 2 modern buses for the students, agricultural farm, 18
dormitories, it has enough number of security officers, accountants, clerks and lab
technician. It has 2 administration block which are complete with different offices and
departments.

-Economically the school subsists by the government support and NG-CDF allocation.
With this the payment of salaries, food and services is done. Still there are many needy
students who do not have the resources to cater for their education.

- Spacious and stocked School Library

- Few Staff houses to enhance learning and effectiveness

1.1.6 School Clubs and societies.

The school had organized and well represented groups where every student could feature in.
This Clubs include

 Scouts club
 Debating club
 Science club

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  Environmental club
 Journalism club
 Wildlife club
 YCS
 SDA
 CU

These clubs in the school really play a vital role in the school. They break class monotony as
they allow the students to engage with the outside world. The students socialize with the
people outside the school whereby they can exchange ideas leading to positivity towards the
environment. The societies allow the students to exercise their religious right as the school
allow each society to conduct a service in the school.

1.1.7 School Vision, Mission, Motto…

a) School Vision

Nurturing today’s young people, inspiring tomorrow’s leaders.

(b)School Mission

To provide and promote academic excellence and enabling environment for the learner to maximize
her potential for service, humanity and honour of God.

c) School motto

In God we arise

d) Core values

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Proffessionalism

Integrity

Respect

Honesty

Team work

(g)School Calendar

The school was opened on 26th April for term one and run to 30th June that is according to
the ministry of education.
Normally the daily school routine runs from 8.00am to 4.00pm. during weekdays. To
enhance learning and the school has also made some arrangement where early in the morning
there are remedials in the morning from 6.40am to 7.40am and in the evening from 5.20pm to
7.40pm.

1.1.8 MY TEACHING PRACTICE EXPERIENCE

Teaching practice is an attachment for student-teacher trainee where he gets the opportunity
to engage the students directly in classroom. Here, the student learner gets the opportunity to
gain experience in class management, evaluation and restoring good order in classroom. The
student teacher also find his own teaching style and personality.

This was very important as it prepared me in my teaching career, gained confidence and
experience in real teaching – learning situation. It presented me with an opportunity to face
the actual interaction with the students in the classroom and out of it I came up with my own
practical solutions to problems that arose.

However , my teaching practice has been faced with challenges which include;

Insufficicient accommodation and up keep fee to sustain my presence in school as school did
not offered accommodation services within the school

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1.1.9 Reporting on teaching practice

I reported for my T.P. on 26 of April 2021 at Sosit Girls Secondary school as per the
administration directions when I made a pre-visit to the school . I was warmly received by the
subordinate, administration and teaching staff. The administration through the Deputy
Principal Mrs. Kimetto assured me of cooperation from the entire school fraternity. The
learning environment was very conducive for a student teacher.

1.1.2 Classroom Environment

During the Departmental meeting I was assigned to take the following classes and subjects: -
- Form One south- Physics
- Form one central - Chemistry
During my teaching and evaluation process of the learners, I learned that the learners had the
following aspects:
I) Learners have different learning characteristics and the behavior.
II) Students were eager to learn and enthusiastic to know more.

III) There is no ideal teaching method tied to a teacher.

IV) Minimal indiscipline cases were registered.

V) Students don’t take assignments seriously.

VI) Entry behavior of learners varied among the learners

1.1.3 Duties or responsibility within and outside classroom

Being treated as any other teacher of the school after the official introduction, I was given the
responsibility and duties within the school as follows:

1 assign to be on duty on the 3rd week half term

I) Supervision and marking of exams.

II) Inspection of students on resumption to school after mid-term break at the school gate.

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IV) Supervising student’s morning and evening preps by ensuring no noise.

In which we work together in carrying out duties to :

i) Ensure students get meals in an orderly manner and resume to other programs in time.

ii) Ensure the students go for games, clubs, and societies and attend to other roles assigned.

ii) Ensure the learning environment was clean, non-noisy and conducive for the learning and
teaching process.

iii) We also performed other assigned duties to us by the administration.

Many students needed a lot of reinforcement so as to participate in games, mathematics club

and other clubs simply because the view that math’s club is not adding any positive impact to
them. However, any assigned duty to the students takes a lot of time hence time wasted to
move to classrooms.

Any other problem was handled immediately with effect through: -

a) Sensitizing the students about their academic endeavors.

b) Guidance and counseling especially those with quasi reputations.

c) Advising them on the importance of games and exploiting their talents.

d) Rewarding good behavior.

e) Urging the students to embrace good relationship with their teachers.

f) Advising students of importance of following simple rules in the school and outside the school.

1.1.4 STATEMENT OF THE PROBLEM

The poor performance in physics in Sosit Girls Secondary school has been quite wanting
since the year 2017 where the means for the subject has been ranging between 3 - 4points.
Sosit Girls secondary school has inadequate books and a small library for the students to

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attain good marks in physics. The mean of physics has not been to the expectation of
teachers, students and parents.

The question in hand is how do some of these factors contribute to the achievement of the
school objectives and the general performance? The study examined such factors as:

a) Knowledge and evaluation skills tested in KCSE examinations.

b) Teaching methodology adopted by teachers at KCSE level.

c) Attitudes of students towards History

d) KCSE performance relationship.

Each of the above factors was examined in the light of their combined impacts on the overall
K.C. S. E. performance in physics.

1.1.5 OBJECTIVES OF THE RESEARCH

The objectives of the project report were as the following:

1. To investigate the level of entry of learner’s mark in physics

2. To establish the student’s attitude towards physics in general
3. To find out problems teachers and students face in relation to the teaching and
learning of physics.

4 To investigate the role of careers, guidance and counseling department in relation to attitude in
physics.

5. To investigate the use of available physics resources.

6. To find out how the poor performance in physics affects overall mean grade.
7. To identify the control measures already put in place to improve physics performance.

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1.1.6 RESEARCH QUESTIONS

Research questions are questions that intend to ask who, how and what are the causes of poor
results.

The following are questions channeled to the study

1. Why do students fail in physics?

2. What are the main causes that triggers to low performance in physics at Sosit Girls
secondary school?
3. What does the teachers’ role impact in respect to performance?
4. Does the school have enough manpower to teach physics in all classes?
5. What about physics syllabus coverage?
6. What are the attitudes of students to the physics in general?
7. What are the possible solutions to curb the identified causes of low performance in
physics?

1.1.7 SIGNIFICANCE OF THE STUDY

This project work, investigated factors leading to poor performance in physics at Sosit Girls
Secondary school. This is vital especially in establishing how; student’s attitude influences
performance; teaching methodology used by physics teachers influence performance;
professional exposure of physics teachers influence performance and establish the attitude of
students towards learning physics influences performance. This study will result to awareness
to trends of improving in the performance of physics. It will glow light to how the students
perceive physics in general.
Also, it will improve on teaching and learning materials used by the teachers and the
students. Data collected and analyzed will act as guider to how the students perceive physics
However, it will aid the teacher to improve on teaching methods

1.1.8 SCOPE AND LIMITATIONS OF THE STUDY

The study would only identify itself with examining factors that have education and academic
implication. Parameters therefore will be free from biasness. However, the study was affected

10
by inadequate research skills and techniques to critique the empirical evidence and
investigations. Time factor was also an issue (2 months wasn’t enough to come up with more
reliable facts)

1.1.9 DELIMINATION OF THE STUDY

This study collected data from Sosit Girls secondary school since it was based to represent a
conducive environment and fit for the topic. The following are the boundaries for this study: -

- Students
- Physics teachers
- H.O.S - Head of Subject. i.e. Physics
- H.O.D Physics
- Librarian
- Administration and by extension to the class teachers

It would only sample these resource persons to represent the whole population Sosit Girls
secondary school.

1.2.0 DEFINITION OF TERMS, ACRONYMS AND ABBREVIATIONS

 B.O.M, - Board of management

 P.T.A - Parents Teachers Association
 H.O.S - Head of Subject
 H.O.D - Head of Department
 M.O.E - Ministry of Education
 F. P. E -Free Primary Education
 F. G. Ds - Focused Group Discussions
 C.F.I. – Core Function In charges
 K. C.S. E-Kenya Certificate of Secondary Education.

CHAPTER TWO
LITERATURE REVIEW

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2.1 Concept of Physics performance.

Academic achievement is commonly measured by examination results as a major goal of a

school. According to Hoyle (1986), he argues that schools are established with the soul aim
of imparting knowledge, skills and positive character to those who go through them and
behind is the idea of enhancing good performance in physics.

However, Sosit Girls secondary school doesn't meet the good performance in physics for the
past 5 years. According to the Cambridge University reporter (2003), performance is
frequently defined in terms of examination performance. Academic achievements refer to
what the students have learned or what skills the students have and is measured through
evaluation and assessment like the standard tests (Santrok 2006).

2.2 CLASS ATTENDANCE

Lateness and absenteeism reduce the amount of instructional time and this results in the
syllabus not covered or completed (Elsey 2005). According to Elsey, completion of syllabus
provide foundation for the next class to be built upon when the syllabus is not complete,
content that should be taught in the next class based on previous class could not be taught
hence this will be a black log of contents not taught and this will affect the physics
performance.

On completion of syllabus tend to have a cumulative effect on students such that as they
move from grade to grade, they encounter concept that they do not have the foundation hence
resulting to poor performance in physics. In the middle school program (2004) of West
orange Republic school, American cited in Paaku

(2008) noting the importance of a student in a class. It is the duty of a student to makeup the
work missed while absent.

2.3 SCHOOL INSTRUCTIONAL RESOURCES

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The availability, provision and use of teaching and learning materials go a long way to
improve quality teaching which enhances good performance. Ankomah (2002) state that
resources that promotes teaching and learning were highly regarded in private schools.
Moreover, Adedeji and Owoeye (2002) in their study found a significant relationship
between the use of recommended textbooks and performance of a students in physics.

CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY

3.1 INTRODUCTION

Due to the poor performance in physics at Sosit school, certain group of students were
assembled. Both qualitative and quantitative method were used. However, this chapter has
focused on certain areas, data collection methods, targeted population in which we had
numbers and words of description so as to obtain accurate and facts to the cause of the poor
performance in physics.

3.2 RESEARCH APPROACH

Quantitative and qualitative research approaches were used in the collection, analysis and
interpretations of data. Quantitative methods included the one used to decide population
samples and provide statistical findings in the report.

Qualitative ways were sometimes used to express what the samples are such as using the
questionnaires, FDGs, personal descriptions and interviews. The simplest approach was to be
used in this since it was an educational research given the duration, skill and finances
available.

3.3 RESEARCH DESIGN

In this research study, I employed both descriptive and explorative designs to collect,
analyze and interpret data. The methods and procedures in studying the factors that affect the
performance of physics in Sosit Girls secondary schools were selected based on: -

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a) Basic purpose of the study.

b) Focus of the study.

c) Characteristics of the population.

d) Availability of the resources required.

e) How fast the results were wanted.

3.4 TARGET POPULATION

This research specifically targeted the following defining characteristics of the population: -

 Students.
 H.O.D science.
 Class teachers.
 Librarian.
 Administration.
 Evaluation department.

3.5SAMPLING PROCEDURE

The following methods were used to draw data about the entire performance of physics in
Sosit Girls Secondary school.

 Stratified random approaches in the selection.

 Probability and non- probability sampling methods.

3.6: POPULATION SAMPLE

The following samples were used during the study: -

 40% of the students.

 H.O.D. Mathematics.
 Class Teacher Form 3

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  H.O.D Evaluation on behalf of administration.

3.7 DATA COLLECTION METHODS AND PROCEDURES

The information provided was obtained through the following Sways: -

3.7.1Observation

Administration and staff in executing duties, students studying and examination reporting and
other participation in various clubs and sciences were observed under natural settings. Some
problems encountered were due to unavailability of advanced methods of data analysis and
interpretation since attaching a given behavior and certain reputations was merely based on
assumptions. It was also difficulty to tame the natural setting of the respondents especially
when they realized they were being observed.

3.7.2 Interview

Teachers, students and the subordinate staff were asked questions and responses provided
were recorded for analysis. However, some students interviewed were fearful and thus they
did not provide information.

3.7.3 Document Analysis

Past records were studied to deduce conclusions on the least performance in mathematics
subjects. The record from the office of directors of studies and mathematics teachers were of
a clear indication that students had very low marks implications that they had poor
performance hence negative attitudes. Administration, subject teachers and learners’
academic documents were also used. I also took time to inquire about the learners’ personal
timetable.

3.7.4 Questionnaires

A questionnaire was given to five students per class [stream] to fill. The questionnaire
contained open and closed questions. It was given randomly without considering performance
of individuals. Also was able to incorporate the Form 3 in small FGDs to check on the factors

15
that affected their performance in mathematics under module/CAT one examinations of first
term. The questionnaires helped me to find out the student’s attitude towards mathematics
and their opinions on teaching and learning methods. Questionairres were also administered
to subject teachers.

CHAPTER FOUR: THE FINDINGS, DATA ANALYSIS AND INTERPRETATIONS

4.1The Findings

About 60% of the students had performed poorly in physics in their KCPE. The grades
improved greatly in form one and in the later years decreased towards form 4 (descending
order). A mere 30% of the students had a positive attitude towards physics. However, 40% do
practice it regularly. The following are the findings that resulted from the poor performance
of Physics in Sosit Girls secondary school:

 Students had negative attitudes towards physics. The senior students always
cautioned the junior students that physics is a very difficult subject. In a class
of forty students, only five students scored above average that is 50%.
 The teaching methods used were quite monotonous and teaching aids were
rarely used.
 Participation of learners in class was quite poor to responding questions either
written or oral.
 Teaching and learning physics resources were not adequate. Revision books
are very limited hence learners obtain limited knowledge from class.
 The school has no enough trained personnel. Classes are so many and the
number of physics teachers are few, some are not well trained hence poor
performance.
 Guiding and counseling department is not very effective in advising learners on
some arising factors that affects them.
 Physics group discussion, assignment and physics club is not taken so seriously by
the learners.

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Also, it was a sign of negligence of duties of a teacher not to collect books for note checking ,
marking and recommendations regularly.

Learners confessed that even if one did not work on assignments , he will survive without
any punishment...

Some students had negative attitudes towards physics teachers that resolved to a perception
that physics is a difficult subject leading to some getting low grades that leads to low mean
grades.

4.2Data Analysis

Major findings indicate that, variation in physics performance was found to be significantly
influenced by type of teaching method. The interactive teaching method was found to be
superior to the traditional approach especially with respect to achieving higher order
cognitive skills.

The study also found that there was no significant difference in performance when the
availability of textbooks was at the student- textbook ratio level 1:1 and 1:2. However, ratio
levels beyond 1:4 were found to have a negative effect on performance.

Class size was found not to have significant and direct influence on achievement in
assignments. However, the amount of time students spent on physics tasks was found to be
minimal. The study indicated that students' attitude was a major predictor of performance.

The findings in this study also revealed that, the majority of students attained at computation
cognitive level, a competency class that test reproduction, definitions and computations skills.
Low performance was evident in application level, which tests connections and integration
for problem solving skills. The comprehension level which tests ability to physical situations,
invoke scientific thinking, generalization and insight, was attempted by very few students.

Generally, students' level of achievement reduced with respect to the increased level of
cognitive skills. The study found that there was a direct relationship between the learning
environment created by the intensity of some of the existing classroom factors and
unsatisfactory performance.

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Factors mentioned as contributing to poor performance in mathematics include: -

 Negative attitude by students and teachers,

 Lack of frequent practice by students and the influence of previous poor performance.

It is hoped that these findings will assist teachers and secondary school administrators
address factors contributing to poor performance in mathematics. It is recommended that
school administrators should provide sufficient learning materials. In schools with low
achievement in mathematics, there should be a concerted effort by entire staff to change the
attitude of students towards the subject and incentives given for any minimal improvement
realize

APPENDIXES

APPENDIX I

TIME FRAME (SCHEDULE)

ACTIVITY PERIOD
REPORTING TO THE SCHOOL 27th July 2021
TEACHING AND DATA COLLECTION JULY -OCTOBER
DATA ANALYSIS OCTOBER
REPORT WRITING, PRINTING AND BINDING OCTOBER
HANDING IN THE REPORT OCTOBER

APPENDIX II

STUDENTS’ QUESTIONNAIRE

[Tick only appropriate answer where necessary]

1. What was your mean grade score in form one?

[A] [ B] [C] [D] [Other]

2. What did you score in mathematics per the following?

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Form one[Term one end term exam]

Recent examination…………………….

3. Which is your best (the one you like most) subject of these: -

MATHEMATIC
S
HISTORY
WOODWORK

4. What are your attitudes towards mathematics?

[Negative] [ Average] [Positive]

5. How often do you practice, attempt or revise mathematics?

[Rarely] [ At least once ] [ often]
6. Do you think that the resources in school are enough to facilitate teaching and
learning of mathematics? [ YES] [ NO]
7. Does the administration offer any moral support and motivation in your performance
in mathematics? [YES] [NO]
8. How can you rate mathematics as an individual?
[Difficulty] [Moderate ] [Simple]
9. How can you rate mathematics teacher’s method of delivery?
[Poor ] [ Fair] [Excellent]

10. Do ypu face any challenges learning mathematics?

[YES] [NO]
11. Do teachers delay in attending mathematics classes?
[[YES] [NO]
12. Are there any recommendations that need to be done to improve the performance of
mathemtics? If any state

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[YES] [NO]

TO TEACHERS
1] Are there any challenges faced in teachin mathematics ?
[YES] [NO]

2 Do student attitude towards mathemativcs affect the performance?

[YES] [NO]

3. Does the administration put in place any effort to support teaching of mathematics ?

[ YES] [NO]

4 Whats the general attitude of learners to their subject teachers

…………………………………………………………………………………………….

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 APPENDIX III

ADMINISTRATIVE AND MANAGEMENT STRUCTURE FOR CHEPKORNISWO

BOYS HIGH SCHOOL.

B.O.M CHAIRPERSON

&

PRINCIPAL

DEPUTY PRINCIPAL

SENIOR TEACHER

HEADS OF DEPARTMENTS

SUBJECTS AND FUNCTION HEADS

FORM MASTERS/MISTRESSES

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 APPENDIX IV

THE SCHOOL ROUTINE OF

TENGECHA BOYS HIGH SCHOOL

THE SCHOOL DAILY ROUTINE FROM MONDAY TO FRIDAY

4:30 AM - 5:45 AM Morning preps

5:45 AM - 6:30 AM Personal grooming and breakfast

6:30 AM - 7:30 AM Preps

7:30 AM - 8:00 AM Assembly

8:00 AM - 10:00 AM Classes

10:00 AM - 10:10 Short break

10:10 AM - 11:30 AM Classes

11:30 AM - 11:50 AM Long break

11:50 AM - 1:10 PM Classes

1:10 PM - 2:10 PM Lunch

2:10 PM - 4:10 PM Classes

4:10 PM - 5:30 PM Games (free time)

5:30 PM - 6:15 PM Supper time

6:15 PM - 6:30 PM Roll call

6:30 PM - 7:30 PM Preps

7:30 PM - 7:40 PM Short break

7:40 PM - 10:10 PM Preps (Assignment/discussion)

10:10 PM - 11:00 PM Cleaning of classes

11:00 PM - Lights off

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WEEKEND PROGRAMME

SATURDAY

5:30 AM - 6:30 AM Personal grooming and Breakfast

6:30 AM - 8:00 AM Mass

8:00 AM - 8:15 AM Break

8:15 AM - 10:15 AM Preps

10:15 AM - 10:50 AM Tea break

10:50 AM - 12:50 PM Preps

12:50 PM - 1:40 PM Lunch

1:40 PM - 3:00 PM Preps

3:00 PM - 5:30 PM Entertainment

5:30 PM - 6:15 PM Supper time

6:15 PM - 6:30 PM Roll call

6:30 PM - 7:30 PM Preps

7:30 PM - 7:40 PM Short break

7:40 PM - 10:10 PM Preps (Assignment/discussion)

10:10 PM - 11:00 PM Cleaning of classes

11:00 PM - Lights off

SUNDAY

5:30 AM - 6:30 AM Personal grooming and breakfast

6:30 AM - 9:15 AM Respective services

9:15 AM - 10:25 AM Preps

10:25 AM -10:50 AM Break

10:50 AM – 12:00 AM Preps

12:00 AM – 1:00 PM General cleaning

1:00 PM – 1:40 PM Lunch

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1:40 PM – 3:00 Preps

3:00 PM - 5:30 PM Entertainment

5:30 PM - 6:15 PM Supper time

6:15 PM - 6:30 PM Roll call

6:30 PM - 7:30 PM Preps

7:30 PM - 7:40 PM Short break

7:40 PM - 10:10 PM Preps (Assignment/discussion)

10:10 PM - 11:00 PM Cleaning of classes

11:00 PM - Lights off

APPENDIX V

2021 SCHOOL CALENDAR TERM ONE

OPENING CLOSING DURATION

TERM 1 26 th
APRIL 30st JUNE2022 10 weeks
2022
HALF TERM 26th MAY 2022 31st
MAY 2022 3 days
BREAK
HOLIDAY 1n
2022 11h JULY 2022 1 week

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