EXTENT OF USE OF ASEI-PDSI APPROACH IN TEACHING OF SCIENCE IN PRIMARY SCHOOLS INEMUHAYA SUB-COUNTY, VIHIGA COUNTY, KENYA

Namuyenga Winrose Sara Ambasa, Mildred Ayere, Joseph Rabari

Abstract


Activity, Student, Experiment, Improvisation (ASEI) and Plan, Do, See, Improve (PDSI) is a pedagogical strategy advocated by Strengthening of Mathematics and Science Education (SMASE) program since 2010 to refocus the pedagogical practice of mathematics and science teachers and enhance learner achievement. During the life of SMASE, Sabatia, Vihiga, Kisumu West and Gem Sub-Counties neighbouring Emuhaya consistently improved in science (ranging between 55-60%), unlike Emuhaya where performance did not differ from the mean score of 50% registered before the initiation of SMASE. This dismal performance has been blamed on laxity in the implementation of ASEI-PDSI by science teachers in Emuhaya Sub-County. This study investigated the extent of use of ASEI-PDSI approach in teaching of science in primary schools in Emuhaya sub-county, Vihiga County, Kenya. The study was anchored on Vygotsky’s postulates of the zone of proximal development. A descriptive survey design was employed. The target population comprised 100 head teachers, 100 science panel heads, 300 classes 6, 7 and 8 science teachers, 1 QASO and 4,959 class 8 learners. Stratified and simple random sampling were used to obtain a sample of 33 head teachers, 100 science teachers, 33 science panel heads and 496 class eight learners. Saturated sampling was used to obtain 1 QASO. Data was collected using questionnaires, interview schedules and document analysis guide. Reliability of the instruments was determined through a pilot study involving 10% of the population using the test-retest method and the instruments appropriately revised to achieve a reliability of .85 for Questionnaire for Science Teachers’, .81 for Questionnaire for Head Teachers and .79 for Questionnaire for class 8 learners. Validity of the instruments was ascertained by experts from the Department of Educational Communication, Technology and Curriculum Studies, Maseno University. Qualitative data were summarized in themes and categories based on objectives while quantitative data were analyzed and presented in terms of frequencies, means and percentages. The study revealed that science teachers sometimes used ASEI-PDSI approach in teaching science. The dismal performance of learners in the subject was therefore as a result of ASEI-PDSI not always being applied in science lessons by teachers during their classroom practice. It is hoped that the findings of this study will shed light on the implementation of ASEI-PDSI in science to SMASE, the school administration and the Ministry of Education and provide insight into appropriate improvement of this approach. It is recommended that science teachers should always prepare ASEI lesson plans for their lessons and use them to ensure that all the aspects of ASEI-PDSI are implemented effectively.

 

Article visualizations:

Hit counter

DOI

Keywords


ASEI-PDSI, extent of use of ASEI-PDSI approach

Full Text:

PDF

References


Benedict, O. B. (2013). Implementation of ASEI-PDSI Approach in Mathematics Lessons in Nyamira Division, Nyamira County, Kenya. Unpublished Master of Education Thesis. Kenyatta University.

Bologna Process, (2009). The Bologna process 2020: The European Higher Education Area in the New Decade (Leuven/ Louvain-la-Neuve, The Bologna process).

Bucharest, (2010). Student-Centered Learning. An insight into theory and practice.

CEMASTEA, (2009). Report on Secondary Schools Situational Analysis. Nairobi. CEMASTEA.

CEMASTEA, (2010). Effective Implementation of SMASE primary Activities; SMASE primary project. CEMASTEA, Kenya, December 2010.

CEMASTEA, (2011). Current Status of Mathematics and Science Education; Findings of the Needs Assessment Survey; Primary Mathematics and Science Education: QASOs’ workshop.

CEMASTEA (2013). Effective Implementation of SMASE Primary Activities for sustainable ASEI-PDSI practice; Head teachers’ Workshop manual, CEMASTEA, Kenya.

Dixon- Krauss, L. (1996). Vygotsky in the Classroom: Mediated Literacy Instruction and Assessment, NY, Longman publishers. USA.

Freedman T. (1997. Relationship among Laboratory Instruction, Attitudes towards Science and Achievement in Science Knowledge. Journal of Research in Science Teaching. 34(4), 347-357

Gachahi, W. M., Kimani, G. N. & Ngaruiya, B. (2014). Relationship between SMASSE-Trained Teachers Factors and Primary School Pupils Mathematics and Science Achievement in Muranga County, Kenya. Maasai Mara University.

Gates, P., & Vistro-Yu, C. P. (2003). Is mathematics for all? In internal handbook of mathematics education (pp.31-73). Springer Netherlands.

Imanda P. (2013). Assessment of the impact of Strengthening of mathematics and Science in Secondary Education Programme on Teaching and Learning of Biology in Secondary Schools in Emuhaya District, Kenya.

Japan International Cooperation Agency & Republic of Kenya. (2008). Records of discussions and minutes of meetings between Japan International Cooperation Agency and government of Republic of Kenya, on Japanese Technical Cooperation for the strengthening of mathematics and science (SMASE) project. Nairobi, Kenya: Ministry of Education.

K. I. E. (2003) Republic of Kenya, Ministry of Education; Primary Education Syllabus, vol. 2.

Kibe, S. & Odhiambo, H. (2008). Practice on INSET in Mathematics and Science Teachers and Its Impact on Quality of Basic Education in Kenya. Nairobi.

Kirlinger D. (2009). Fundamentals of Management of Research Methods. Macmillan Kenya Publishers Ltd.

Kothari, C. R. (2004). Research methodology: methods and techniques. New age international (p) Ltd Publishers.

Leu E. Price-Rom A. (2006). Quality of Education and Teacher learning: A review of literature. Washington, DC. USAID. Educational Quality Improvement Project.

Macharia, J. M. (2008). The Impact of SMASE Program on Teaching of Mathematics in Selected Schools of Murang’a District. Unpublished Master of Education Project. Kenyatta University.

MacHeme, P. L. & Crawford (2007). Michigan State University, USA. https://doi.org/10.1177/1469787407074008

Mugenda, O. M. & Mugenda, A. G. (2011). Research Methods: Qualitative and Quantitative Approaches. Nairobi: Acts Press.

Mulwa, F. W. & Nguluu, S. N. (2003). Participatory Monitoring and Evaluation. Nairobi: Premese-Oliver Publishers.

Ndirangu, C. W. & Nyagah, G. (2013) Teachers’ Concerns in the Implementation of Strengthening Mathematics and Science Secondary Education (SMASSE) Innovation.

Ochanda, J. B. (2010). Availability and Use of Scientific Calculators in Teaching and Learning of Mathematics in Secondary Schools in Emuhaya District, Kenya. Unpublished Master of Education Thesis. Maseno University.

Ottevanger, W. (2001). Teacher Support Materials as a Catalyst for Science Curriculum Implementation in Namibia. Doctoral dissertation, University of Twente, Enschede.

Sablonniere, R., Taylor, M. D. & Sadykova, N. (2009). Challenges of applying a student-centered approach to learning. In the context of education in Kyrgyzstan International Journal of Educational Development 29(6, 628-634, 2009).

Schweisfurth, M. (2011). Learner-Centred Education in Developing Country Context; from solution to problem? International Journal of Education Development, 31(5, 425-432).

Sifuna, D. N. & Kaime, J. G. (2007). The Effect of In-service Education and Training (INSET) Program in Mathematics and Sciences on Classroom Interaction. A Case Study of Primary and Secondary Schools in Kenya. African Education Review IPP 104 – 126.

Sriprakash, A. (2010). Child-centered Education and the Promise of Democratic Leaning: Pedagogical Messages in Rural Indian primary Schools. International Journal of Educational Development, 30(3, 297-304).

Tsegay, Berhane & Reda. (2012). How to improve academic achievements of undergraduate accounting program students in Aksum university RIJS Volume 1, Issue 11 (November 2012). Radix.

Tsui, L. (2002). Fostering Critical Thinking Through Effective Pedagogy: Evidence from four institutional case studies. The Journal of Higher Education, 7(36, 740-763). http://dx.doi.org/10.1353/jhe.2002.0056.

Varley, J., Murphy, C. & Veale, O. (2008). Science in Primary Schools, Phase 1 Final Report. Dublin: St Patrick’s College.

Vygotsky, L. (1962). Mind and society. Cambridge, MA; MIT Press.

Walingo, M. K., Ngaira, K. W. (2008). Research methods for social and behavioral sciences. Kisumu: Lake Publishers and Enterprise.




DOI: http://dx.doi.org/10.46827/ejes.v0i0.2692

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Namuyenga Winrose Sara Ambasa, Mildred Ayere, Joseph Rabari

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).