ABSTRACT
The central problem of this study was to evaluate the impact that the teacher In-Service Education md Training has had on enrolment of Physics. Over the years, students' enrolment in this subject had been quiet low. Under SMASSE project, probable factors were identified that could have been the possible cause of low enrolment and, subsequently, teacher In-Service Education and Training was recommended. Several cycles of (SMASSE) In-SET have been mounted in the country over the years aimed at tackling the identified factors. To this end, the purpose of this study was to detennine the impact of teacher In-Service Education and Training (In-SET) on students' enrolment in the physics subject in selected secondary schools in Koibatek District. The study sampled schools using purposive sampling technique using the criteria of boarding status and type of school (Boys, Girls or Mixed). From the four sample schools, an equal number of students (40) were selected from each school and at least two physics teachers per school yielding a total of 160 students and at least 8 physics teachers. The 4 Directors of study (D.O.S) in the sample schools were also interviewed and provided very important information as far as enrolment and performance over the years is concerned. Data was collected using questionnaires for both students and teachers Interview schedule for District quality assurance and standards officer (DQASO), D.O Sand school principals was also conducted. An observation checklist was used to investigate the type of teaching strategies employed in teaching physics subject in the selected schools. Data collected was analysed using both descriptive and inferential statistics. The major finding was that, in some of these sampled schools, where physics was still taught using lecture methods, students' enrolment and performance was still very poor but in the schools where teachers had adopted the ASEI/PDSI strategies of teaching as advocated for under SMASSE InService Education and Training, performance was good which automatically led to higher enrolment. However, generally, the teacher In-Service Education and training has led to an overall increase in perfonnance and enrolment over the years. Other follow up mechanisms such as effective use of continuous assessment tests (C.A.Ts) and supervised study time was also lacking. Based on these findings, it is recommended that most school laboratories should be well equipped and science teachers be In-Serviced in the use of practical approaches to teaching. Teachers should also be motivated to concentrate on assisting students to make maximum use of their private study time.
TABLE OF CONTENTS
Page
Title page ........................................................................................................... .
Declaration...................................................................................... . . . . . . . . . . . . . . . . . . .. ii
Approval... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
Dedication.......................................................................................... . . . . . . . . . . . . . . . . . iv
Acknowledgement................................................................................................ v
Abstract......................................................................................................... . . . . . . vi
Table of contents....................................................................................... vii
List of tables ................................................................................................ x
CHAPTER ONE
1.0 INTRODUCTION
1.1 Background to the study ....................................................................................... 1
1.2 Statement of problem ............................................................................................ 3
1.3 Purpose of the study/ General objective ............................................................. .4
1.4 Specific Objective of the study ....................................................................... 4
1.5 Research questions ...................................................................................... 5
1.6 Significance of the study ........................................................................................ 5
1.7 Limitations and Delimitations .................................................................................... 7
1.8 Definitions of central terms and abbreviations ......................................................... 7
vii
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2. 0 Introduction ........................................................................................................... 1 0
2.1 Theoretical framework ................................................................................ 1 O
2.2 conceptual framework ................................................................................ 11
2.3 Trends in students' enrolment and performance in physics ................................. 12
2.4 The ASEI/PDSI Strategy of teaching ............................................................. 15
2.5 Alternative approaches that could complement ASEI/PDSI approaches ................. 17
2.6 Trends of students taking science based courses at University ........................... 17
2.7 Problems of physics ................................................................................... 20
2.8 Objectives of physics .................................................................................. 21
2. 9 Status of enrolment.. .................................................................................. 22
CHAPTER THREE
3.0 RESEARCH METHODOLOGY
3.1 Introduction ............................................................................................. 23
3.2 Research Design/approach and location of the study ......................................... 23
3.3 a) Target population & sample size ................................................................. 25
3.3 b) Sampling procedure .............................................................................. 25
3.3 c) Sample size .................................................................................................. 26
3.4 Field work arrangements and Research instruments ........................................ 27
3.5 Data collection procedure ........................................................................... 30
3.6 Data analytical techniques .................................................................................. 32
Vlll
CHAPTER FOUR
4.0 DATA PRESENTATION AND ANALYSIS
4.1 Introduction ............................................................................................. 33
4.2 Presentation of findings ............................................................................. 33
4.3 Summary of research findings .................................................................... .41
CHAPTER FIVE
5.0 SUMMAY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Summary ................................................................................................ 50
5.2 Conclusions .............................................................................................. 50
5.3 Recommendations .................................................................................... 52
5.3.1 Suggested research ................................................................................ 53
REFERENCES ............................................................................................................ 54
APPENDIX A: (Questionnaire items for students) ...................................................... 55
APPENDIX B: (Questionnaire items for teachers) ....................................................... 57
APPENDIX C: (Interview schedule for principals and D.O.S) .................................... 61
APPENDIX D: (Transmittal letter for principals) ...................................................... 63
