ABSTRACT

The study was carried out to investigate the perceived factors affecting the teaching of science in selected primary schools in Nabweya sub-county Bududa district and focused on lack of instructional materials, teaching methods used, teacher competence and how these affect the teaching I learning of science. The research design was qualitative in nature and employed descriptive techniques. Questionnaires and interview guides were used to collect data from the respondents. The target groups were headteachers, teachers, directors of studies and pupils. The data collected was presented in tables and then analyzed using percentages and descriptive techniques. The study found out that most teachers use instructional materials inconsistently (only rarely) and that lack of instructional materials limits pupil participation in lessons, learners easily forget what is taught, leaves abstract concepts which is unclear to learners, takes more time to present lessons and science remains a mystery to learners. All these affect pupils understanding which leads to poor" performance. It was also found out that teachers possess knowledge and understanding of practical, learner centered methods of teaching science but most of them don't use the methods instead they prefer using teacher centered methods because they are easy to apply. These teacher centered methods limit learner participation and understanding of science. The study established that teacher competence affects the teaching of science in that teachers who have mastered the subject matter/content are confident and better at presenting science lessons than those w.ho are not competent. Those who taught science as a choice also did better than those who are forced to take it up. Following the findings above, it is recommended that government considers specialization and competence based training for primary school teachers, builds science rooms/ laboratories. Equip schools with basic science equipment recruiting lab technicians and teachers to adopt learner centered and practical methods of teaching science.

TABLE OF CONTENTS

Title page

Declaration ................................................................................... .

Approval . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Dedication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . m

Acknowledgements............................................................................. IV

Abstract.......................................................................................... v

Table of contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

List of tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v11

CHAPTER ONE

1.0 INTRODUCTION

1.0

1.1

Introduction .............................................................................. .

Background to the study ................................................................ .

1 .1.1 Historical perspective . . .. .  . . .. .  . .. . .  ..  . .. .  ..  .. ..  ..  ..  ..  . .. . .  . . . .. . . .  .. . .  . . .. .  . ..  . .. . .  . . . ..  . ..  .. .  ..  .. .  . . 2

1. 1.2 Theoretical perspective ..  . ..  . . .. . .  ..  . . ..  ..  . ..  . .. . .  .. ..  .. ..  .. .. ..  .. . .  ..  . . . . . . ..  ..  ..  . ..  . .. . . .. . .. .  ..  ..  . 2

1

1

1.2 Statement of the problem..................................... ........................... 3

1.3 Purpose of the research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

1.4 Objectives of the study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

1. 5 Research questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

1. 6 Scope of the study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

1. 7 Significance of the study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

.CHAPTER TWO

2.0 LITERATURE REVIEW............................................................... 6

2.1 Introduction.................................................................................. 6

2.2 Lack of instructional materials and the teaching of science........................... 6

2.3 Teaching methods that promote effective teaching of science...... ................. . 7

2.4 Teachers competence and the teaching of science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

vi

CHAPTER THREE

3.0 RESEARCH METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

3. 1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

3.2 Research design........................... .. .... ......... ........................ ..... 10

3.3 Area of study.......................................................................... 10

3.4 Population of study......................................... .......................... 10

3.5 sample size and sampling techniques..................... .. ................... ..... 10

3.6 Data collection............................................................... .......... 11

3.6.1 Instruments used...................................................................... 11

3.6.2 Procedure for data collection........................................... ............. 12

3.7

3.8

Validity and reliability of instruments ............................... ........ ..... .

Data Analysis ..................................... .................................... .

CHAPTER FOUR

4.0 PRESENTATION, ANALYSIS AND INTERPRETATION OF FINDINGS

12

12

4.1 Introduction.................................................................................. 13

4.2 Analysis of background variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 13

4.2.1 Gender of respondents ... ................................................................... 13

4.2.2 Age of respondents .............................. ............ .. .............................. 14

4.2.3 Level of education ofteachers .............................................................. 14

4.3 Findings about how lack of instructional materials affects the teaching of

Science....................................................................................... 15

4.4 Findings about teaching methods which promote effective teaching/learning

of science................................................................................. 16

4. 5 Findings about teacher competences and the teaching of science. . . . . . . . . . . . . . . . . . 17

CHAPTER FIVE.

5.0 DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS............ 19

5.1 Introduction......... .. ...................................................................... 19

5.2 Discussions................................................................................. 19

5.3.1 Conclusions............................................................ ..................... 21 5.4 Recommendations............................................. ............................ 21 Reference.......................................... ................................................. 24