Effect of Scientific Competencies in Chemistry Practical on Performance in Chemistry Subject

Abstract

Practical work plays a key role in the instruction of science and chemistry in particular. This study was done to evaluate the effect of learner competencies in Chemistry practical on performance in chemistry examination in secondary schools. The objective of the study was to evaluate the effect of observation, manipulation and computation competencies in chemistry practical on performance in chemistry subject. The study was carried out in Narok County of Kenya. The County was selected because performance in chemistry has been below average and inconsistent over the years as observed from KCSE Chemistry mean grades of 2012 to 2017. Research philosophy used was pragmatism. A descriptive survey design was used where a sample size of 377 respondents were randomly selected from chemistry teachers and Form three students from 145 public secondary schools in the County. Data was collected using questionnaire, interview and observation schedule. Document analysis was also used to obtain required information for the study. Data was analyzed using descriptive statistics with the aid of statistical package for social science (SPSS). Analysis of Variance (ANOVA) was used to test the hypotheses. The findings of the study indicated that observation, manipulation, problem solving and computation skills were low which translated in low performance in majority of the schools. Entry characteristics of students had a small impact on performance in chemistry practical. The ANOVA result indicated that science skills which included observation, manipulation, problem solving and computation had positive significant effect on the performance in chemistry (P < .05%). The study concluded that student competence had significant effect on the performance in chemistry. It recommended that there is need to adopt new instructional methods like computer-based learning, cooperative learning and guided inquiry laboratory methods to enable students develop science competencies to improve their performance. The results will benefit Ministry of Education, Donors, County governments, teachers, students and researchers to realign measures for effective content delivery in Chemistry.