Teachers attitude towards implementation of learner-centered methodology in science education in Kenya

Abstract

This study aims to evaluate teachers' attitude towards implementation of learner-centered methodology in science education in Kenya. The study used a survey design methodology, adopting the purposive, stratified random and simple random sampling procedures and hypothesised that there was no significant relationship between the head teachers' attitudes, the teachers' attitudes and the level of implementation of Activity-focused methods, Student-centred activities, Experimenting and Improvisation through the Plan, Do, See and Improve (ASEI/PDSI) classroom practices. A sample of 68 head teachers, 147 science teachers and 16 trainers was used for the survey. The study established that majority of the teachers (75%) were partial implementers, and a few (5%) were full implementers. .4286>58 meaning that they were significant. The conclusion was to reject the null hypothesis, and accept the alternative hypothesis that there is a significant relationship between the teachers' and head teachers' attitude, and the level of implementation of the ASEI/PDSI classroom practices. The study recommended that since the level of implementation was found to be related to the teachers' and head teachers' attitudes towards the innovation, the national Strengthening of Mathematics and Sciences in Secondary Education (SMASSE) inset should then have strategies to bring on board those who still have a negative attitude in order for the implementation to be successful.

Pedagogical Content Knowledge, Continuing Professional Development and Teachers’ Attitude Toward Science: A Structural Equation Model on Science Curriculum Implementation

“…They considered science a subject they wanted to teach and expressed positive attitudes towards teaching science and its inclusion in the school curriculum. This result confirmed the previous findings of Caroline (2017) and Thibaut et al (2018) that teachers' attitude favorably impacts the implementation of instructional practices. Additionally, professional adequacy contributed to science curriculum implementation in which teachers believed they were adequately prepared and competent and manifested a confident and positive self-image in their ability to teach science.…”

COVID-19 Prevention Practices and Associated Factors Among Frontline Community Health Workers in Jimma Zone, Southwest Ethiopia

“…The attitude of a human being is the result of his/her judgment towards something. 33 After evaluation, the majority of individuals who judged something as positive, practice the event well and those who evaluate it negatively are less likely to implement it well. 23 From this point of view, our study supported such facts and reported that the odds of good preventive practice in participants who have positive attitudes was 5.88-times more likely than participants who have negative attitudes.…”

Investigating Mathematics Teachers’ Understanding and Practices of Learner-centered Teaching in Junior Secondary Schools within Katima Circuit in the Zambezi Region of Namibia

“…It helps to create a learning environment conducive to learning and promotes the highest levels of motivation, learning, and achievement for all learners (Weinberger & McCombs, 2001). However, despite the clear benefits of LCT and efforts by governments across the world towards the adoption of the implementation of LCT in schools, research studies indicate the absence or minimal usage of LCT and poor classroom practice in most mathematics teaching (Awe & Kasanda, 2016;Bhusumane & Nkhwalume, 2019;Kapenda, 2011;Katukula, 2018;Mungoo & Moorad, 2015;Ndirangu, 2017). This is supported by studies done in Namibia about LCT, which revealed less practice of this teaching approach by Namibian teachers (Awe & Kasanda, 2016;Katukula, 2018).…”