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EFFECT OF LABORATORY MANAGEMENT ON STUDENTS’ PERFORMANCE IN PHYSICS IN PUBLIC SECONDARY SCHOOLS IN BOMET COUNTY, KENYA
TABLE OF CONTENTS
DECLARATION………………………………………………………………………………………… ii
DEDICATION……………………………………………………………………………………………. iii
ACKNOWLEDGEMENT………………………………………………………………………….. iv
TABLE OF CONTENTS…………………………………………………………………………….. v
LIST OF TABLES……………………………………………………………………………………… ix
LIST OF FIGURES…………………………………………………………………………………….. x
ABBREVIATIONS AND ACRONYMS……………………………………………………… xi
ABSTRACT………………………………………………………………………………………………. xii
CHAPTER ONE ………………………………………………………………………………………….1
1.1 Introduction ………………………………………………………………………………………..1
1.2 Background to the Study ………………………………………………………………………1
1.3 Statement of the Problem ……………………………………………………………………..6
1.4 Purpose of the Study ……………………………………………………………………………7
1.5 Objectives of the Study ………………………………………………………………………..8
1.6 Research Questions ……………………………………………………………………………..8
1.7 Significance of the Study ……………………………………………………………………..9
1.8 Limitations and Delimitations of the study ……………………………………………..9
1.8.1 Limitations of the Study…………………………………………………………….9
1.8.2 Delimitations of the Study ……………………………………………………….10
1.9 Assumptions of the Study …………………………………………………………………..10
1.10 Theoretical Framework ………………………………………………………………………10
1.11 Conceptual Framework ………………………………………………………………………13
1.12 Definition of Significant Terms …………………………………………………………..15
CHAPTER TWO: REVIEW OF RELATED LITERATURE ………………………16
2.1 Introduction ………………………………………………………………………………………16
2.2 Acquisition and Utilization of Laboratory Resources on Students’
Performance ……………………………………………………………………………………..16
2.2.1 Procurement of Adequate Laboratory Resources ………………………..16
2.2.2 Frequency of Laboratory Activities …………………………………………..20
2.2.3 Mechanisms for Determining the Effectiveness and Efficiency of
Laboratory Activities …………………………………………………………………………24
2.3 Laboratory Safety Measures in Secondary Schools………………………………26
2.4 Challenges Facing the Management of Laboratories in Schools ………………27
2.5 Strategic Management of Laboratories in Schools …………………………………29
CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY ………..39
3.1 Introduction ………………………………………………………………………………………39
3.2 Research Design………………………………………………………………………………..39
3.3 Locale of the Study ……………………………………………………………………………39
3.4 Target Population ………………………………………………………………………………40
3.5 Sampling Techniques and Sample Size ………………………………………………..40
3.5.1 Sampling Techniques ………………………………………………………………40
3.5.2 Sample Size ……………………………………………………………………………41
3.6 Research Instruments …………………………………………………………………………41
3.6.1 Questionnaires………………………………………………………………………..41
3.6.2 Interview Schedules ………………………………………………………………..42
3.6.3 Document Analysis …………………………………………………………………42
3.6.4 Observation Schedules …………………………………………………………….42
3.7 Piloting of Research Instruments …………………………………………………………42
3.7.1 Validity of Instruments ……………………………………………………………43
3.7.2 Reliability of Instruments ………………………………………………………..43
3.8 Data Collection Procedure ………………………………………………………………….44
3.9 Methods of Data Analysis …………………………………………………………………..45
3.10 Logistical and Ethical Considerations ………………………………………………….45
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSIONS …………………………………………………………………………………………..47
4.1 Introduction ………………………………………………………………………………………47
4.2 Demographic Data Analysis ……………………………………………………………….48
4.3 Resources and Students’ Achievements in Physics ………………………………..52
4.3.1 Adequacy of Teaching and Learning Resources …………………………52
4.3.2 Procedure used by HOD in acquiring physics laboratory resources .53
4.3.3 Frequency of Inspecting Laboratory Activities …………………………..54
4.3.4 Teachers’ Preparedness for Physics’ Laboratory Lessons …………….55
4.3.5 Are Practical Skills Tested in Bomet Schools’ internal exams? …….56
4.3.6 Coverage of Physics’ Experiments Suggested in the KCSE Course
Books ……………………………………………………………………………………57
4.3.7 In-servicing of Laboratory Personnel ………………………………………..58
4.4 Safety Measures and Students’ Achievements ………………………………………60
4.4.1 Level of Preparedness of the School ………………………………………….62
4.5 Challenges Facing the Secondary Schools in Management of Physics
Laboratories in Bomet County …………………………………………………………….63
4.5.1 Reasons Contributing to Poor Performance ………………………………..63
4.5.2 Reasons Contributing to Good Performance in Physics ……………….66
4.6 Strategies for Improving Management of Physics’ Laboratories so as to
Boost Students’ Performance in Physics in Bomet County ……………………..67
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS …………………………………………………………………………….69
5.1 Introduction ………………………………………………………………………………………69
5.2 Summary of the Findings ……………………………………………………………………69
5.3 Conclusions ………………………………………………………………………………………73
5.4 Recommendations ……………………………………………………………………………..73
5.4.1 Policy Recommendations…………………………………………………………73
5.4.2 Suggestions for Further Research ……………………………………………..74
REFERENCES …………………………………………………………………………………………..75
ABSTRACT
The purpose of this study was to examine the effect of laboratory management on students’ performance in physics in public secondary schools in Bomet County, Kenya. The objectives of the study were:(i) to evaluate acquisition and utilization of physics laboratory resources on students’ performance in physics,(ii) to determine the efficiency of the schools’ laboratory safety measures in ensuring safety that is vital for students learning and performance in physics (iii)to establish challenges facing the secondary schools in management of physics’ laboratories and their effects on students’ performance in physics and finally(iv) develop strategies of improving physics’ laboratories management that boost students’ performance in physics. The research study employed a descriptive survey study design. The study was guided by Production Function Theory by Mace (2005). A total of 8 public secondary schools were randomly sampled for this study. With a target population of 74608, simple random sampling technique was used to select respondents including 8 Principals, 8 Heads of Science Department,16 physics Teachers,8 laboratory technicians and 160 students, all samples totaling to 200 respondents. The researcher used questionnaires, interview schedules, and observation schedules to collect data. Data obtained was analyzed using Statistical Package for Social Sciences (SPSS) computer package. Responses from questionnaires, interview and observation schedules were organized according to objectives of the study. The findings are presented through descriptive statistics using frequencies, tables, graphs and piecharts. Laboratory management issues that the study found to have had an effect on the performance of physics included lack of clear in-servicing programs for laboratory personnel, failure to accommodate practical in schools’ internal tests, lack of clear supervision of laboratory teaching/learning programs and failure to embrace participatory decision making in procurement of physics laboratory materials. It was concluded that the schools sampled lacked clear in-servicing programs for their laboratory personnel, practical skills are not tested in most schools’ internal tests, absence of clear supervision programs and failure to embrace participatory system in procurement of lab resources. Recommendation aimed at changing the learner’s attitude toward physics, inclusion of practical in internal schools’ evaluation tests, government to take over both the safety responsibility in schools and employment of laboratory technicians were arrived at. Areas recommended for further research are that similar research be done on private secondary schools, and studies on quality of programs offered to principals on laboratory management.
CHAPTER ONE
1.1 Introduction
This chapter presents the background to the study, statement of the problem, purpose of the study, objectives of the study, research questions, assumptions of the study, limitations and delimitations of the study, significance of the study, theoretical and conceptual framework and finally the operational definition of key terms.
1.2 Background to the Study
Practical work is a unique source of teaching and learning in any science subject because science students are able to observe and manipulate materials to demonstrate certain aspects of the subject matter which has been learnt in class through lectures, discussions and textbooks (Adeogun & Osifila, 2008). Science education literature articulates that laboratory work is an important medium for enhancing student’s attitudes, stimulating interest and enjoyment, and motivating students to learn. Physics is one of the three main science subjects that is majorly learnt through practical work. Practical work provides physics students with opportunities to engage in the processes of investigation and inquiry. UNCST (2007), as quoted by Rotich (2013), noted that practical experiments have been observed to be central to the teaching of science in that they help develop scientific investigation and motivates, creates curiosity, objectivity and willingness to evaluate evidence. This is the reason why availability and utilization of laboratories cannot be over emphasized. Practical work also gives students appreciation of the spirit and methods of problem solving, analytic and generalization ability (Adeyemi & Adu, 2010). For instance, DeBoer (2000) carried out a research on the effectiveness of individualized approach to general education science laboratory. Students reported that personal laboratory work was the most effective instructional method for promoting their interest.
The core business of any school system is to deliver quality education and to ensure that pupils reach their potentials (Adeyemi & Adu, 2010). It is the responsibility of the school managers to ensure adequate provision, effective and efficient use of educational resources to meet the objectives of their institution (Okumbe, 2001). These educational resources, according to Adeogun and Osifila (2008), can be categorized into four groups that is human, material, physical and financial resources. Research has demonstrated that the quality of education depends primarily on the way these school resources are managed rather than on their abundance (World Bank, 2007).
According to Chiriswa (2003), science (Latin, scientia-meaning “knowledge) is defined as a systematic enterprise that builds and organizes knowledge in the form of testable explanation and prediction about the universe. It could also mean a body of knowledge itself, or the types that can be rationally explained and reliably applied. The application of science and its discoveries to solving human problems is known as technology. Science and technology has resulted in ultra-modern buildings, broad tarred roads, solid bridges, beautiful and well equipped stadia, industrial and commercial houses, emergence of nuclear energy, electronic and biological revolution and high degree of urbanization, and so on. The learning of physics in schools should be stressed because of its importance to national development (Maicibi, 2003).
Schools may be public or private, urban or rural. Irrespective of the type and location of school, Physics should be handled in such a way that students feel encouraged to like and enroll in physics. The way and manner in which the student operates in a physics laboratory class takes the form of observing, classifying measuring, hypothesizing, experimenting, interpreting data and making inferenceintegrated sciences, (NERDC). The student carries out his/her work in a special room called the laboratory. Such room is always stocked with materials the student or scientist works with. Piaget noted that when concrete materials are used by students they are able to solve problems which they are naturally limited to solve. There must be enough of these materials in schools for the students to perform well in physics (Otula, 2007).
The use of the laboratory as a method of teaching physics helps the students to develop manipulative skills. It leads to better retention of information and also development of favourable attitudes towards physics as a subject. The students during the use of a physics laboratory are active participants who acquire more knowledge by performing experiments. The method makes the students to become familiar with such mental processes as observing. Inferring, classifying, measuring and data interpretation. Learning becomes interesting as a result of using concrete materials. This leads to better performance of physics among the students. The use of the laboratory also enhances good space management and teacher’s effectiveness.
(Akinsolu, 2003).
If the physics laboratory is not in place or not stocked sufficiently with the apparatus, the physics teacher will not have enough materials to teach and guide the students. Absence of these materials may affect students interest, enrolment and performance in physics; confirming what had been reported, that laboratories with inadequate materials have adversely affected performance in science in Taita,
Taveta, Kenya (Yousuf & Ammed, 2005).
School laboratory is a very important educational resource for learning scientific knowledge and skills that require proper attention by the school management. Rich benefits in learning physics accrue from using laboratory activities. A physics laboratory should provide a learning environment in which students develop their understanding of scientific concepts in physics, inquiry skills and the general perception of physics. However, this is only realizable when proper management mechanisms are put in place to ensure that meaningful learning activities are going on well in a physics laboratory class lessons which make learning of physics stimulating, interesting, joyful and motivating to the learner.
According to Education Act (2013), a head teacher is responsible for overall management, control and maintenance of standards in the school and is accountable for all that happens in a school. A physics laboratory, as a subsystem of the school with all the four categories of educational resources: human, material, physical and financial resources, needs to be closely monitored to ensure that maximum benefits of learning physics are realized. The principal is seen as the first supervisor in ensuring that meaningful teaching and learning activities are taking place in a physics laboratory class lesson because he/she has to play the leader in checking the teachers’ classroom work and assessing the overall learner’s performance (Republic of Kenya, 2013).
Hodson (2009) noted mismatch between teacher’s rhetoric and practice in teaching of sciences such that although their articulated philosophies appeared to support an investigative, hands-on, mind-on approach with authentic learning experiences, the classroom practice of those teachers did not generally appear to be consistent with their stated philosophies. This leads to low performance in sciences which contributes eventually to development of general negative attitudes towards sciences because of the general perception that sciences are hard. Barchok (2008) noted that, generally, the results from the Kenya certificate of secondary examination indicated that sciences continued to be poorly performed compared to other subjects. He attributed the poor performance of science in Bomet District to unfavorable attitudes held by students towards science subjects. He remarked that the factors that influence the formation of attitudes in science need to be understood in an endeavor to foster development of favorable attitudes in students.
The effect of using laboratories in teaching and learning of physics and the other sciences in general is that students tend to understand and recall what they see than what they hear or were told. Therefore, the laboratory is essential to the teaching of physics and the success of students in performance in physics is much dependent on the laboratory provision made for it. A physics Laboratory, therefore, occupies a central position in the teaching and learning of physics. However, many studies have established that physical and material resources in most secondary schools in Kenya are inadequate. This research will partly look at these issues of laboratory class supervision and the adequacy of physics laboratory resources in secondary schools in Bomet County. The study also intends to see the extent to which head teachers manage the available human and physical laboratory resources in their schools and how they take up their task of overseeing whether the laboratory activities are on course in meeting the learning objectives in Bomet County.
The situation in Bomet District is that students interest and enrolment in physics appears to be declining year after year, a situation which if not checked can mar the technological development of this nation. Therefore, this study seeks to appraise physics laboratories and laboratory equipment in Bomet County.
1.3 Statement of the Problem
A physics laboratory should provide a learning environment in which students develop their understanding of scientific concepts in physics, inquiry skills and perception of physics as an equally important subject in our country’s economic development. Unfortunately, in most secondary schools, students have negative attitude towards physics (Barchok, 2008); their enrollment in physics subject has been persistently low because they find learning of physics not stimulating, not interesting and joyful and motivating (Rotich, 2013).
The 2013 KCSE analysis of Bomet County shows that out of the 20 subjects that the candidates sat for, physics was position 17. In that year, the subject had a mean of 4.691 with an entry of 3669 out of the 9326 candidates who sat for the exam. The leading subject had a mean of 10.80 (Bomet County K.C.S. E 2013 exams analysis summary, 2014). This results are worrying because for health assurance the county needs personnel who can handle health machines such as dialysis equipment, x-rays machines and several other technological machines used for treatment in hospitals. We need engineers, pharmacists, laboratory technicians, pilots, civil engineers and so forth for economic growth in the county. Bomet County must be seen to move with the other parts of our country towards the achievement of the vision 2030 which places science subjects as playing a central role towards this vision. If schools would properly manage their physics laboratories the overall mean grade in physics subject possibly can be above 6.0, the average mark in K.C.S.E examination.
Research results by Ajaja (2005) have shown that physics teachers continue to teach physics using the lecture method despite recommended guided discovery methods. According to Ajaja (2009) the inability of physics teachers to apply guided discovery inquiry approaches in their teaching is hinged on lack of laboratory equipment among others. According to Fakoya (2002) under-funding had adverse effects on the quality educational resources in secondary schools. It is against this background that this study was necessary to assess whether school heads in Bomet secondary schools allocate enough funds for purchase of adequate laboratory chemicals and equipment and ensure their effective use. The challenges faced in the schools’ physics laboratories are also analysed alongside the suggested possible remedies to these challenges.
1.4 Purpose of the Study
The purpose of the study was to examine the effect of laboratory management on students’ performance in physics in public secondary schools in Bomet County,
Kenya.
1.5 Objectives of the Study
The study sought to:
- Establish the mechanisms that the principals in Bomet County have put in place to ensure adequacy, effective and efficient utilization of physics laboratory resources and the effects of the mechanisms on students’ performance in physics.
- Determine the efficiency and effectiveness of the schools’ laboratory safety measures in creating a secure physics learning environment in Bomet County,
- Evaluate the challenges facing the secondary schools in management of physics laboratories and their relation to students’ performance in physics in Bomet County.
- Develop strategies of improving laboratories management that boost students’ academic performance of physics in Bomet County.
1.6 Research Questions
-
What mechanisms have the principals in Bomet County put in place to ensure
- Procurement of adequate physics laboratory resources?
- Efficient and effective utilization of available physics laboratory resources in meeting the specific learning objectives in a physics class?
- What are the efficiencies and effectiveness of the schools’ laboratory safety measures in case of occurrence of a major accident in the laboratory in Bomet County?
- What are the challenges facing the secondary schools in management of physics laboratories in Bomet County?
- What strategies can be put in place for improving management of physics laboratories so as to boost students’ performance in physics in Bomet County?
1.7 Significance of the Study
The study of laboratory management provides information that is useful in: analyzing the situation of our laboratories, determining whether the laboratory facilities provided through parents and government funding are well utilized; Identifying problem facing learning of physics in our school laboratories and finding appropriate solutions; ensuring all physics laboratory activities are carried out properly by the right people and in time; using the lessons learnt from the study of Bomet physics laboratory situations on to other counties.
1.8 Limitations and Delimitations of the study
1.8.1 Limitations of the Study
According to Orodho (2012), limitations are conditions beyond the control of the researcher that may place restrictions on the conclusions of the study and their application to other similar situations. In the study the following three limitations might have had affects on the research findings and thereby the conclusion:
- The study relied mainly on three methods of data collection which are questionnaires, interview and observation schedules which might not have sufficiently and exhaustively probed the issues that the research sought to study.
- Some of the respondents, especially those employed by the school board of management and students, might not have provided very accurate information because such things as fear of job security or peer interference while answering the questionnaires.
- The study could not be able to control the attitudes of the respondents hence could affect the validity.
1.8.2 Delimitations of the Study
According to Mugenda and Mugenda (2003), delimitations are boundaries of the study. This study focused on Bomet County. In Bomet County there are a total of
168 public secondary schools and 7 private secondary schools.
- The research study considered only the public secondary schools.
- The research also concentrated only on Principals, Heads of Science Department, physics teachers, Students and Laboratory Technicians.
- Due to time, financial implications and problem of accessibility to all the schools, 8 public secondary schools were selected to represent the various SubCounties in Bomet, with almost equal number of boys, girls mixed secondary schools; provincials and district schools.
1.9 Assumptions of the Study
The study was guided by the following assumptions:
- The respondents would provide independent and accurate information as per the item in the questionnaire.
- The performance of physics in the school had no external influence other than the teaching/learning gained through the school system i.e. there were no cases of exam cheating.
- The sampled schools are representative of the target population.
- All schools in Bomet County have laboratories.
1.10 Theoretical Framework
The study was guided by Production Function Theory by Mace (2005). It’s worth distinguishing the terms efficiency and productivity to get a better perception of the theory. Efficiency is used to describe amount of effort that it takes to accomplish a task. Productivity on the other hand is a measure of how much work is done in a particular time. Cohen et. al. (2003) define productivity as measuring performance of a firm which converts inputs into outputs. For instance, a firm uses inputs (materials, labor and capital) to produce outputs. Performance of a factory can be defined as productivity ratio of inputs into outputs where larger values are associated with good performance.
In this context, education is viewed as a productive activity that aims at minimizing set of inputs for a given set of outputs or maximization of outputs for a given set of inputs (Oyetunyi, 2006). Inputs include teaching and non-teaching staff, teachinglearning materials and buildings whereas outputs are graduates of any educational level. However, it’s difficult to measure inputs and outputs and quantifying them.
As regards inputs, non-school factors like home background, socio-economic status and student time influence the outcome, yet the theory ignores this. It’ll be difficult to measure outputs since the school has diverse functions that make education output a multiproduct of direct and indirect output (Gravenir & Gatimu, 2004). In most cases, examination achievements and the number of students completing a level has been perceived as output measures of schools. This study will use examination achievement to establish if the existing inputs (laboratory management) are used to produce maximum output with a view to determine existence or nonexistence of wastage in the system.
According to Psacharopoulos (2005) the efficiency of an education system can be analyzed from external and internal point of view. Internal efficiency relates to what happens in the system, also refers to the intake and turn of students, possible wastage owing to poor management in laboratories on the system at various levels and capacity of utilization of resources so that for a given number of input the number of students can be determined. On the other hand, External efficiency links the system with qualitative manpower needs of the economic system to meet the needs of the economy. Internal efficiency uses measurability and analytical clarity as tools of educational diagnosis.
The production function is applied to measure education efficiency and productivity as though education is a manufacturing enterprise which is producing and imparting knowledge, skills and attitude to the labor force to serve the industry and other sectors of the economy-schools, Primary schools, secondary schools, colleges and Universities are considered as units of the industry, producing outputs who are graduates of educational system at all levels. All organizations (schools) need clear aims and objectives which will determine the nature of inputs (better laboratories management), the series of activities to achieve outputs (better performance and learned graduates) and the realizations of organizational (schools) goals. Feedback about the performance of the system and the effects of its operations on the environment are measured in terms of achieving the aims and objectives. Basic principles of organization and management apply in any series of activities in any organization. The common elements of management planning, organizing, directing, coordinating and controlling (management of laboratories) apply in all cases. These essential administrative functions must be carried out in all types of organizations.
While general principles and prescriptions apply to all organizations, differences in their aims and objectives influences the input – conversions – output process and is the series of activities involved in this process. The nature of inputs, the conversion process, and the forms of outputs will emphasize characteristic features of a particular organization. These features highlight alternative forms of structure, management methods of operations, and behavior of people employed by or
working in different types of organizations. This theory will be relevant in this study in that it supports an efficient system (better management of laboratories in school as an organization) where inputs and outputs must balance and objectives realized.
1.11 Conceptual Framework
According to Orodho (2009), a conceptual framework is a model of presentation where a researcher conceptualizes or represents the relationships between variables in the study and shows the relationship graphically or diagrammatically. Figure 1.1 below shows the interaction between the laboratory management practices and the learning outcomes.
Figure 1.1: A Conceptual Framework on Laboratory Management and Students’ Performance in physics
Laboratory management Students’ performance in physics
Source: Modified from Orodho, (2012).
In the conceptual frame work the researcher has identified the laboratory management as an independent variable. Laboratory management includes
acquisition of laboratory resources, ensuring appropriate frequency of utilization of laboratory, effective supervision of laboratory classes, laboratory organization and putting sound measures of ensuring safety in laboratories; The dependent variable as the students ‘performance in physics, because good performance in physics results from the effectiveness of laboratory management under the headship of the head teacher; and finally extraneous moderating as the teachers ability, competence of laboratory technician, availability of other complementary learning resources such as books, charts, audio-visuals, e.t.c.
As earlier discussed under the theoretical framework, the education efficiency in imparting physics knowledge, practical skills and attitudes to the learners that they will apply into the labour market thereafter depends on a great extent on how physics laboratories are managed so as to yield maximum benefits to the learner.
Good performance by learners in physics’ KCSE examination is one among the many indicators of a well managed laboratory system.
1.12 Definition of Significant Terms
The study uses the following key terms in the literature;
| Head teacher | the senior most staff in a secondary school charged with the responsibility of management, leadership and supervision of all activities and functions in the school |
| Management | management as a method where a group of people at the highest level of organization plan, organize, communicate, control and direct the actions and activities of people who work for the organization towards the achievement of the organizational goals. |
| Performance | an achievement or action as regards educational matters. |
| Science | the three main science subjects namely: chemistry, biology |
and physics offered in secondary school curriculum.
EFFECT OF LABORATORY MANAGEMENT ON STUDENTS’ PERFORMANCE IN PHYSICS IN PUBLIC SECONDARY SCHOOLS IN BOMET COUNTY, KENYA
