Educational Research

Educational Research (ISSN: 2141-5161) Vol. 7(3), pp. 088-094, May 2016. DOI: http:/dx.doi.org/10.14303/er.2016.134. Copyright © 2016 International Research Journals

 

Full Length Research Paper

Impacts of low enrolment in Secondary Schools physics to attainment of Kenyan Vision 2030: A case study of Nandi North Sub County

Murei Gilbert Kiptum

Department of Physics, Laikipia University, P.O. Box 1100-20300, Nyahururu Kenya

Corresponding Author’s Email: gilbertmurei@yahoo.com

Received May 17, 2016;  Accepted June 15, 2016

Abstract

 

The objectives of Kenyan secondary school physics curriculum is to build a firm foundation for further education and training as well as technological and industrial development. Physics curriculum emphasizes the experimental approach which should prepare the learner to teaching and learning scientific concepts and ideas in the modern technology. Hence by the end of the course, the learners should be able to use scientific knowledge to enhance development of industries and propel country to achieve vision 2030. Despite the importance of physics, the  performance  and  enrolment  of  students  in  Physics  has  not  been impressive. The study seeks to establish factors that contribute to low enrolment of physics in Kenyan secondary schools. This study will specifically looked into students’ attitudes towards physics subject, the difficult that physics teachers have in handling physics topics and the relationship between KCPE performance in science and physics performance. The study adopted descriptive survey design. The study was conducted in Nandi North sub County and the target population was teachers and students in 35 secondary schools in the area of study. The study employed the use of stratified and simple random sampling to select the respondents. Questionnaire and document analysis was used in data collection. It was established that students have a formed opinion on the nature of the subject, majorly on difficulty level and having mathematical manipulations which scares them off. Teachers find most of the topics in physics easy to handle, however, some topics like electromagnetic induction, Electronics and Waves tend to be challenging. Document analysis of KCPE results revealed that learner’s background in primary science was weak. There are far fewer high school students enrolled in physics and realizing the required grades, thus the Kenyan vision 2030 remains just a mirage. It was  recommended  among  others  that  teachers  teaching  Physics  and Mathematics should work in consultation with each other so as to help the students in appreciating the role  of  Mathematics  in  Physics  .The  findings  have  implications  for  designing  interventions  and identifying  pedagogical  techniques  that  link primary science and secondary school physics.

 

Keywords: Enrolment, physics, Secondary school, science, Vision 2030.

 

 

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