Journal of Emerging Trends in Educational Research and Policy Studies: Home

Abstract:
The Chemistry taught in Kenyan secondary schools can be grouped into general, physical, inorganic, industrial and organic chemistry; most topics being in the general, physical and inorganic areas. However, organic chemistry is not well understood by students at this level. With the big potential for organic chemistry industry, Kenya needs organic chemists who can bring innovation and development. However, the Kenya Certificate of Secondary Examination reports indicate that the performance in this section is generally poor. The study examined the quality of planning and objective setting by secondary school chemistry teachers and the effectiveness of these in the learning of organic chemistry by Kenyan students. The study was conducted in randomly selected secondary schools in three districts: two in Rift Valley Province and one in Western province. Two hundred and six students were randomly selected from the schools under study and used in the investigation. The research instruments used were three sets of questionnaires for teachers and students. Quantitative data analysis involving the use of percentages, means and modes was used. Among the conclusions made was that chemistry teachers do not make lesson plans for teaching. The findings revealed that poor planning and lack of objective setting of this subject is one of the main causes of the 'poor' performance. In view of the findings, one of the recommendations is that subject heads, heads of schools and quality assurance officers should insist on the use of lesson plans by teachers for every lesson they teach. One significance of the study is that the research provide useful information which chemistry teachers can put to immediate use to improve their pedagogical skills.

Keywords: quality, planning, teachers, organic chemistry, secondary schools, rift valley, western provinces.

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