An Investigation Of Factors Influencing Students’ Low Achievement In Chemistry In Public Secondary Schools In Athi River Sub- County, Machakos County, Kenya

Abstract

Chemistry is a crucial scientific discipline for any nation and is essential for various curricula, including medicine, pharmacy, architecture, and dental care, among others. Despite Kenya's efforts to advance and modernize academia, chemistry performance in public secondary schools has remained low. The aim of this study was to identify factors influencing students' low achievement in chemistry in Athi River Sub-County, Machakos County, Kenya. The theory that guided the study is the production function theory. The study had four objectives including; to establish the students factors that influence the performance in chemistry in KCSE in public secondary schools in Athi River Sub County, Machakos County, Kenya, to identify the teacher’s factors that influence students’ performance in chemistry in public secondary schools in Athi River sub county, Machakos County Kenya, to find out whether the performance of chemistry is influenced by resource access in public secondary schools in Athi River sub county, Machakos county Kenya, and to identify the methods used by teachers in public secondary schools, to raise chemistry performance levels in public secondary schools in Athi River sub county, Machakos County, Kenya. A total of 168 respondents participated in the study, including 14 principals, 14 teachers of chemistry, and 140 Form 4 students, with 10 students selected from each school. The sample selection utilized stratified sampling. Data was collected through questionnaires to obtain feedback from the respondents. Data was analyzed using Microsoft Excel. Findings were presented using frequency tables, pie charts and bar graphs. The study focused on production integrals, where various inputs from students' factors, teachers’ factors, and school environment interact to produce the output of student accomplishment. The study was conducted in Athi River Sub County, where chemistry achievement among students has consistently been low. The findings indicated a positive perception of using ICT materials and methods for education and learning, as well as the recognition of the benefits of ICT in education. However, some students felt they needed further instruction and skills development to utilize ICT effectively. Interestingly, despite being interested in careers that require chemistry knowledge, students displayed a negative attitude towards the subject. Inadequate reference textbooks in the library also hindered individual revision by students. To address these issues, the study recommended providing more instructional resources, such as a variety of chemistry textbooks in the libraries. Schools should also invest in adequate resources and infrastructure to facilitate practical learning experiences and enhance students' understanding and performance. Besides, the study recommended that schools should work to improve students’ attitudes towards chemistry through methods such as organizing talks to dispel negative perceptions, creating a positive learning environment and arranging visits for real-world inspiration to learners. The study recommended further research on, why teachers prefer demonstration over individual practicals in schools with equipped laboratories, impact of teachers’ intrinsic motivation on performance of chemistry in public secondary schools and an assessment of teacher student ratio on performance of all examinable subjects in both private and public secondary schools in Kenya.