出版社：The International Institute for Science, Technology and Education (IISTE)
摘要：The number of students selecting PHYSICS subject have remained only about one quarter those selecting chemistry or biology subjects at KCSE. The purpose of this study was to establish teacher related factors that influence the adoption of physics SMASSE teaching skills. The study utilized descriptive survey research design and was guided by Cognitive Response Theory by Ortony, Clore and Collins. The study targeted 177 secondary school principals, 214 physics teachers and 34705 Physics students in Uasin Gishu County. Determination of sample size table by krejcie, Robert & Morgan and Daryle was used to determine sample size for each category of schools, their teachers and students to produce a sample size of 125 principals, 152 physics teachers and 1632 physics students. Simple random sampling was used to determine the particular schools, teachers and students to be included in the study. All the principals of the selected schools were included in the study. The data from teachers was collected using questionnaires and observation, structured interview guide for principals, focused group discussion for students and document analysis at county director’s office for schools data. Data analysis techniques used were means, percentages, frequencies and chi-square. The study established that a majority of the physics teachers appreciate the role of SMASSE skills in continuous professional development. It was also found that teachers’ gender, age, qualification and experience had influence on the adoption of SMASSE skills by physics teachers in the teaching and learning of physics. The findings of this study will be useful to the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA), Ministry of Education and the entire Education stake holders to ensure the skills learned in SMASSE are possibly put to use such that KCSE physics results are improved.
其他摘要：The number of students selecting PHYSICS subject have remained only about one quarter those selecting chemistry or biology subjects at KCSE. The purpose of this study was to establish teacher related factors that influence the adoption of physics SMASSE teaching skills. The study utilized descriptive survey research design and was guided by Cognitive Response Theory by Ortony, Clore and Collins. The study targeted 177 secondary school principals, 214 physics teachers and 34705 Physics students in Uasin Gishu County. Determination of sample size table by krejcie, Robert & Morgan and Daryle was used to determine sample size for each category of schools, their teachers and students to produce a sample size of 125 principals, 152 physics teachers and 1632 physics students. Simple random sampling was used to determine the particular schools, teachers and students to be included in the study. All the principals of the selected schools were included in the study. The data from teachers was collected using questionnaires and observation, structured interview guide for principals, focused group discussion for students and document analysis at county director’s office for schools data. Data analysis techniques used were means, percentages, frequencies and chi-square. The study established that a majority of the physics teachers appreciate the role of SMASSE skills in continuous professional development. It was also found that teachers’ gender, age, qualification and experience had influence on the adoption of SMASSE skills by physics teachers in the teaching and learning of physics. The findings of this study will be useful to the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA), Ministry of Education and the entire Education stake holders to ensure the skills learned in SMASSE are possibly put to use such that KCSE physics results are improved. Keywords: SMASSE, Adoption, Teacher-factors, Teaching skills, Physics
