Effect of utilization of biology teaching and learning resources on students' academic performance in secondary schools in Siaya District - Kenya

l

EFFECT OF UTILIZATION OF BIOLOGY TEACHING AND

I

.

iEARNING RESOURCES ON STUDENTS' ACADEMIC

PERFORMANCE

IN SECONDARY SCHOOLS IN

SIAYA DISTRICT - KENYA

BY

ONG'AMO, BERNARD LAWRENCE

E55/CE/ll067/06

A THESIS SUBMITTED IN PARTIAL FULFILLMENT

OF

THE REQUIREMENT

OF THE DEGREE OF MASTER OF

EDUCATION IN THE SCHOOL OF EDUCATION OF

KENYATTA UNIVERSITY

DECLARATION

This thesis is my original work and has not been presented for adegree in any other University.

Signature: ~ ~ Date

1

.1

~

.{

~t.

.

Ong'amo, Bernard Lawrence

E5 5/CE/ll 067/06

Supervisors: We confirm that the work reported in this thesis was carried out by the candidate under our supervision as University Supervisors.

1. Signature ~ .

Dr. Ndichu Gitau

Department of Educational Communication and Technology

2.

Signatu

~

Date.H

&[gI

..

Lf

H.HH

Dr. Samson Ondigi

DEDICATION

ACKNOWLEDGEMENT

I am highly indebted to my supervisors Dr. Ndichu Gitau and Dr. Samson Ondigi for untiring support, guidance and encouragement in ensuring I complete this study. My thanks also go to the former Chairman of the Department of Educational Communication and Technology Prof Gathumbi for providing guidance and support during my research work.

I appreciate the work done by my lecturers in the Department of Educational Communication and Technology for their instructions on research methodology.

My gratitude also goes to the staff of the libraries of Moi Library of Kenyatta University and Kenya Institute of Education for enabling me get research literature and works from various authors that I have freely drawn. Mr. Antony D. Bojana deserves gratitude for editing the final work.

Finally, I thank my family - my wife Anne and children Conrad, Clement, and

Timon for their patience during trying periods of undertaking this study. My typesetter for timely preparation of this work and friends who wished me well and encouraged me during the entire programmes.

TABLE OF CONTENTS

DECLARATION .ii

DEDICATION... iii

ACKNOWLEDGEMENT iv LIST OF TABLES... v

LIST OF FIGURES vi ABBREVIATION ANDACRONyMS... xii

ABSTRACT xiii CHAPTER ONE: INTRODUCTION l.0 Background of Study.. ... .. . .. .. .... ... ... . ... ... ... . . .. . .. . .. 1

l.1 Statement of the Problem.. 8

l.2 Research Objectives... 10

l.3 Research Questions... 11

1.4Significance ofthe Study... 11

l.5 Scope andLimitations of Study. . . ... . . ... . ... ... ... . ... .. . ... .. . . 12

1.6Assumptions of Study... 13

1.7 Theoretical Framework... ... .. . .. . .. . ... ... . .... . ... ... .. ... . . .. . . 13

1.8 Conceptual Framework... 14

l.9 Operational Definition ofTerms. 20 CHAPTER TWO: LITERATURE REVIEW 2.0 Introduction... 23

2.1 Meaning ofResources... 23

2.2 Importance of Using Resources for Teaching andLearning... 24

2.4 Utilization of Resources. 36 2.5 Challenges Faced in the Utilization of Resources. 39

2.6 Performance Resulting from Resource Utilization... 40

2.7 Summary 41

CHAPTER THREE: METHODOLOGY

3.1 Research Design... 42

3.1.1 Variables... 45

3.2 Location of the Study... 45

3.3 Target Population... 47

3.4 Sampling Technique... 47

3.4.1 Sample Size... 51

3.5 Construction of Research Instruments... 53

3.5.1 Questionnaires.. 54

3.5.2 Observation Checklist... 55

3.5.3 Lesson Observation Schedule... 55

3.5.4 Interview Schedules... 56

3.6 Pilot Study.. 56

3.6.1 Validity ofInstruments 58 3.6.2 Reliability ofInstruments... 59

3.7.0 Data Collection Techniques... 60

3.7.1 Phase One.... 60

3.7.2 Phase Two.... 61

3.7.4 Phase Four... 61

3.8.0 Data Analysis Procedures... 62

3.8.1 Data Analysis from Questionnaires... 63

3.8.2 Interview Schedules... 63

3.8.3 Observation Checklist... 64

3.8.4 Classroom Observation Schedule... 64 3.8.5 Analysis ofKCSE Biology Results... 64

3.9 Logistical andEthical Consideration... 65

3.9.1 Summary.. 65

CHAPTER FOUR: DATA ANALYSIS, RESULTS AND DISCUSSION 4.0 Introduction... 67

4.1 Findings from Students... 67

4.1.1 Students Response toObjective 1(Types of Resources). 67 4.1.2 Students Response toObjectives 2(Extent of Resource Utilization)... 70

4.1.3 Students Response to Objective 3(Challenges in Using Resources)... 72

4.1.4 Students Response toObjective 4(Resource Use and Performance)... 73

4.2Background Information of Teachers 77 4.2.1 Teachers Response to Objective 1... 81

4.2.2 Teachers Response toObjective 2... 81

4.2.3 Teachers Response to Objective 3... 85

4.3.1 Results from Lesson Observation Checklist... 91 4.4.1 Findings from Lesson Observation Schedule... 91 4.5 Results from Interview with Head teachers... 93 4.6 Relationship Between Utilization of Resources and Academic

Performance 97

4.7 Summary... 98 CHAPTER FIVE: SUMMARY, CONCLUSION AND

RECOMMENDATIONS

5.0Introduction 100

5.1 Summary... 100 5.1.1 Resource Factors... 100

5.1.2 Student Factors 101

5.1.3 Teacher Factors.... . .. ... . .. ... ... .... ... .... . ... ... ... . .. . ... .. . . 102 5.1.4 Learning Conditions... 103 5.1.5 Planning for Practical Lessons... 103

5.2 Implications of Findings 104

5.3 Conclusion... 105

5.4Recommendations 106

5.5 Suggestions for Further Research 107

REFERENCES 108

Appendices... 115 Appendix I:Public Secondary schools in Siaya District... 115 Appendix II: Public Secondary Schools in SiayaDistrict Selected for

Appendix III: Public Secondary Schools in Siaya District Chosen for

Pilot Study. 120

Appendix IV:Public Secondary Schools Chosen for Classroom

Observation... 121

Appendix V: Questionnaire for students.. 122

LIST OF TABLES

1.1:Mean scores in biology KCSE in the District before and afterINSET 8

3.1: Sampling grid 52

3.2:Sample selection grid for schools and students 53

3.3: Schools chosen for pilot study 57

4.1:Biological resources mostly used for T/L in secondary schools in Siaya 67 4.2:How biological resources are made available 68

4.3:Adequacy level ofbiologyresources 69

4.4: Involvement ofstudents in provision of learning material 69 4.5: Utilization of resources without teacher's initiation 70 4.6: Frequency of using biological resources 71 4.7: Frequency of going out on academic tour/trip 71 4.8: Challenges encountered in the use of teaching and learning resources 72 4.9:Dealing with challenges of biology resource shortages 73 4.10: Relationship between resource utilization andacademic performance 74 4.11: Students opinion on parameters influencing academic performance 75 4.12: Age distribution of teachers in the District 78

4.13: Teachers teaching experience 78

4.14: Teachers professional qualification : 79 4.15: Teachers distribution in class 80

4.16: Resources normally used inschools 81

4.17: Frequency of using available TIL resources inschool.. 82 4.18: Reasons for usingbiology resources in schools 82 4.19: Taking students outside the school to learn 83 4.20: Types of resources used during trip/visits /excursions 83 4.21: Challenges in theutilization of resources in the T/L process 85

4.22: Overcoming resource shortages 86

4.23: Do you use computers for teaching and learning? 86 4.24: Challenges encountered in the use ofICT 87 4.25: Teachers opinion on parameters influencing students' academic performance.88

4.26: Biology teaching resource checklist.. 90

4.27:Average marks of students taught with and without biology T/L resources 92 4.28: Head teachers suggestion on raising students; academic performance in

LIST OF FIGURES

Fig. 1.1:How utilization of biology resources determine the level of

academic performance 16

Fig 2.1: Hierarchy for students success 26

DC DEO DIQASO INSET

nCA

K.S.T.C

SEPU SMASSE SPSS SSP

8-4-4

7-4-2-3

ABBREVIATIONS AND ACRONYMS

- District Commissioner.

- District Education Officer.

- District Quality Assurance Officer.

- In- Service Education and Training.

- Japanese International Cooperation Agency. - Kenya Certificate of Secondary Examination. - Kenya Institute of Education.

- Kenya Science Teachers College.

- School Equipment Production Unit.

- Strengthening Mathematics and Science in Secondary School Education.

- Statistical Package for Social Science.

- School Science Project.

- A system of education where a learner spends eight years in primary school, four years in secondary school and four

years at the University.

ABSTRACT

CHAPTER ONE INTRODUCTION

1.1 Background to the Study

Biology as a branch of science has interconnected series of concepts and conceptual schemes that have developed as a result of experimentation and observation. Grobman and Mayer (1975) underscore the difficulty in studying the subject by stating that facts and principles must be seen within the rich context of related laboratory investigations in order to understand biology. Due to the constantly changing nature of science of which biology is discipline, Makulu (1971), observes that the strategies employed by science teachers in teaching earlier have become irrelevant today as our environment is not static but changing (Fisher, Power & Endean,1972). Secondary biology curriculum has undergone continuous changes since independence in Kenya. These changes have seen biology curriculum reviewed due to high costs of biological equipment and apparatus, needs of the society, inadequate numbers oftrained teachers and changing trends in the teaching of sciences.

and Sambili (1998), the failure was due to the fact that the plans did not take into account the local environment in which the schools were found .and because teachers were not consulted before preparation of guidelines for the curriculum. The pressure to reform the curriculum was slowed down after independence by the need to quickly train Africans to fill high level positions which became vacant as former colonial civil servants were withdrawn. To achieve the above goal, Sheffield (1973) observes that instructions in Kenyan schools were by lecture and learning by rote memorization of lecture notes for the purpose of passing examinations. Toili (1987) notes that the national policy during and after independence in the period 1963-1970 was to graduate more people in science subjects to fill vacant positions in science-oriented careers in medicine, engineering, agriculture, teaching and research work, among others. This encouraged drill method of teaching biology and other sciences where the primary objective was to pass examination and qualify for the targeted jobs at the expense of pedagogy.

The need for changes in the teaching of sciences was felt throughout Africa. In 1967, UNESCO pilot project-"International Understanding at School" was launched in Kenya. Biology was to be taught through inquiry approach with learners doing much of the discovery through experiments and observation and setting their own experiments. This turned out to be the biggest impediment to its success due to high costs of equipment and lack of expertise by learners to design and perform experiments on their own. The government

had technical assistance programme, books, equipment and other apparatus but this also failed as had the UNESCO pilot scheme. The reasons for failure of Nuffield Science Project was due to heavy requirements of costly equipment, apparatus books and lack of highly trained and qualified teachers.

In 1968, the United Nations Educational Scientific and Cultural Organization pressed ahead and sponsored a conference on the development of education in Africa at Addis Ababa (UNESCO, 2006). The final report of the conference is summarized by Makulu (1971) as having recommended among other things:

~ Matching of economic planning with educational planning, ~ Increasing facilities for training teachers

~ Reforming curriculum to include new and better methods of teaching

science subjects placing emphasis on observation and experimentation.

This was borne out of the fact that a change in teaching science subjects was necessary from teacher-centred methods to student-centred method where individualized learning using resources take precedent. Haggis (1972) observes that education has been largely a matter of purveying information about science and memorizing the facts in order to pass examination. Alsop and Keith (2001) maintain that a teacher of science subject should play a relegated role of facilitator of learning rather than being the sole proprietor of knowledge to enable children to develop ideas by allowing free discussion and

Kadasia (2000) observes that the failure to infuse learning through practical approach through Nuffield Science Project necessitated a need for a new curriculum. After the 1971 Entebbe conference, the School Science Project evolved in East Africa. This was after the realization that a home-grown curriculum designed by people conversant with local conditions was necessary. According to Maundu, Muchiri and Sambili. (1998: 39), it was decided that an indigenous curriculum developed in East Africa could work better hence the development of the curriculum by a panel of biologists from three East African countries (Kenya, Uganda and Tanzania). SSP retained the inquiry approach by the learner but omitted some of the sophisticated apparatus and materials required in the Nuffield Science Project. Kadasia further states that biology, General Science Biology and Health Science were also introduced to avoid the pitfalls of adopting a curriculum that was heavily dependent on equipment and apparatus and to cater for needs of private candidates. General Science, Biology and Health Science required fewer practicals than Biology.

component. It was replaced in mid-1979 by Human Biology (Kadasia 2000).

The problem of quality in the learning of biology and other science subjects became an issue as few practical activities were enlisted in the curriculum

necessitating the appointment of National Committee on Education and

Policies in 1975 to look into the problem. The committee observed that there was deterioration in the quality of sciences and mathematics throughout the

formal educational system arising from increased enrolment and lack of resources (Republic of Kenya, 1976; 66). The committee proposed that SEPU be encouraged to increase capacity to produce scientific equipment relevant to

formal educational system. It also recommended development of education system that laid greater emphasis on technical subjects that would be more responsive to the country's needs. The Biology curriculum offered to students

in high school (Principle Biology) that had not undergone any change since

independence was discontinued following report by presidential working party on second university in Kenya (Republic of Kenya, 1981). The commission

was appointed by the President to look into the shortcoming of the 7-4-2-3

system that was too academic and produced graduates that mainly expected to

get white collar jobs did not auger well for Kenya. The report resulted in the

discontinuation of SSP and setting out of two syllabuses for biology - Biology

and Biological Science.

The content for both was the same but the difference arose from the fact that

less practical activities were carried out in biological sciences than in biology.

biology was to offer options for schools that had few facilities and resources to offer biological studies to their students through biological science.

The 8-4-4 system of education that emphasized practical approach in the teaching and learning of biology required plenty of resources and personnel. A Presidential Working Party on Education and Manpower Training for the Next Decade and Beyond was set to look into resource and personnel challenge. It

was called Kamunge Commission. The Kamunge Commission was to review national education and training for the next decade and beyond and to examine and make proposals on cost sharing as a strategy for financing education and training at all levels of formal education. The committee noted that 8-4-4 system of education had created a great demand for supply of educational

facilities and equipment hence increasing expenditure by the government (Republic of Kenya, 1988:32). It recommended that cost-sharing strategy be applicable to provide physical facilities and equipment by communities and parents. This made the government to only train and pay teachers (Republic of Kenya, 1988) while the parents were to equip schools with teaching and learning resources.

Formative evaluation by KIE in 1990 arising from complaints by teachers and learners about too many topics in the curriculum resulted in reduction of content and removal of difficult areas. Syllabuses of biology and biological sciences were revised and introduced in schools' in 1992 (Kadasia, 2000).

learning resources, number of subjects taken by candidates that were considered too many to learn effectively.

The complaints resulted in setting of another commission - Koech Commission in 1998 that gave its recommendations in 2000 (Republic of Kenya, 2000). The main objective of the Koech Commission was to review educational system and recommend measures to be taken to improve content. KIE was then mandated by the commission to carry out baseline studies on primary and secondary education in regard to content and cost effectiveness of subjects offered. The survey carried out in 1999 reported problematic areas as: broad content, too many practical activities and difficult and abstract concepts. The commission felt there was no need to teach biology and biological science

syllabuses separately but that only biology syllabus be taught in all secondary schools. This was borne out of the fact that the two syllabuses were basically the same save for fewer practical activities offered in biological sciences.The commission also noted that there was shortage of biology teachers in schools. The commission suggested rationalization of biology and biological science

syllabus leading to only one biology syllabus to be taught in all secondary schools by 2002. This move was meant to take care of shortage of biology teachers and avoid duplication of biology content. The only school that was unafected by the above curriculum change was Thika School for the Blind that was allowed to offer biological science for blind children as biological science

blamed as a cause of poor KCSE results in biology in Siaya District and in Kenya by Ministry of Education who together with Japanese International Cooperation Agency carried out baseline studies on poor biology results in Kenya in 1998. The average mean score in biology in the last five years before in- service training of teachers in the District (INSET) was started is low (5:47) compared to the mean score for five years after INSET (6:25). With subsidized secondary education started in Kenya in 2008 enrolment of students in Siaya District has increased tremendously putting a lot of strain on usage of Biology teaching and learning resources. SMASSE has been advocating for quality learning using teaching and learning resources and i n-servising teachers on the use of teaching and learning resources to improve science and mathematics performance in the district and the country at large. Shortage of resources and improper teaching has been blamed for poor performance in biology in the country (SMASSE basement studies, 1998).

Table 1.1: Mean scores in biology (KCSE) before and after INSET

1999-2008

Year Mean Score Average mean Period

1999 5.20

2000 5.21

2001 5.93 5.47 Before INSET

2002 5.48

2003 5.55

2004 6.59

2005 6.45

2006 6.32

2007 5.76 6.25 _{After INSET}

2008 6.10

The table above shows an increase in average mean score in biology by 0.78 in the periods after INSET compared to the same period before INSET.There was significant increase in mean score from 5.55 in2003 (The last year before INSET) to 6.59 in 2004 (The first year of INSET), an increase inmean score of 1.04. The increments could be attributed to extensive use of resourses as the teachers were undergoing in-service training. The table also indicates that the district mean was at times reducing despite extensive use of resources (2005-2007). The researcher after seeing the gaps undertook a research to find out the effect of utilization of biology teaching and learning resources on students' academic performance in secondary schools inSiaya District.

1.3 Research Objectives

The objectives of this researchwere to:

i. Investigate the types of resources in the secondary schools in Siaya District that are used for the teaching and learning ofBiology.

ii. Establish the extent to which biology resources in the above schools were utilized in the teaching and learning process.

iii. Identify the challenges experienced in the utilization of biology resources byteachers and learners.

1.4 Research Questions

The research questions below were formulated by the researcher to guide in

the study:

I. What types of resources are available in secondary schools for teaching

and learning biology in Siaya District?

ii. To what extent are available resources in secondary schools in Siaya

utilized in the teaching and learning process?

iii. What are the challenges faced by teachers and students in the utilization of biology teaching and learning resources in the teaching and learning

process?

IV. What is the relationship between the utilization of biology resources and

academic performance in the subject?

1.5 Significance of the Study

This research will be important in finding out and recommending to Educationists, teachers, researchers, students and other stakeholders the way

forward for the problem of utilization of biology teaching and learning resources in secondary schools. For students to better their performance in Kenya Certificate of Secondary Examination (KCSE), they will have to frequently use teaching and learning resources during the learning process.

They will likewise use available resources for individualized learning and stop relying on the teacher solely as the source of scientific knowledge.

enabling environment for learning by the way they integrate the resources during their daily teaching of biology and encourage learning by enquiry and not teaching by lecture. They will act more as facilitators than providers of

knowledge.

The Ministry of Education is an important stakeholder and is concerned with training of biology graduates. The findings will help them ensure biology graduates acquire relevant training skills and positive attitude towards teaching the subject. This will in turn make universities tailor courses dealing

with Science Education suit students' requirements in secondary schools and enable meaningful learning to take place in secondary schools. Other stakeholders like Kenya Institute of Education (KIE) that in-service teachers on the production, repair and maintenance of biology teaching materials will also be interested in knowing how resources are being improvised. The findings will also be useful to District Quality Assurance Officers (DIQASO) who advise teachers in their schools on resource use to know priority areas to

address during teachers seninars and workshops.

1.6 Scope and Limitation of Study

The study dwelt on one district - Siaya District and the findings will not be fully reflective of problems in all schools in Kenya. Since this study was

1.7 Assumptions of the Study

The following assumptions have been made in the research:

I. That school managers and heads of biology departments provide the necessary support to teachers in the teaching of biology.

11. That the biology textbooks and other resources used In Siaya District secondary schools under the 8-4-4 curriculum are basically the same.

iii. That the respondents participated freely without fear, favour, bias or

prejudice.

iv. That the biology teachers are well-versed in operation and use of Biology

resource materials recommended for teaching biology In secondary

schools.

v. That the researcher was granted full access to all the instructional

resources that were available in the secondary schools under investigation

for observation.

1.8 Theoretical Framework

This study is based on Piaget's theory of mental constructs (Piaget, 1959).

According to Piaget, mental constructs are developed through experiences in

the environment. According to the theory, a child must experience and

manipulate material objects and substances in order to develop later thinking

powers. Gagne (1985), one of the proponents of the theory, points out that use

of varieties of instructional resources by learners is of paramount importance

in the learning process as it motivates learners and maintains their interest in

the lesson. The theoretical rationale for the use of the resources is seen to lie in

(2001). The theoretical framework highlights the importance of teaching and learning resources in the instructional process and as Marx (1971) observes, the theory consists ofthree symbolic representations;

a) Observed relationship among independent and depended variables. b) Mechanisms or structures presumed to underlie such relationship. c) Inferred relationships and underlying mechanisms intended to account

for observed data in the absence of any direct empirical manifestation of the relationship

The theory thus forms a basis for studying the effects of utilization of teaching and learning resources (independent variable) on students' academic performance (dependent variable). It takes into consideration mechanisms involved in the study (teacher and student factors) as extraneous variables. The end result of the interaction is a permanent change in the behaviour of the learner.

1.9 Conceptual Framework

The first is to isolate a piece of knowledge (a fact, concept, generalization or principle) to help students learn and understand its unique characteristics, a thinking process or helps students master it under varying conditions andthis helps learning process to be more manageable. Second, it helps in relatingthe information in the bigger picture which makes learning more meaningful.

Mintzes,Wandoersee and Norak (1998) state that learning proceeds in two different ways: Rote learning occurs when no effortto relate new concepts and propositions to prior relevant knowledge is made by the learners while meaningful learning occurs when learners seek to relate new concepts and propositions to relevant existing concepts and propositions in the cognitive structure. There is a continuum from rote learning to highly meaningful learning and the degree of the latter according to Mintzes,Wandoersee and

Norak (1998) depends on the quantity of knowledge the learner possesses, quality of organization of the relevant knowledge and the degree of effort

Fig. 1.1:How utilization of Biology resources determine academic performance

CURRICULUM

PEDAGOGY _{GENERAL LEVEL OF}

~

GENERAL LEVEL REALIZATION

OF FACILITATION

f

----

+

•

•

INTERMEDIATE LEVEL

I

INTERMEDIATE

_1---

LEVEL OF CURRICULUM

I

+

_~

₁

SPECIFIC LEVEL OF

_1----+

I

FACILITATION REALIZATION

PRACTICE

BIOLOGY _{IMPROVED PERFORMANCE}

TEACHING/LEARNING

PARTICIPATION INCLASS

•

RESOURCES

•

.

.

DEPENDENT VARIABLES TEACHER FACTORS

QUALIFICATION, EXPERlENCEAND METHODOLOGY STUDENT FACTORS

£NTELLIGENCE ANDENTRYBEHAVIOR

EXTRANEOUS VARIABLES

Source: Waltonand J. Ruck (1975)

The conceptual framework above shows that good performance can only be obtained bythe learners if:

a) Resources are provided bythe schools for learners to utilize.

b) There is curriculum that allocates more time for practicals than theoretical instructions.

1.8.2 Teaching Using Biology Teaching and Learning Resources

The above framework shows that with general level of facilitation, the teacher achieves only most general objectives and aims like literacy, numeracy and personal development of students. Intermediate level of facilitation shows syllabus item to be covered in which general objectives are to be realized. Specific level of facilitation deals with specific properties being realized like instructional objectives that are realized by the end of the lesson. Resource is a concrete entity and may be deployed in a situation in such a way that learners interact with the resources and teachers play the role of facilitators. The students manipulate the resources to create and discover knowledge, interact with each other to share their experiences and seek help from the teachers where they have doubts.

1.9.3 Curriculum

Generally, intermediate and specific level of curriculum realization can be attained depending on the levels of facilitation whether general, intermediate

or specific. Specific level of realization is important for students to effectively learn and this they can do if they are focused, disciplined, have high level of concentration and able to individualize learning. The teacher and the student must together play an important role in the learning process. The qualification of the teacher, his experience and teaching methods are important to achieve his/her goal.

objectives at the intermediate and general level as indicated by downward

arrow and to contribute to the development of those objectives as indicated by

the upward arrows. The theoretical limit in the model is achieved when allthe

three levels of utilization are fully deployed in the situation. When the limit is

approached, activities and practices in the curriculum exploit the possibilities

of the resource to the full thereby both realizing curriculum objectives and

developing them.

1.9.4 Teachers

Mintzes, Joel,Wandoersee and Norak (1998) state that the context by which

teachers learn biology must be real that is they should create an appropriate

context for their own teaching and must seek other experiences such as field

course and laboratory research, research opportunities and must work to

integrate the 'book learning' with knowledge, skills and attitudes acquired

through these experiences.

Teachers should plan their own curriculum well and sequence topics in sucha

way that new knowledge easily builds on previous learning and masters a set

of strategies that aim at helping learners restructure their scientific

understanding. They should also support and implement assessment strategies

that support meaningful learning if a learner isto achieve learning objective of

being a high academic achiever.

1.9.5 Learners

Utilizing resources properly by students requires discipline, concentration,

students should also be innovative. Individualization of learning must be

emphasized and teacher's role should be more of a facilitator than provider of

knowledge.

According to Marton and Saljo (1976), lack of resources does not mean total

rote learning. They distinguish the types of learning by using the terms surface

and deep. Surface learning can be related to near rote or very low levels of

meaningful learning. Deep learning is where learners relate previous learning

to what they are taught and correctly answer questions. They further say that

performances resulting from such levels of learning will vary with low levels

of learning resulting in lower performance while high levels of learning will

result in high performance.

1.9.6 Summary of Conceptual Framework

The conceptual framework shows that the level of performance is determined

by the extent to which learners interact with the teacher and teaching and

learning resources. It also emphasizes the need for a curriculum that support

resource based learning in order to realize the attainment of syllabus objective.

Interaction with resources by both the learner and the facilitator will require

discipline, participation, concentration and competence if high level of

performance is to be realized. Wenglinsky (2002) writes that students

performance will improve if academic standards are rigorous and curriculum

and assessments are aligned to those standards while the teachers'possess the

1.10Operational Definition of Terms

The following terminologies appear in this research and are used to portraythe intended meanings as given below:

Academic performance: Class achievement evaluated by written examination on taught subject.

Area: Physical place where resources can be stored and worked with. Biology: A branch of science that deals with the study of living things. Collection: An assemblage of resource items normally classified and indexed for retrieval.

Dependent variables: Attributes that change with changes in the environment. In this study, student academic performance is a dependent variable as it depends on the utilization ofT/L resources (environment) which in this case is an independent variable.

District schools:Schools that choose their students from its locality or catchment area and are mostly day schools

Environment: Surrounding of a classroom, which enhances learning when its resources are utilized in the teaching process.

Equipment or apparatus: The more or less permanent materials for experimentation and demonstration.

Extraneous variables: Attributes related to dependable variables and affect these but is not part of the study.

Improvisation: Making of resource materials for teaching and learning when

commercially produced ones are either not available,insufficient or too

expensive to purchase.

Independent variables: These are attributes that do not change or are

influenced by external factors in the environment. In this study, biology T/L

resources are the independent variables.

Learning resource centre: An individualized environment designed to

encourage the student to use a variety of instructional media and resources to

engage in diversified learning activities and to assume major responsibility for

his/her learning.

National school : These are schools that choose their students from all over

the republic.

Organization resource: A manipulation of the learning environment designed

to change or modify learning situations like arrangements of furniture, school

timetable changes and so forth.

Prinsiple biology;Biology curriculum that was offered to A- level students in

high school.

Process Reference: The way of thinking about nature, the kinds of questions

scientists ask and methods by which they seek to find answers to these

questions.

Provincial schools: Schools that select 85% of their students within the

district and 15% of students within the province.

Reference resource: A passive information carrying source like encyclopedia

Resource - Any item living or inanimate used during teaching and learning process.

Resource-based learning: A situation in which learning is generated at least partly by the learner and in which he/she has his/her own individual work schedule.

Science: An interconnected series of concepts and conceptual schemes that have developed as a result of experimentation and observation.

Science subjects: Basic sciences taken by students in secondary schools as opposed to earth sciences. Basic sciences considered here are Biology,

Chemistry and Physics.

Teaching resource: Materials intended for use by a teacher to improve or extend his teaching. This may include staff support services such as reprographic facilities. A source becomes a teaching resource if it is physically used for aiding teaching.

CHAPTER TWO

LITERATURE REVIEW 2.0 Introduction

This chapter reviews related literature on the utilization of biology resources

and resultant effect on performance under thefollowing themes:

a) Meaning of resources.

b) Importance of resources in the teaching and learning process. c) Types of biology resources.

d) Utilization of resources.

e) Challenges faced inthe utilization of resources. f) Performance resulting from resource utilization.

2.1 Meaning of Resources

Resource may be defined in its restricted form or its broadest inclusive form

depending on purpose of use. In current educational language, the word

resources is often used in more restricted sense to imply items or facilities

either added to existing provision or obtained by reorganizing an existing

situation (Davies, 1975). In its broadest sense, Davies says that resources can

be taken as anything inthe school or its environment that may be used to help teaching or learning. These may include people in various guises, buildings and their surroundings, physical plant, items, facilities and even actions

resulting from a change in any particular situation. Hanson (1975) takes

resources as anything used to meet an educational need. Buildings, staff,

definition given by Beswick (1977) who adds to the list environment of the

school, national parks, museums, libraries and other spaces which contribute

to the education enterprise. Owen (1973) is even more inclusive and in

addition to listing all the items listed above, suggests that a major resource is

rather the time organization and purposefulness which go into the promotion

of learning. This study has summed up the above definitions and taken

resource as any item living or inanimate used during teaching or learning

process. The living category includes people or resource persons in the

learning process. Inanimate components include places, activities, ideas,

material equipment, buildings and time. It takes care of community resources

(people, places, activities and realia) as well as teaching aids like media

(projected and non-projected) materials, equipment and other facilities.

2.2 Importance of Using Resources in Teaching and Learning Biology in

Secondary School

Victor (1975) suggests that when children learn biology, they should use

inquiry and discovery approach and not memorize. Biology is a science

subject and is taught best using resources. Parkinson (1994) recognizes roles

played by articles from newspapers, colour supplements, reports on

environmental disasters and new inventions in the learning process by saying

that they provide useful stimulus material for lessons and help pupils to

consider how they should make judgments based on those accounts. Some

authors consider use of some resources an efficient method of learning that

increase of approximately ten per cent in time for learning as an important

gain when using computer applications such as computer-assisted instruction.

Hughes and Hughes (1966) state that young children being interested in

activity and in concrete objects rather than in ideas, attend more readily where

there is something to see, taste, touch or smell. Beswick (1977) states eight reasons that resource-based learning achieves.

a) It replaces the essential passivity of the students in class with an

active learning mode stimulating interest and involvement.

b) It increases students' motivation by presenting varied possibilities

of subject matter, method of working and medium of

communication, in contrast to the class lesson where all must learn

one thing in one way.

c) Induces and allows students to work at the pace best suited to them

as individuals rather than having to proceed at the standard class

rate.

d) It helps to allow more flexible use of time and available spaces

both within subjects and between subjects.

e) It helps to be able to respond more to change in attitude towards

authority.

f) It leads to development of self-confidence and ability in continuing education by learners.

g) It seeks to give students insight into a wide range of information

source as people, building and associations, printed materials and

guarded series of activities which round the student as a learning

individual.

Beswick further says that when sufficient range in suitably graded aid

becomes available, it makes lockstep advance unnecessary as it discourages

uniformity of opinion by learners enabling teachers to have a real opportunity

to individualize learning. When this happens he adds, increasing number of

pupils will reach more and more objectives. Orlich (2001) states that students

learn better where instructional activities are sequenced, that is knowledge

presented in a carefully interrelated steps generally starting with asimple step,

add complexity and lastly introduce abstraction. Use of resource materials

helps achieve this as learning moves from the known to the unknown. Figure

2.1 below provides a visual model ofthe technique.

Fig 2.1: Hierarchy for students' success

Step Abstract I

Complex And if

students failto lear n

Concrete

Simple

(Recycling mode) Step 3

Step2

Step 1

Step 1

In this step, the teacher restructures the lesson so that learners can understand

easily identified characteristic of the context. An analogy may be used to compare a known and seen example like a river with human blood circulatory

system which is very abstract.

Step 2

The second principle is where concrete examples are used. Here, materials,

simulations, models or artifacts that illustrate the fact, concept or

generalization are given. This is a stage of direct learning and the learner is

subjected to immediate sensory contact with reality. Others include exhibits,

contrived experience, demonstrations, project, laboratory work, excursions,

field trips and environmental encounters. In the biology case above, he could

be shown plastic human body at the front of the classroom and point out

arteries and discuss their similarity to major rivers.

Step 3

The third principle involves adding complexity to the lesson. Additional

variables are added and this helps the learner connect between the abstract

(human circulatory system) and the concrete (river). This teaching method

generates a new set of criteria-analogy that help the learner relate the known to

the unknown. This relationship makes the lesson not only interesting but also

interactive and realistic. The facilitator follows up by actually adding organs

Step 4

Finally, the fourth principle is to introduce abstractions. You can do this by

asking a question. In the biology case above, we may ask why the doctor starts

an examination on a patient by checking blood pressure and monitoring the

patient's heart beat.Again, you may need to go back to the previous steps and

may point out that blocking a river tributary produces pressure on the banks

and that this is similar to what happens when a vein or artery becomes blocked

or you may note that by testing water system for contaminants you can

determine the health of an ecosystem which is similar to what blood testing

does.

The four steps or principles of sequencing above are useful in that they

provide a logical progression of learning. They are interactive though in that

you may need to go back to the previous step to help explain the idea currently

under discussion.

The above learning progression is best exemplified by use of resources and

represent inductive method of learning where reasoning proceeds from

specific to general as opposed to most lecture methods whose learning is

deductive reasoning as it proceeds from general to specific. Carin, Bass and

Contact, (2005) supports this method of teaching and states that teachers must

be ready to build on student activities or expository teaching methods.Direct

presentation of Biology knowledge should always build on hands on activities

2.3 Types of Resources

Various writers have classified resources in various ways according to usage, learning potency and technical sophistication.

2.3.1 Resources Used inschools

Bennars and Otiende (1994) put types of resources into three groups:

a) Visual aids which are materials that appeal to our use of the sense of sight

and include three dimensional materials such as objects, models and

specimens, printed materials, chalk-boards of all types, all types of

permanent and movable boards-flannels; felt boards and bulletin boards,

still pictures and graphics.

b) Audio aids that make use of the sense of hearing and include radio, record

player and tape recorders.

c) Audio visual aids which are teaching aids which make use of both hearing

and sight and include motion pictures and television.

These materials the authors state can be handled and manipulated by learners

during the learning process. According to Davies (1975), resources for

instruction can best be classified from the point of view of the eventual user.

He classifies them hierarchically according to their learning potency that is

how powerful they are likely to be in assisting the learners learn. From the

weak to the strong he grades them as follows:

i.) Latent - These resources are potentially useful but only when used with or applied to an information carrying resource. An example is a

ii.) Passive- In this classification, the resources contain informationbut

the information is not specifically organized to facilitate retrieval

and use by a particular person example being ordinary textbook.

iii.) Active- The information in these resources is organized tofacilitate

use either directly or via a mediator by particular people orgroups

of people. Examples are learning programmes, a set of teacher's

notes, or work sheet.

As a means of establishing learning potency, any resource can also be

classified bywhat one might call its contents, or carrier type. Ellington (1985)

divides the resources into seven groups in order of increasing technical

sophistication as follows:

a) Print and duplicated materials

These resources may take various forms like biology handouts, assignment

sheets, individualized study materials and resource materials for group

exercise. Teachers may also find textbooks, journals/magazines

b) Non-projected display materials - Ellington includes boards in this

category

Boards are of many types that are used as resource materials. These include

Flannel board, magnetic board, notice board and multiple boards. Chalkboard,

marker board and felt board displays are commonly used. Other displays like

hook and loop board display, magnetic board, display, chart, wall charts, and

posters are also used in some places. Mobiles which are two or three

dimensional objects hung from the roof of a class bythread, models, dioramas

c) Still projected display materials

These resource materials comprise slides, film strip microforms (medium for

carrying micro images) microfiches (transparency sheets of photographic film

carrying a matrix of such image), micro cards (opaque sheets carrying similar

matrices of micro-images). All such microforms can be used to carry frames of

instructional programmes bearing sequences to act as highly compact data

banks and biology lessons be studied using special magnifying viewers or

projection.

d) Audio materials

In this category are radio broadcasts gramophone records and audio tapes.

Patel and Mukwa (1993) include the teacher, resource people and students in

class as a valuable source of audio sound.

e) Linked audio and still visual materials

This group includes tape slide programmes, film strip with sound, radio vision

programms, tape text, tape model tape, realia.

f) Cine and video materials

This class includes all media that enable audio signals to be combined with

moving visual sequence, thus enabling further dimension to be added to

integrated audio visual presentations. Simulations depicting the process of

osmosis showing movements of water particles can be especially captivating.

Cine films have been in regular use in education and training for many years

and are available in a number of formats most common being 16mm film

although 8mm and super 8mm are also widely used since they are much

programmes, television broadcasts, video tape recordings and video disc

recording.

g. Computer mediated materials

Information technology (IT) is a broad term that covers all aspects

transmitting and manipulating information using some sort of technology and

isthe latest entrance in instructional methods. Through this resource, we can

carry out number crunching and data processing. Various packages are used

for instructions in the teaching of biology. These include substitute tutor

packages, substitute laboratory packages, data systems and computer managed

learning systems and interactive video systems.

2.3.2 Community resources

Orwa and Underwood (1986) see the usefulness of the local community

outside the school in making ideas clearer to the pupils. Community resources

that enable the learner to get first-hand contact with the reality of issues to be

learnt. He categorizes community resources into four groups, namely; people,

places, activities and things and says of them:

a) People

People as resources may be referred variously as a person, speaker, guest or

even visitor depending on one's particular context. Professional groups

comprising persons with specialized knowledge like teachers, doctors, nurses,

lawyers among others, may be invited. People may be visited where they work

b) Places

Places as a community resource can be variously referred to as trips (class,

study, school, or field) excursions, journey or visit to many locations within a

community around the school that contain facilities that can be used to

demonstrate certain ideas and concepts. Examples being zoos, game parks,

museum, market places, health clinics, lakes, forests, among others. According

to Parkinson (1994), a day's visit to a place of scientific interest should aim at

opening learners' eyes to let them see things in different light, for example,

a) Why is that bridge shaped in that way?

b) What is the distribution of plants in the field?

c)Activities or events

The development of the skills of scientific inquiry according to Fraser and

Walberg (1995) is going to playa big role in problem solving. Hughes and

Hughes (1966) note that children learn through activities that appeal to their

natural and acquired interests all of which derive their motive power directly

or indirectly from instinctive tendencies, needs or drives. Such activities when

demonstrated outside school by other persons to learners help in the

development of curiosity and create interest in learning. Community activity

such as play performances, agricultural shows, farmers' field day, festivals and

religious others provide interest and develop the necessary skills and impulse

in learning.

d) Things

Things can be variously referred to as objects, artifacts, real things and

specimens. Technically, the word realia is used to refer to these artifacts and

(dead or alive) animal parts, plants, tools, antiques, foods, art objects andso

on.

2.3.3 Factors Considered in Selection of Teaching and Learning Resources

Beswick (1977) gives the factors to be considered in the selection of a resource material.

i) Accuracy

The resource material must give a reasonably true picture ofthe subject matter

both in specific factual detail and in overall presentation.

ii) Up-to-datedness

One should check to see whether recent information is included in known

instances and how much revision of previous copy has been made. One may be curious to find out if the author is still using the two kingdom classification

of living things or the revised five kingdom classification system. Sometimes

the additions are as it was, stuck on without reference to what has been said in

earlier paragraphs.

iii) Authority

This is a check on items provenance. The qualification of the author in say a

film strip with accompanying booklet or a textbook with author's qualification

given or with Universities or other official bodies with research interest in the

field constitute authority.

iv) Presentation

The sequence should be looked into whether it is logical orsensible depending

on the subject matter like in a book, the development of an idea or in

biological presentation of sequences of development of an insect from egg,

well-arranged clarity of exposition with overall organization and in actual moment

- to-moment narration made.

v) Relevance to presentation

There are two levels that resource materials should fulfill to be chosenwhether

the presentation isrelevant to the subject matter and the pupils and purpose in

mind.

vi) Vocabulary level

A book or an item should not normally be below the vocabulary level of those

forwhom it is intended. It may stretchsome of them a little so long as it isnot

absolutely beyond them.

vii) Age level

Consideration should be made to emotional and physical development of the

learners. They should not be given materials whose learning requires use of

difficult concepts beyond their chronological level.

viii) Technical quality

Print item should be clean and pages well-placed. Illustrations should be

conveniently placed near the subject matter they represent. Colour for biology

diagrams and photographs should be pleasing. In case of wallet slides, the

brittleness of the plastic should be checked to see whether it stands to the kind

of treatment it is given. Biology charts should be readable at a distance. In

case of recordings of movie films, the ability to be heard, quality and

appropriateness of picture artistry and imaginative skills are important.

ix) Availability

Availability is presence of and performance criterion for repairable systems

component or system. It is defined as the probability that the system is

operating properly when it is requested for use. That is, availability is the

probability that a resource is normally functioning and not undergoing repair

when it needs to be used.

x) Convenience

Convenience is anything that is intended to save resources (time, energy) and

work efficiently to avoid frustration. "Convenience" is a very relative term and

its meaning tends to change over time. What was once a convenience like

automobile is today regarded as a normal part of life.

Brown and Wragg (1993) indicate that the resources we use should be

determined by what we want our students to know, how we want them to

behave and what levels of accomplishment we wish them to achieve. The

teacher must also pick and choose resources according to the ability of the

learners and the length of the lesson. Decision then should be made on the

basis of proper conditions and availability of resources.

2.4 Utilization of resources

The word utilization of resources is used much more broadly not only for

widespread use of resources among teachers but also the part played by

resources in realization and development of curricula, that is, the way in which

they are used in practice (Beswick 1977). There are three ways in which

resources can be used in the classroom satisfactorily according to Smith and

Keith (1975):

ii) The academic requirements of that pupil. The materials must be

properly presented, that is, type, layout, color and nature of

illustrations must be appealing.

iii) The resource materials used must be accompanied by proper

teaching methods, that is, presentation must be appropriate to the

learners need. Smith and Keith (1975) go further and list some of

the factors that determine the materials and equipment's needed for

a given classroom as:

a) The grade level.

b) Geographical location.

c) Textbook or biology guide or manual.

d) Availability of utilities in classroom.

e) Ingenuity of the teacher.

f) The content and methods bearing directly on the needed

materials.

For students to gain from resource-based learning, Beswick (1977) observes

that proper arrangement of resources is necessary as his observation of

students show three groupings:

i.) Students who prefer to work alone.

ii.) Students who prefer to work in a group.

iii.) Students who prefer the normal situation and to be pushed by

their teacher.

teacher arranges (students), equipment and materials so that such a person can

eagerly be at the peak of his or her potential without undue stress or strain.

Orwa and Underwood (1986) maintain that resources for use in the classroom

should not involve an outlay of expensive scientific equipment and mention

some ofthem as:

a.) Materials -like cardboards, woods among others.

b.) Apparatus - Both commercially produced and teacher made.

c.) Measurers - spoons, buckets among others.

d.) Discarded artifacts - old electric plugs, car parts, clocks and waste.

e.) Reference materials - books, magazines

f.) Natural specimens - examples are leaves and insects among others.

They also emphasize on improvisation and involvement of students on the

tasks to provide equipment at low costs. The use of local environment is also

important in biology teaching as it is useful for exploring the local community

and stimulates the interest of the students. Trowbridge, Leslie, Bybee and

Powel (2004) observe that the local environment that includes the school,

home and the community is useful in making ideas clearer to the students and

enables observation of the environment help them realize how real biology is.

Direct observations are made with any of the five senses - touch, sight,

hearing, smell and taste while indirect observation allows for use of scientific

instruments where we cannot observe directly like body temperature. Hertem

and Jelly (1990) state that the problem young people encounter in observation

is that young people tend to observe globally and thus to miss potentially

more on differences than similarities. As they develop the skills in observing

children learn to observe details to seewhat is actually there and pay attention

to both similarities and differences. Close supervision and help canhelp avoid

this problem. The use of resources has increased in the past decade. Hanson

(1975) gives three reasons for increased use of resources as agents of

instruction:

i.) They do not need the teacher's personality between the students and

achievement and indeed the teacher may not be present. ii.) Some media can be attractive and highly motivating.

iii.) Some materials allow students to proceed at their own pace.

2.5 Challenges Faced in the Utilization of Resources

There are many challenges facing utilization of resources the major one

according to Lawton,Campbell & Burkitt(1971:116) is that the teacher must

know all available teaching aids, select appropriate ones and guide pupils in

their use so as to obtain correct information. Patel and Mukwa (1993) concur

with the above challenges but also add that timely and proper presentation is

very crucial in attaining a learning objective availability of proper selection of

resources notwithstanding. The high cost of teaching and learning resources

according to Orwa and Underwood (1986) is an impediment to learning

especially in the district schools that experience shortage of funds quiteoften.

Young people face problems while observing biological specimens especially

where they are required to compare them. They often lookat differences than

conclusions on observed items in a classroom situation. High costs of

instructional resources is an impediment to learning especially in rural

schools with low financial ability prompting Orwa and Underwood (1986) to

suggest that classroom resources should not involve outlay of expensive

scientific equipment. Sometimes low quality resources may make achievement

of learning objective difficult (Brown &Wragg, 1993).

2.6 Performance Resulting from Resource Utilization

Raghubir (1979: 16) sees ability of resources to help in understanding of

concepts, retention of concepts taught as well as developing ability to think

scientifically than using the lecture approach. According to Saunders (1994),

eleven per cent of learning is through the sense of hearing, while eighty-three

per cent is through the sense of sight with only twenty per cent of what is seen

retained in comparison to fifty per cent of what isseen and heard.

Njoga and Jowi, (1981: 19) emphasize the use of resources which they say help

to make learning interesting leading to greater perception, understanding and

retention of the subject matter. According to Driver (1989), the role of

education in our society is to train children to be creative and self-reliant. This

is basically through achieving biology objectives.

Astudy by Mwangi (1985) on factors influencing learning and achievement in

Kenyan secondary schools revealed that availability of resources was one of

the major variables significantly correlating to learning and achievement.

instructional resources are used either as an integral part of classroom

instructions or as the principal means of direct instructions.

2.7 Summary

The literature review revealed that studies on use of resources in teaching and

learning in general have been extensively carried out in Kenya and abroad.

The researcher focused on biology teaching and learning resources which were

found to be in two forms-living and inanimate. Most quoted proponents of

resource use like Beswick, Ellington, Smith and Keith acknowledge that use

of resources provide useful stimulus making biology lessons interesting to

learners. The review also revealed that there is a wide range of biology

resources that can be used in teaching and learning classified according to

usage, learning potency and level of sophistication.

The availability and utilization of resources alone does not guarantee the

achievement of teaching and learning objectives but right choice of the

materials and timely and proper presentation of the material (Patel & Mukwa, 1993). Some useful resources for teaching and learning are to be found outside

the classroom and first-hand experience with community resources makes

ideas clearer to the learners. Utilization of resources have their own challenges

considering high costs of the resources, choice and technical knowhow in

the use of some technical resources like some computer packages. Mwangi

(1985) and others who advocate for the use of resources assert that their

CHAPTER THREE

METHODOLOGY

3.0 Introduction

The purpose of this study was to obtain data on the effect of utilization of biology teaching and learning resources on students academic performance in secondary schools in Siaya District. This chapter covers the following aspects:description of the area of study, description of target population, sampling procedures, instruments used in data collection, data collection procedures, pilot survey and methods of data analysis.

3.1 Research Design

This was a descriptive study that used the survey design. This design enabled the researcher to obtain information from a representative selection of the

population and from that sample present findings as pointer to population

trends. (Bell, 1993). The descriptive survey design hence enabled the

researcher to obtain information concerning utilization of biology teaching and learning resources and access opinions of headteachers. Biology teachers and

students on the effect such utilization has on student academic performance (Best & Kahn, 1992). The study involved the survey of public secondary schools selected by stratified sampling from a total number of public schools in Siaya District.

The study had four phases; Phase 1, comprised proposal preparations and

Fig. 3.1: Design of the study

Formulation ofthe

study

Stratified sampling

Sampling frame

Public secondary schools

ingreater Siaya district

(92 schools).

Purposive/ simple random

Sample (23 schools)

Purposive/ simple random

Respondents

Form II biology students Form II biology teachers Headteachers of sampled

schools

Data collection

Data analysis and presentation of

report

Report writing

-conclusion and recommendations

Construction of research instruments

• Student questionnaires

• Teacher questionnaires

• Interview schedule for head teachers

• Observation checklist

• Lesson observation schedule

I

I

3.1.1 Variables

The variables in ths study included the dependent variables which are students

academic performance and independent variables which are biology teaching

and learning resources

The dependent variable (students academic performance) was not free from

the influence of extraneous variables which were:

i) Teacher-related - qualification of the teachers, teaching experience

and teaching methodology.

ii) Students-related- intelligence, entry behaviour and study discipline.

The relationship between independent variables (utilization of teaching and

learning resources) and dependent variable (academic performance) were

confounded (affected) by extraneous variables as given above. The researcher

minimized the effect of teacher-related variables on the study by purposively

selecting long-serving and experienced teachers where there were more than

one form two biology teachers. Student-related variables were taken care of by

carrying out systematic random sampling starting with the lowest index

numbers which were confirmed to have bright and intelligent students.

3.2 Location of Study

The study was carried out in the greater Siaya District. Siaya District is one of

the 21 districts that comprise Nyanza Province. It is bordered by Bunyala

District to the North, Emuhaya and Butere Districts to the North-East, Bondo

district is approximately 1520km2• The district lies between latitude 0° 261 to 0° 181north and longitude 33° 581East and 34° 331West.

Siaya District is divided into eight administrative divisions, namely: Yala, Wagai, Karemo, Ugunja, Uranga, Boro, Sihay and Ukwala. The divisions are further divided into 30 locations and 130 sub-locations. Ukwala division is the largest division covering an area of 319 .5km2 and has most locations and sub-locations. Politically, the district has three political constituencies and five local authorities with a total of 39 election wards. The constituencies are Alego Usonga comprising Boro, Karemo and Uranga division,Ugenya constituency comprising of Ukwala and Ugunja and Gem constituency comprising Wagai and Yala divisions. There are two major rivers traversing the district. River Nzoia and Yala that enter Lake Victoria through Yala swamp and are the principal sources of water in the district. Rivers Yala, Nzoia and Kanyaboli have great potentials for irrigation. The major roads traversing the district are

Kisumu Busia road, Bondo-Siaya road, Ugunja -Ukwala, Maseno- Siaya and Siaya -Ukwala roads.

Siaya District was chosen by the researcher for study because of the following considerations; First, the proximity of the area to the researcher that made the study easier considering financial constraints. Second, a study of this nature has never been conducted in Siaya District. Third, biology performance in KCSE examination in the district has been low with an average mean of 5.9