ASSESSMENT OF LEARNER CENTRED TEACHING AND LEARNING APPROACHES IN MATHEMATICS AND SCIENCE SUBJECTS IN SECONDARY SCHOOLS IN GATUNDU NORTH DISTRICT
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Date
2015-03
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THE CATHOLIC UNIVERSITY OF EASTERN AFRICA
Abstract
The main objective of the study was to assess the extent of use of learner centered teaching and learning approaches in mathematics and science subjects in secondary schools in Gatundu North District of Kiambu County in Kenya. The target population for the study was principals, teachers and students in secondary schools in Gatundu North District. The study used a combination of quantitative and qualitative approaches to determine the extent of learner centred teaching and learning in secondary schools in Gatundu North district. Survey research design was used for the study. The study used questionnaires and interview schedules to collect data from the respondents. Data analysis was done using Statistical Package for Social Sciences (SPSS) version 17; where descriptive statistics such as frequencies, percentages, means and standard deviations were used to analyze the data. Out of the 250 respondents targeted by the study, 227 responded (182 students, 38 teachers and 7 principals). The study found that learner centered approach such as the use of activities, questions and answers, discussions and group work were used to a large extent in the teaching and learning of mathematics and sciences. Question and answer method was also used to a large extent in teaching sciences and mathematics. On the attitude, the study found that Principals strongly agreed that teachers of mathematics and science subjects are interested in their work and that agreed that teachers enjoyed demonstrating activities/experiments to their students and those teachers enjoyed performing activities/experiments. On attitude of students, the study also found that students strongly agreed with the statements that they were interested in learning science subjects, enjoyed performing experiments in science subjects, liked to be asked questions, they are interested in group work and that they performed well in mathematics and science subjects, (mean score between 4.1-5.0). The study found the following to be factors affecting the use of learner centered approaches: xiii negative attitude towards the subjects, lack of revision, lack of consultation between student and teachers, missing of lessons by teachers, lack of teacher subject mastery, inadequate laboratories, inadequate text books and few practical lessons. The study concluded that learner centered approach such as the use of activities, questions and answers, discussions and group work were used to a large extent in the teaching and learning of mathematics and sciences. The study also concluded that head teachers and students have a positive attitude towards learner centered approaches to teaching and learning of Mathematics and science subjects. The study recommended that teachers should be trained further to encourage them to use learner centered methods as it is perceived to be the most effecting method of teaching and learning mathematics and science. It was finally recommended that another study be done to assess the effect of facilities teaching and learning which not a concern in this study was.
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LEARNER CENTRED TEACHING, ASSESSMENT, LEARNING APPROACHES--MATHEMATICS, LEARNING APPROACHES--SCIENCE SUBJECTS, SECONDARY SCHOOLS GATUNDU NORTH, MED THESIS - THE CATHOLIC UNIVERSITY OF EASTERN AFRICA