ABSTRACT
Laboratories are of utmost importance in the teaching and learning of science subjects, Chemistry included. A Chemistry laboratory offers the environment and resources for teaching practical Chemistry skills which help students handle examination and the day to day affairs of their lives. This study was premised on establishing the extent of utilization of Chemistry laboratories in teaching and learning the subject. It was mainly concerned with availability of Chemistry laboratories in schools, the resources available in the laboratories, how teachers and students integrated the laboratories and its resources in the teaching and learning of the subject. The study also delved into the teacher and students attitude towards chemistry practical work. This was done with the aim of identifying the prevailing Chemistry practical learning situation in schools, with the specific focus on major problems encountered in secondary school Chemistry laboratories. The study aimed at giving recommendations that could be embraced to enhance effective utilization of Chemistry laboratories which would ultimately culminate in better students’ performance in Chemistry. The study which was a descriptive survey was conducted in Meru South District. It targeted a population of 40 public secondary schools, from which eight were sampled using a combination of simple random, stratified, purposive and systematic sampling procedures. The respondents were 13 Chemistry teachers, 8 heads of science departments, 180 form 3 Chemistry students and 6 laboratory technicians. Questionnaires, interview schedule and an observation schedule were used to collect data which was analyzed using descriptive statistics inform of percentages, means and frequencies with the aid of the Statistical Package for Social Sciences. The study established that some schools did not have a chemistry laboratory at all. In other instances where laboratories were available and were fairly equipped, it established they nonetheless lacked vital requirements such as a fume chamber, first aid kit, gas taps and running water. Further, it was established that the main activities in the laboratories were teacher demonstrations though when group practicals were used, the number of students per group were unusually big. It is recommended that all schools should have adequately equipped laboratories. Additionally, qualified technicians should be employed to ease the teachers’ work to enable proper utilization of the laboratories which will enhance good performance in practical work and ultimately the overall Chemistry grades in internal and national examinations.
CHAPTER ONE INTRODUCTION
Introduction
This chapter introduces the problem of the study. It focuses on; background of study, statement of the problem, objectives of the study, theoretical framework, conceptual framework and definition of terms used in the study
Background of the Study
The government of Kenya recognizes the importance of Science and Mathematics in the realization of the vision 2030; which aims at making Kenya a globally competitive country by the year 2030. In regard to this, a huge number of resources are channeled towards the learning of Science and Mathematics at all levels of the education system. Further, the government has put in place a programme to in-service Science and Mathematics teachers in secondary schools in a programme known as Strengthening of Mathematics and Science in Secondary Education (SMASSE), (M.O.E, 2005). The program was born out of the need to improve performance in the crucial Mathematics and Science subjects that had been hitherto unimpressive, by equipping classroom teachers with adequate practical skills and hands – on experience (Ogembo, 2012).
The current 8-4-4 system of education requires that the three science subjects namely; Biology, Physics and Chemistry be properly taught to students. The syllabuses of the subjects stated include an adequate proportion of practical activities covering form one to form four. Similarly, the end of course examination for the subjects also has a complete practical examination. Therefore, the teaching and learning experiences require that the students attain proficiency both in theory and practical aspects of the subjects. While some of the practical activities can be done in class or outside in the open, most practical work can only be done in the laboratory. This is
because the activities require instruments, apparatus and chemicals found in the laboratories (Twoli, 2006).
For a good performance to be realized in a science subject such as chemistry, the laboratory is therefore of paramount importance. Research has shown that availability of teaching and learning resources make a significant contribution in performance in the Sciences. For instance, Eshiwani (1988) observes that most of the poorly performing schools spent less money on the purchase of teaching and learning resources. Orodho (1996) on the other hand, observed that there is a positive and significant relationship between students’ achievement in physics and chemistry and the level of adequacy of laboratories, apparatus, chemicals and exposure of students to practical exercises.
Chemistry is important in many aspects of life. It is a key subject in most careers in the education system. These include; Medicine, Veterinary medicine, Nursing, Engineering and Biotechnology among others. Chemistry is also a key subject for the development of Science and technology in any country. Science and technology play a central role in the modernization and growth of economic and social systems (Lewis, 1972). The development of human resources in this field therefore has become a priority in many less industrialized countries (UNESCO, 1973). Currently students’ performance in the subject is low both at the national and local level (Meru South District). During the release of 2004 K.C.S.E results, the then minister for education noted that,
The poor performance in these subjects, Mathematics and Sciences remain a matter of concern to my Ministry. I appeal to all secondary school teachers, Parents and other leaders to make deliberate efforts to improve the delivery of quality performance in these key subjects. (East African Standard Newspaper No. 270028 of 2004 pg 4).
Available statistics show that students’ achievement in Chemistry has remained low nationally and at the district level in Meru south. There has been an outcry from stakeholders on poor
performance in Chemistry in the country. The same trickles down to Meru South District. Chemistry is the poorest performed science subject in the country (Table 1.1). It is usually ranked second last after Mathematics. In Meru South district, the performance in chemistry is far below the national mean grades as is attested to by the data in Table 1.2 and Table 1.3. Chemistry, a practical oriented subject is concerned with the study of matter and its transformation through processes such as heating, electrolysis and other chemical processes, (Twoli, 2006). In teaching and learning, Chemistry is divided into two main components; theory and practical. This study focused mainly on the practical part which is usually carried out in the laboratory to boost manipulative and process skills which are vital for further education and related place of work.
Table 1.1 provides information on national performance of KCSE candidates in Mathematics and Science subjects for the period from 2006 to 2012.
Table 1.1 National K.C.S.E Percentage Scores in Mathematics and Sciences (2006-2012)
| Year | Mathematics | Physics | Chemistry | Biology |
| 2006 | 19.04 | 40.32 | 24.91 | 27.45 |
| 2007 | 19.73 | 41.31 | 25.39 | 41.95 |
| 2008 | 21.30 | 36.21 | 22.74 | 30.34 |
| 2009 | 21.13 | 31.31 | 19.12 | 27.15 |
| 2010 | 21.14 | 32.47 | 20.46 | 28.14 |
| 2011 | 22.16 | 32.62 | 23.66 | 28.62 |
| 2012 | 21.23 | 32.71 | 20.06 | 28.89 |
Source: KNEC report (2006-2012)
According to information in Table 1.1, during the four years, Chemistry was ranked below Biology and Physics in terms of performance. In 2009, performance in Chemistry was even
lower than that of Mathematics – a subject that has consistently posted the lowest achievement over the years. The assertion is further strengthened by data in Table 1.2 which gives the mean achievement in the subject between 2002 and 2012.
Table 1.2 National K.C.S.E Chemistry Mean Scores (2002-2012)
| Year | Mean Score (Max = 12) |
| 2002 | 4.112 |
| 2003 | 4.49 |
| 2004 | 4.766 |
| 2005 | 4.048 |
| 2006 | 5.979 |
| 2007 | 6.094 |
| 2008 | 5.458 |
| 2009 | 4.692 |
| 2010 | 4.697 |
| 2011 | 4.472 |
| 2012 | 4.394 |
Source: KNEC report (2002-2012)
Data in Table 1.2 shows that although the national students’ performance in Chemistry has been below average, there was a steady improvement in performance from 2002 to 2007with the best mean score being realized in 2007 but went down the following years. The trend in achievement in the subject at the national level seems to be a mirror copy of achievement at the district level in Meru south as is shown in Table 1.3.
Table 1.3 Meru South K.C.S.E Chemistry Results
| Year | Mean Score (Max = 12) |
| 2005 | 3.612 |
| 2006 | 3.605 |
| 2007 | 3.525 |
| 2008 | 3.8188 |
| 2009 | 3.648 |
| 2010 | 3.375 |
| 2011 | 3.4859 |
| 2012 | 3.776 |
Source: D.E.O Office (Meru south)
According to information shown in Table 1.3, the district performance in chemistry has been consistently below the national averages. The trend has however been inconsistent over the years with a gradual drop from 2005 to 2007, an improvement in the year 2008 followed by a drop in the succeeding two years. The mean score then improved in the next two years. The magnitude of the dismal performance in Chemistry in the district over the years informed the need for this study to find out whether the poor performance could be improved by effective organization and use of the most important resource; the Chemistry laboratory
