CHAPTER ONE INTRODUCTION
The performance in Mathematics and sciences in secondary schools in Kenya has generally been quite low over the years. This concern brought about the introduction of Strengthening of Mathematics and Sciences in Secondary Education (SMASSE) programme aimed at improving the performance in these subjects. This study is aimed at investigating the factors that determine the implementation of SMASSE project in the teaching of Physics in particular, in Mombasa county.
This chapter discusses the problem to be studied in the research by looking at the following areas: The background of the study, the statement of the problem, the objectives of the study, the research questions, significance of study, scope and limitations of study, the assumptions of the study, the theoretical framework, the conceptual framework and the operational definitions of key terms.
Background to the Study
The Strengthening of Mathematics and Science in Secondary Education (SMASSE) project is a joint venture between the Kenya government through MOEST and the government of Japan though JICA, initially on pilot basis. The SMASSE project is mainly involved in in-service training (INSET) of serving teachers in mathematics and science in secondary schools in Kenya.
The SMASSE project was started in July 1998 in Kenya as a pilot project involving nine districts; namely. Kisii, Gucha, Kakamega, Kajiado, Makueni, Murang’a, Lugari, Butere- Mumias and Maragua. In October 2000 the project was extended to cover six more districts, namely: Taita-Taveta, Kiambu, Baringo, Meru South, Garissa and Kilifi. The pilot phase of the project came to an end in June 2003 ushering in the next phase in which the project covered all the districts in the republic of Kenya.
The SMASSE project came into being when the poor performance in mathematics and sciences (Biology, Physics and Chemistry) became a matter of serious concern. A broad curricula, lack of facilities and inadequate staffing were always cited as the major causes of the problem (Wambui,N and Wahome,A, Unpublished). Although dismal performance in these subjects had almost been accepted as the norm in some schools, the Ministry of Education Science and Technology and other stake holders felt there had to be an intervention. Consequently, the SMASSE project team conducted a baseline survey in the nine pilot districts (Kajiado, Gucha, Kakamega, Lugari, Butere-mumias, Kisii, Muranga, Maragua and Makueni), in order to determine the areas that needed intervention and to come up with a strategic plan of operation. Interviews were conducted for head teachers, teachers, students, parents and laboratory assistants. More data was collected by administering questionnaires to teachers and students, lesson observation and video recording of lessons for further analysis. From the results of the survey, it was evident that there were numerous problems in Mathematics and science education in Kenya. These include negative attitude towards Mathematics and sciences by head
teachers, teachers and students, poor teaching methodology, poor mastery of content by the teachers, inadequate teaching and learning resources, among others.(Njuguna, 1999)
The SMASSE project, through in-service education and training of already serving teachers of Mathematics and sciences, was aimed at addressing the problems within its scope. The SMASSE project INSET curriculum was developed to upgrade and strengthen teachers’ confidence by carefully addressing the various areas of concern, which negatively affect the performance in the mentioned subjects.
To achieve this, the SMASSE project team came up with what was termed as ASEI movement which is an acronym for Activity focused teaching and learning, Student centered learning, Experiment based approach, and Improvisation. This movement was aimed at upgrading the various aspects of teaching and learning such as student involvement in the teaching and learning activity and of locally available materials in teaching and learning process .To achieve the ASEI conditions, the organizers of the project came up with the PDSI approach to teaching and learning which stands for Planning activities based on ASEI principles, Doing the planned activity, Seeing if the objectives were achieved and Improving on the whole process based on the outcome of the evaluation. During INSETS, teachers carry out peer teaching on the ASEI lessons and later actualize them in schools.
Apart from Kenya, the SMASSE project was also implemented in other African regions through SMASE-Western, Eastern, Central and Southern Africa (SMASE-WECSA) as a regional association of mathematics and science educators. It was started in 2001 for the purpose of strengthening the quality of teaching and learning of mathematics and science in member countries. Member countries have adopted SMASSE’s ASEI movement and PDSI approach as a way of improving classroom practice.
The overall goal of the project is to upgrade the capability of young Kenyans in mathematics and science. The purpose of the project is to strengthen the quality of mathematics and science education at secondary school level through INSET.
