This study aims to evaluate teachers' attitude towards implementation of learner-centered methodology in science education in Kenya. The study used a survey design methodology, adopting the purposive, stratified random and simple random sampling procedures and hypothesised that there was no significant relationship between the head teachers' attitudes, the teachers' attitudes and the level of implementation of Activity-focused methods, Student-centred activities, Experimenting and Improvisation through the Plan, Do, See and Improve (ASEI/PDSI) classroom practices. A sample of 68 head teachers, 147 science teachers and 16 trainers was used for the survey. The study established that majority of the teachers (75%) were partial implementers, and a few (5%) were full implementers. .4286>58 meaning that they were significant. The conclusion was to reject the null hypothesis, and accept the alternative hypothesis that there is a significant relationship between the teachers' and head teachers' attitude, and the level of implementation of the ASEI/PDSI classroom practices. The study recommended that since the level of implementation was found to be related to the teachers' and head teachers' attitudes towards the innovation, the national Strengthening of Mathematics and Sciences in Secondary Education (SMASSE) inset should then have strategies to bring on board those who still have a negative attitude in order for the implementation to be successful.
As a science subject, chemistry occupies a dominant position in the contemporary society. Its knowledge underpins almost every existing aspect of life. As such, thorough implementation of the subject's curriculum is of absolute significance. However, this is yet to be fulfilled as plainly exemplified in the subject's low performance as compared to other science subjects; biology and physics. Execution of chemistry curriculum proves even more difficult in marginalised regions such as the arid and semi-arid ones. The two main objectives of the study were; to determine the influences of teaching/learning materials and facilities (TLMFs), and teacher's workload on the implementation of chemistry curriculum in public secondary schools in Garissa Sub County, Kenya. The study adopted the descriptive survey research design. The target population comprised of eight principals, 27 chemistry teachers, and 940 students. The sample size consisted of eight principals, 27 chemistry teachers and 94 students. Data for the study was collected by using questionnaires and observation checklists. Main findings of the study revealed that all the schools had laboratories in which, the key teaching and learning materials were fairly available and adequate as follows; apparatus 73.7%, while chemicals 77.2%. Concerning teacher's workload and implementation of chemistry curriculum, it was revealed that 72.7% of the chemistry teachers taught another practical based science subject; either biology or physics. Furthermore 68.2% of the teachers held positions of responsibility in addition to chemistry teaching. It was thus concluded that, both shortage of some essential TLMFs and augmented teacher's workload hinder perfect implementation of chemistry subject's curriculum. The study recommended that, chemistry teachers should
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