Relationship between KCSE and Preparatory Exam Physics Results in National and Extra County Schools in Makueni County, Kenya

Abstract

Physics is the study of matter and its relation to energy and covers a wide range of areas including mechanics, electromagnetism, optics, hydrodynamics and atomic physics (Grayson, 2004). In Kenya secondary schools, physics is taught for four years in the current 8-4-4 system of education. It is tested as an elective science subject in the Kenya Certificate of Secondary Education (KCSE) exam, which is the final exam to mark the end of four years in secondary school. In Ghana, the physics syllabus for senior High School (SHS) is organized to cover three years and students tested for placement in tertiary institutions (Buabeng, Aquinas and Ampiah, 2014). According to Glover, 2018, success in physics opens up various career opportunities to the student. However, at the secondary level of education, it is early to conclude that students will continue learning physics and opt for career in physics (Grayson, 2004). The world over the past few years has witnessed a vast technological evolvement in almost all spheres of life with physics being the greatest contributor to the growth in technology. According to Johnson(2019) Physics touches every aspect of our lives ranging from modern means of transportation such as the aircraft, telecommunications, internets, smart phones, computers, home technologies such as microwaves, improved medical facilities like radiotherapy, environmental conservation, military application, industrial and commercial application (Grayson, 2004). Johnson (2019) states that many aspects of modern society would not have been possible without physics discoveries made in the past. According to Amadalo (2012) physics enables learners to participate in technologically related studies in institutions of higher learning. Ryan (2013) supports the importance of physics in technology by highlighting the subject as a foundation of each engineering topic and the pedagogical significance to all engineering students. Despite the magnified and well visible positive impact of physics in society, some learners perceive it to be dull, dry and difficult (Grayson, 2004). Sadi, 2015, conducted a study on the analysis of high school students' conception of learning in difficult domains and found out that students had a negative attitude towards physics. According to Grayson (2004) each discipline within physics is presented in form of laws, rules and principles which are mathematically