Influence Of Students‟ “Biology Practical Process Skills” Competency On Their Achievement In And Attitude Towards Biology In Gucha South Sub-County, Kisii County, Kenya

Abstract

Students are expected to perform better in Biology examinations if and when the right heuristic teaching methodologies and approaches are adopted during Biology instruction. There has been persistent decline in learner achievement in Kenya Certificate of Secondary Education (KCSE) Biology examination in Gucha South sub-County despite the continued emphasis on the role of biological knowledge on the wellbeing of the individual and the society. This study aimed at determining the contribution of learner competence in six Biology practical process skills: observing, inferring, measuring, communicating, interpreting data and experimenting on learner achievement and attitude of form two students in Gucha South Sub-County. The objectives of the study were to: determine the contribution of Biology Practical Process Skills Teaching Approach (BPPSTA) on learners‘ achievement in Biology, establish the gender difference in achievement between learners taught using BPPSTA and those taught via conventional method, to investigate the influence of BPPSTA on learners‘ attitude towards Biology when taught via BPPSTA as compared to when taught using conventional methods and, determine whether there is a gender difference in attitude of learners towards Biology when taught via the BPPSTA and when taught via the conventional methods. The study adopted the Constructionism theory by Seymour Papert and Cognitive consistency theory by Frizer Heider. The study adopted the Solomon four-group non-equivalent control group design and survey design. The target population comprised 2,946 form two students and 64 teachers of Biology. Four co-educational County level secondary schools were purposively sampled. The sample size was all the 401 form two students and seven form two Biology teachers both from the four sampled County level schools. They were selected using purposive sampling technique. Data for this study were collected using Biology Attitude Questionnaire for Students (BAQS), Biology Practical Observation Schedule (BPOS), Process Skills Assessment Test (PSAT) and Biology Achievement Test (BAT). Reliability of the BAQS and PSAT was determined through split-half and a reliability of 0.87 and 0.94 respectively were established. Validity of data collection instruments was established through input from senior university lecturers to specifically ascertain the face and construct validity. Ethical research considerations were strictly adhered to. Data collected were analyzed both qualitatively and quantitatively. Qualitative data were organised thematically then analysed using content-analysis. It was then presented on the basis of the study objectives. For quantitative data, means and standard deviations were used to compare the group performances then one-way ANOVA and independent samples t-test at α = 0.05 significance level were used to determine the effect of BPPSTA on learner achievement. The study found out that: the BPPSTA positively influenced learner achievement, BPPSTA did not influence the achievement of male and female learners differently, use of BPPSTA led to a more positive attitude towards biology among learners and the BPPSTA influence on learner attitude did not vary by gender. The study recommends that MOE through its QASOs should promote the use of process skills in Biology teaching and regularly supervise the implementation of this approach, Biology teachers should always use the BPPSTA so as to promote better achievement and positive attitude in both gender. The study findings may provide insights to the Biology teachers on the appropriate improvement in the administration of practical activities in Biology lessons. It may also inform the MOE and QASO of the quality and efficacy of practical lessons in Biology.