Determinants of Implementing Chemistry Curriculum in Arid and Semi-Arid Lands: A Case of Secondary Schools in Garissa, Kenya

Abstract

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 greatly emphasize on the use of experimentation pedagogical approach in which, their learners must directly engage in practical work by using the available TLMFs. Also, additional staff should be hired to science departments of schools in which the practical based science subject teachers are holding other positions of responsibility. https://doi.org/10.26803/ijlter.17.12.6