Abstract
In Kenya, performance in science subjects has often been dismal. This poor performance is partly blamed on the increasing school enrolment, without a corresponding increase in teaching resources. The introduction of cost sharing in secondary schools has limited the government’s role to paying teachers’ salaries only. Capital development and purchase of teaching materials has been left to parents. Parents have been unable to carry out this role effectively because of increasing poverty levels in the country. The focus of this study was on how improvised science teaching aids provided through the teaching practice have influenced science teaching in schools. Evidence in this study has shown that schools, which hitherto have been unable to afford expensive gadgetry like ripple tanks, have done so through the teaching practice (TP) projects.
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