Influence of Language Skills on Biology Instructional Process in Secondary Schools in Kenya

Abstract

Biology as a core science subject enables learners to conceptualize fundamental concepts such as genetics, evolution and cellular processes that underpin all living entities. Biological knowledge is also applied in addressing global challenges in fields such as medicine, agriculture and biotechnology. However, despite its significance, there has been a dismal performance in Biology in the country and Imenti-Central Sub-county for the last five years. Student performance in the subject not only depends on content mastery but also on language proficiency. Language serves as a primary medium for communicating the subject matter making good language skills essential for comprehension and expression of Biological content. However, minimal research has been conducted on the influence of language skills on Biology instructional process thus the need to undertake this study. The study investigated the influence of language skills on Biology instructional process in secondary schools in Imenti-Central Sub-county, Meru County, Kenya. A descriptive research design was adopted for data collection and analysis. The study sampled 352 participants from a population of 2950 participants using Yamane’s formula. Data was collected using questionnaires and interview schedules. Qualitative data was analyzed thematically while quantitative data was analyzed descriptively using percentages and frequencies and inferentially using Chi-square test with the aid of Statistical Package for the Social Sciences version 26 computer software. Findings indicated that language skills had a significant influence on Biology instructional process. Students’ language skills were therefore essential for effective Biology instruction. Based on the findings, the study recommended establishment of language development activities to enhance students’ language skills and varied teaching methods to demystify complex Biological terms.