Perceptions to Techniques of Improving Mathematics and Science: Case of SMASSE Project on Teaching and Learning of Chemistry in Bomet District Secondary Schools, Kenya

Abstract

Strengthening of Mathematics and Sciences in Secondary Education (SMASSE) is a government intervention on capacity development in Kenya. It was launched in 1998 as a pilot project and expanded to cover all the districts in Kenya in 2003. The paper was used to investigate the perceptions of the impact of SMASSE project on KCSE performance in Chemistry in secondary schools. A descriptive survey design was used. Where a sample of 50 respondent were given questionnaires. Simple random sampling technique was used to select respondents from head teachers and Chemistry teachers of public secondary schools in Bomet district, Kenya. The schools were stratified into boys', girls' and mixed secondary schools then taking a purposive random sampling in each subgroup. The findings noted positive attitude towards chemistry subject and recommended that government should motivate performing students. SMASSE has assisted teacher development though setback from lack of resources. Learners have positively improved in punctuality and consistency, though there was no significant output in KCSE as at now. The laboratory should then be improved and the government should continue with the
SMASSE-INSET project and programme to achieve the long-lasting solution to poor performance.