Thesis Title: Instructional Interaction Patterns and Secondary School Learners’ Attainment in Biology in Kakamega Central Sub-County, Kenya

Student’s Name:        Nasiali Ebby Vakhoya

Supervisors Names:

1. Edwin Masibo
2. Christine Nabwire

ABSTRACT

The list of countries with declining performance in Biology is on the rise. In Kenya, despite the popularity of Biology as witnessed by the increasing yearly enrolment learners, attainment in test scores and national examinations has persistently been dismal. Quality education involves the process of teaching and learning which largely depends on the Instructional Interaction Patterns used. Performance of learners in Biology in Kakamega Central Sub County has been below average as compared to the neighboring Sub Counties of Butere and Mumias West. Studies have been carried out on the general causes of poor performance in Biology in Kenya. However, Instructional Interaction Patterns and Secondary School Learners’ Attainment in Kakamega Central Sub County have not been investigated. This study purposed to investigate how Instructional Interaction Patterns affect Secondary School Learners’ Attainment in Biology in Kakamega Central Sub-County, Kenya. The specific objectives of the study were to: determine the effect of Teacher-Learner Instructional Interaction Pattern on Secondary School Learners’ Attainment in Biology, examine the effect of Learner-Learner Instructional Interaction Pattern on Secondary School Learners’ Attainment in Biology, assess the effect of Teacher-Learner-Resources Instructional Interaction Pattern on Secondary School Learners’ Attainment in Biology and to determine the effect of Learner-Learner-Resources Instructional Interaction Pattern on Secondary School Learners’ Attainment in Biology. The study adopted the constructivism theory as advanced by Jerome Bruner, alongside a conceptual framework based on the objectives of the study. A Quasi-experimental Solomon Four-Fold design was used. The target population was one Quality Assurance and Standards Officer, thirty two Principals, one hundred and twenty eight teachers of Biology and, one thousand, four hundred and forty form three students of Biology from thirty two secondary schools in Kakamega Central Sub County. Stratified random sampling, simple random sampling and purposive sampling procedures were employed in the study. The Sample size consisted of one (1) QASO, eight (8) Principals from eight schools, thirty two (32) teachers of Biology and three hundred and sixty (360) form three learners. Data was collected through use of Learners’ Achievement Tests, questionnaires, interview schedule and direct classroom observation. A pilot study was conducted in two sub-county mixed secondary schools; within Kakamega Central sub-county. Data collected was analyzed using descriptive statistics generated in terms of mean, standard deviation and percentages and Inferential statistics (t-test). SPSS computer software was used in data coding and entry. It was found out that the Teacher-Learner instructional interaction pattern was teacher centered and had little effect on the learners’ scores. The Learner-Learner Instructional Interaction Pattern had a negative effect on Learners’ scores. The Teacher-Learner-Resources Instructional Interaction Pattern had significant improvement on learners’ scores. Likewise, the Learner-Learner-Resources Instructional Interaction Pattern showed a significant improvement on the learners’ scores, though slightly lower than where the teacher was present. The study concluded that the experimental groups of using resources in teaching posted a significant improvement in learners’ attainment in Biology. The research recommends that teachers of Biology to be encouraged to use Instructional Interaction Patterns with resources for improved learners’ attainment.