Learner Participatory Strategies is the Key to Competency in Mathematics and Integrated Science in Junior Schools
Keywords:
Competency, Participatory, Strategies,Abstract
Several research findings indicate that learners’ proficiency in Mathematics and Integrated Science at the end of junior school remains below the expected standards. This study therefore examined the less researched learner participatory strategies in enhancing learners’ competency in Mathematics and Integrated Science. The objective of this study was to examine the uptake of learner participatory strategies in enhancing competency of learners in Maths and Integrated Science in Junior Schools in Rachuonyo North Sub-county, Kenya. The study was guided by cognitive development and social cognitive theories. The study adopted a cross-sectional survey design and quantitative approach from a population that comprised 140 Heads of Institutions, 200 teachers and 5,000 grade seven learners, giving a total of 5,340 respondents. Using simple random sampling, 42 Heads of institutions, 60 teachers and 1,500 learners were selected. A structured questionnaire was administered to teachers and heads of institutions to collect information about the influence of participatory strategies of learners in Maths and Integrated Science competencies. A structured observation checklists was used in the observation of actual lessons in class. Validity and reliability of the instruments were established through consultation with experts and piloting. The structured questionnaire and observation checklist was piloted in schools outside the sampling frame using 4 heads, 6 teachers and 150 learners yielding a test-retest reliability of .79 and .81 for questionnaires and checklists respectively. Content validity indices of .78 and .75 were obtained making it suitable for collection of information. Data was analyzed using descriptive statistics and the study findings presented in form of frequency tables, means and graphs. The study findings established that proper implementation of participatory strategies will strongly and positively predicts the uptake of learner competency in Mathematics and Integrated Science. Although teachers possess adequate knowledge and understand their role in developing competent learners, this knowledge is not effectively translated into classroom practice. The study recommends continuous professional development, mentorship, and provision of adequate resources to bridge the gap between teachers’ knowledge of participatory strategies and their actual classroom practice, thereby enhancing learner competency.
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