Use Of Learner- Centered Teaching Methods Towards Improving Student Performance In Secondary School Physics In Migori County, Kenya

ABSTRACT 

STEM Subjects and specifically Physics plays a major role in national development its knowledge is crucial in the manufacturing, healthcare and housing industries. This therefore calls for proper acquisition of knowledge and skills in the subject. However, the performance in the subject is low. The purpose of the Study was to establish the use of Learner- centered teaching methods to improve performance of Physics in Migori County. The main objectives of the study were; a) To establish the frequency of use of Learner- centered methods in Physics lessons b) To find out teacher and learner attitude towards Learner- centered methods c) To establish the challenges of Learner- centered methods in teaching Physics d) To find out the relationship between experience in teaching and use of learner- centered teaching methods. The study deployed Descriptive Survey design. The target population was 577 Form Three Physics students, 71 Form Three Physics teachers and 36 Heads of Physics subjects. Piloting of student and teacher questionnaires was done in one school. Stratified random sampling was used to categorize the schools into different strata according to levels (National, Extra- county, County & Sub- County) from which simple random sampling was used to select the sample schools. Simple random sampling was used to sample at least 20% of the target student population. All Form Three teachers and all heads of subjects in the sampled schools formed the sample population. Ten (12) schools, two eighty two (282) students and twenty (20) teachers were sampled for this study. Data was collected using questionnaires, interview schedules, Term test performance and a checklist. The data collected was then processed and analyzed using Statistical Package for Social Sciences (SPSS) and presented in descriptive statistics using frequency tables, percentages and graphs. The study findings revealed that Experiments, collaborative learning and Multimedia were predominantly used to enhance performance in Physics. Trips, Web- based learning and Resource-based learning was not used at all in most instances. Teachers and learners attitude towards learner- centered methods was generally positive. Teachers seemed divided on whether or not learner- centered methods enhanced syllabus coverage. Over half of the teachers felt that learner- centered methods consumed a lot of time. Lack of appropriate facilities was a major hindrance to implementation of the learner- centered methods. Only one sampled school had a Learning Resource Centre. Most schools had no internet access with over Three-quarters of the schools lacking apparatus like a ripple tank, a mercury barometer and a cathode ray oscilloscope. The study also revealed that there is no difference in use of learner- centered teaching methods in physics between experienced teachers and new teachers. The study recommended that for enhancement of Learner- centered methods, schools should be equipped with key resources.