Authors :
Akiri A.O.; Rabari J.A; Ayere M.A
Volume/Issue :
Volume 8 - 2023, Issue 12 - December
Google Scholar :
http://tinyurl.com/ysvhbrj4
Scribd :
http://tinyurl.com/2p8cx57w
DOI :
https://doi.org/10.5281/zenodo.10547745
Abstract :
The purpose of the study was to assess the
methods used by chemistry teachers to enhance learner
acquisition of analytical skills in Nyakach sub- county,
Kenya. The study employed a descriptive survey
research design where data was collected using a
questionnaires from 333 learners, interviews and
observation rating scales from 18 teachers from the sub-
county. Data from interviews was analyzed qualitatively
by organization into categories as per the emergent
themes then reported and presented in a narrative form
while data from observation guide and learners
questionnaire were quantitatively analyzed using SPSS
to determine percentages and means and presented in
form of tables. The study considered indicators of
analytical skills that were evidenced in the methods used
by teachers as they taught chemistry. The study revealed
that, the Chemistry teachers in secondary schools were
acquainted with the methods of enhancing acquisition
and development of analytical skills such as questioning,
use of models, discussion and use of ICT and that even
though the teachers were aware of the skills that would
develop analytical skills among the learners, their
classroom practices are at variance with this since the
methods were minimally used. 25.01% of the chemistry
teachers were used the method effectively while 74.99%
were found to minimally use the said methods effectively.
The study recommended that the Chemistry teachers
should be encouraged and assisted to improve the
teaching methods by moving from the general methods
to specific ones that target the acquisition and
development of analytical skill. They should also make
the teaching and learning activities to be intentional as
they target these specific skills. This can be achieved by
organizing capacity buildingand in-service trainings on
the targeted areas.
Keywords :
Analytical skills, scientific thinking, critical thinking.
The purpose of the study was to assess the
methods used by chemistry teachers to enhance learner
acquisition of analytical skills in Nyakach sub- county,
Kenya. The study employed a descriptive survey
research design where data was collected using a
questionnaires from 333 learners, interviews and
observation rating scales from 18 teachers from the sub-
county. Data from interviews was analyzed qualitatively
by organization into categories as per the emergent
themes then reported and presented in a narrative form
while data from observation guide and learners
questionnaire were quantitatively analyzed using SPSS
to determine percentages and means and presented in
form of tables. The study considered indicators of
analytical skills that were evidenced in the methods used
by teachers as they taught chemistry. The study revealed
that, the Chemistry teachers in secondary schools were
acquainted with the methods of enhancing acquisition
and development of analytical skills such as questioning,
use of models, discussion and use of ICT and that even
though the teachers were aware of the skills that would
develop analytical skills among the learners, their
classroom practices are at variance with this since the
methods were minimally used. 25.01% of the chemistry
teachers were used the method effectively while 74.99%
were found to minimally use the said methods effectively.
The study recommended that the Chemistry teachers
should be encouraged and assisted to improve the
teaching methods by moving from the general methods
to specific ones that target the acquisition and
development of analytical skill. They should also make
the teaching and learning activities to be intentional as
they target these specific skills. This can be achieved by
organizing capacity buildingand in-service trainings on
the targeted areas.
Keywords :
Analytical skills, scientific thinking, critical thinking.
