The Impact of SMASSE In-Service Training on Science Teachers in Secondary Schools in Kenya: The Larger Baringo District

Kimosop, James Kipruto (2010) The Impact of SMASSE In-Service Training on Science Teachers in Secondary Schools in Kenya: The Larger Baringo District. Masters thesis, Kenyatta University.

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Abstract

In an effort to realize quality education for secondary school level, the Ministry of Education Science and Technology (MOEST) recognized the urgent need to improve teachers' capacities; consequently it has been providing in-service training (INSET) for all Science and Mathematics teachers in Kenya. The INSET was implemented through the SMASSE programme where teachers attend training sessions aimed at skill improvement and developing capacity to deliver the curriculum. The core purpose of this study was to establish the impact of SMASSE INSET course for Science and Mathematics teachers in public secondary schools in the performance of their task. The research design to be used in this study was descriptive survey. The target population comprised the Science and Mathematics teachers in all public secondary schools in the larger Baringo District. The sample size of the schools used in the study was obtained through stratified simple sampling. The actual sample size was 40 teachers who got the opportunity to give their views on impact of SMASSE training in-service course. The research instruments used were questionnaires where closed and open-ended questions were drawn for Science and Mathematics teachers, students and principals. Descriptive. statistics was used to present the data. It was expressed in tables showing mean, frequency and percentages. Data from the questionnaires were analyzed using statistical package for social Science (SPSS).The findings of the study showed a high positive change in work performance after SMASSE training. Therefore SMASSE training contributed greatly to the positive work performance. It can be recommended that SMASSE training, should be offered continuously to reinforce the positive performance however control and feedback mechanisms should be strengthened in order to check setbacks like poor enrollment in physics and the low mean score in sciences and mathematics

Item Type:	Thesis (Masters)
Subjects:	L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools L Education > LB Theory and practice of education > LB2361 Curriculum
Divisions:	Africana
Depositing User:	Tim Khabala
Date Deposited:	11 Oct 2017 14:16
Last Modified:	11 Oct 2017 14:16
URI:	http://thesisbank.jhia.ac.ke/id/eprint/2518

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