Influence of Community Indigenous Knowledge of Science on Students’ Performance in Chemistry in Secondary Schools of Samburu County, Kenya

The purpose of this study was to assess the influence of Community Indigenous Knowledge of Science on Students’ Performance in Chemistry in secondary schools of Samburu County. Cross-Sectional study design under the descriptive survey research was used. A stratified random sample of 9 secondary schools including both the public and private was drawn. From the target population of 752 form three students of Samburu County in the year 2013, stratified and simple random sampling was used to select a sample of 224 students. The instruments were validated and pilot tested before use. The reliability coefficient for Chemistry Performance Test (CPT), Students’ Questionnaire (SQ) and Students’ Interview Schedule (SIS) was 0.80, 0.68 and 0.72 respectively. The instruments were scored and data was analyzed using descriptive statistics where means, percentages and frequencies were used to analyze the data. Pearson’s Correlation Coefficient was used to establish the relationships between the different variables in the study. All statistics of test of significance were conducted at significance level of alpha (α) equal to 0.05 with the help of the computer program, statistical package for social sciences (SPSS). The results of the study showed that students’ performance in chemistry was below average whereby boys’ schools performed better than both the girls’ and co-educational schools. There was no statistically significant relationship between Community Indigenous Knowledge and Students’ Performance in Chemistry. Community Indigenous Knowledge of Chemistry and its application in treatment of diseases promote students’ understanding of chemistry. The researcher recommended that the Ministry of Education should initiate in-service courses for science teachers to equip themselves with the skills of Community Indigenous Knowledge of Science to enhance their effectiveness in teaching of science subjects. The findings of this study are of great benefit to teachers, curriculum developers and policy makers in addressing the current poor performance of chemistry and realization of strategies for boosting performance of chemistry in secondary schools countrywide.