Perceived Influence Of Participation In Non-Formal Curricular Activities On Secondary School Students’ Perception And Achievement In Physics In Vihiga County Of Kenya

ABSTRACT

The school curriculum consists of formal, informal and non-formal dimensions. Formal dimension refers to official timetabled subjects such as Physics. Informal dimension is the school environment that influences a learner’s behaviour. Non-formal dimension refers to out of class activities such as field trips and science club activities. The common assumption is that participation in non-formal activities enhances perception and achievement in the formal curriculum. However, secondary schools in Kenya tend to emphasize more on formal curricula and non-formal activities (NFA) are given least emphasis. The contribution of non-formal activities, specifically field trips and science club activities on students’ perception and achievement on the formal curriculum had yet to be established. In Vihiga County, participation in non-formal activities has been reported to be as low as 25%, meaning that NFA were neglected and Literature reviewed indicated students’ achievement in Physics in the county was low. Physics County mean grade was a D (plain) over the period of 2006 to 2015 and was lower as compared to the national mean grade of C (minus). The purpose of the study was to establish the influence of NFA on secondary school students’ perception and achievement in Physics. Objectives of the study were to: establish influence of participation in field trip activities on students’ achievement; establish influence of participation in field trip activities on students’ perception; establish influence of participation in science club activities on students’ achievement and establish influence of participation in science club activities on students’ perception. Constructivist theory of learning informed the theoretical framework of the study. The independent variable of the study was scope of participation in NFA and dependent variables were perception and achievement. The study used a descriptive cross-sectional survey and correlational designs. The study population was 1200 Form Four Physics students and 100 teachers of Physics. A sample size of 311 students and 35 Physics teachers was selected from 114 schools through stratified simple random sampling technique. Instruments for data collection were Student Perception Questionnaires (SPQs), Teacher Perception Questionnaires (TPQs), Physics Achievement Test (PAT) and Teacher Interview Schedule. Reliability of the instruments was established through test-retest method and each of the five instruments yielded a value above .7 which was accepted. Validity of the instruments was established through expert judgment by Physics teachers, research supervisors and science education lecturers in Maseno University. Qualitative data was presented by frequencies, percentages, means and standard deviations. Inferential statistics of correlation and independent t-test were used to analyse data. Descriptive data was analysed by use of thematic categories based on objectives of the study. The results showed that participants of NFA had highly significant perception mean scores towards Physics than non-participants. There was no significant difference in Physics achievement means scores for participants and non-participants of NFA. However, perception mean scores and achievement mean scores for field trip activities participants were significantly correlated, as were perception mean scores and achievement mean scores for participants of science club activities. It was concluded that NFA influenced students’ perception and achievement in Physics at secondary schools. The findings of this study are useful to teachers, principals, curriculum developers, policy makers, researchers, and book writers for they provide insights on the influence of NFA on students’ achievement and perception towards Physics subject. Therefore it is recommended that the Ministry of Education Science and Technology (MoEST) develops policy guidelines for integration of NFA in science subjects at secondary and primary schools. There is need also to establish model science centres in each county to exhibit basic science experiments to learners.