Effectiveness of Chemistry Curriculum Implementation in Public Secondary Schools in Likuyani Sub-County, Kakamega County, Kenya

Author: Zilpah Jemge Alima, Dr. Esther Chepsiror

Date: 2025

Abstract: This study investigated the effectiveness of chemistry curriculum implementation in public secondary schools in Likuyani Sub-County, Kakamega County, Kenya. Utilizing an explanatory sequential mixed methods research design, the study began with a quantitative ex-post facto analysis followed by qualitative grounded theory evaluation. The target population included all public secondary schools in the sub-county, with principals, chemistry teachers, and Form Four students serving as respondents. Stratified random sampling was employed to select 12 schools, and 366 students and 68 chemistry teachers were sampled using Yamane's formula. Data collection involved questionnaires for principals, teachers, and students, alongside lesson observation guides and observation guides for facilities. The findings revealed that curriculum implementation was extensive, with teachers displaying a solid understanding of the syllabus, assessment methods, and effective use of various teaching strategies. However, significant resource inadequacies were noted, including shortages in chemistry laboratories, laboratory technicians, apparatus, chemicals, and supplementary materials. ANOVA results indicated that both resource availability (F(1,34) = 146.592, p < 0.05) and teaching methods (F(1,34) = 143.717, p < 0.05) significantly influenced the quality of chemistry teaching, leading to the rejection of both null hypotheses. The study concluded that enhancing resource provision and refining teaching methods are critical for improving chemistry education outcomes in the region. The study underscores the need for strategic investments in educational resources and the adoption of innovative teaching approaches to foster better student performance in chemistry

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