Asian Journal of Education and Social Studies

34(1): 10-29, 2022; Article no.AJESS.92750

ISSN: 2581-6268

Adequacy of STEM Resources and Academic

Achievement in STEM Subjects: Case of Selected
Secondary Schools in Western Kenya
Aurah Catherine a*
a
Masinde Muliro University of Science and Technology, Kenya.

Author’s contribution

The sole author designed, analysed, interpreted and prepared the manuscript.

Article Information
DOI: 10.9734/AJESS/2022/v34i1719

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This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers, peer
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Received 06 August 2022

Original Research Article Accepted 12 October 2022
Published 18 October 2022

ABSTRACT

This paper presents part of the preliminary findings of a baseline survey for "Project Impact:
Empowering East African Students in STEM Education" research project. Grounded in a mixed
method research approach, this baseline study sought to investigate the relationship between
STEM resources and academic achievement in STEM subjects in selected schools in Western
Kenya. Four objectives guiding the study were: To explore the status of adequacy of STEM
resources in selected schools; to examine the trend in STEM subjects KCSE performance in the
last five years (2015-2019); to determine the relationship between adequacy of STEM resources
and academic achievement and to determine the challenges and opportunities faced in STEM
teaching and learning. A sample of 12 schools were selected from three counties in Western
Kenya. Through purposive sampling, 12 principals, 12 deputy principals, and 48 teachers of
physics, chemistry, biology and mathematics were selected. Data were collected using
questionnaires, document analysis, observation checklist and structured interviews. The primary
purpose of the baseline data collection was to understand the status of selected schools with
respect to performance in STEM subjects. The data collected will form a basis for the
implementation of the project if it is funded. Quantitative data were analysed both descriptively
using means and inferentially through simple linear regression. Qualitative data were transcribed,
coded, and presented as emergent themes. Three emergent themes from the interviews were:
inadequate STEM resources and infrastructure necessary for effective teaching of STEM subjects,
teacher-centred techniques of teaching and negative attitudes towards the subjects. From

_____________________________________________________________________________________________________

*Corresponding author: Email: [email protected];

 Catherine; AJESS, 34(1): 10-29, 2022; Article no.AJESS.92750

observation data, it was evident that there was acute shortage of appropriate physical resources,
especially text books and laboratory equipment. Three out of the twelve schools lacked science
laboratories. Classrooms were improvised to store the scarce equipment and apparatus. The
average mean score for KCSE in all the twelve sampled schools was Ẋ = 4.373, a score below the
pass mark of 6.000 and therefore did not qualify to transit to the university. However, results of
simple linear regression revealed no statistically significant relationship between adequacy of
- -
STEM resources and academic achievement (F(1,47)= 2.168; t = 1.472; β = 0.212; p = 0.148).
This was an interesting finding that requires further investigation considering the small sample of
schools. The study concluded that requisite resources and appropriate instructional techniques
were critical in enhancing students’ academic performance in STEM subjects. It was
recommended that innovative pedagogical practices such as integration of technology in teaching
and learning was inevitable. Capacity building for in-service STEM teachers was recommended
and expansion of school STEM infrastructure was an additional recommendation.
These findings have implications for implementation of Project Impact, if funded and further
research.

Keywords: Adequacy; infrastructure; resources; STEM; technology.

1. INTRODUCTION students’ performance in mathematics and

science in Kenyan secondary schools are known
Globally, strengthening Science, Technology, and well documented as under-staffing,
Engineering and Mathematics (STEM) education inadequate teaching and learning resources,
is recognized as embedding solutions to many poor attitudes to both teachers and
societal problems like the depletion of natural students, lack of role models among others
resources and issues related to climate change. [24].
Recognising that STEM education program is
expected to create a culture that inspires According to Ojuok, J. O., Gogo, J. O., and Olel,
learners to excel and pursue careers related to M. A. [25], good and adequate physical facilities
science and mathematics, engaging students in will ensure learning environment is learner-
active leaning focused on fostering STEM friendly and will make teaching and learning
competencies is vital for students’ future enjoyable to both the teacher and the learner.
employment prospects [1-3]. According to Dilapidated buildings, and in extreme cases, lack
Ferrini-Mundy [4], more hands-on, authentic of essential buildings like laboratory, library,
STEM activities should be provided at the computer rooms, classrooms and even offices
secondary level. There is a host of research inhibit learning and this leads to poor
regarding the importance of resources in the performance by the students. science
teaching and learning process [5-18]. laboratories, classrooms and computer
laboratories are significant factors that influence
In Education, learning and instructional performance of students in sciences. Mang’eni
resources are important. They are the primary G. Nasambu [26] investigated influence of
means through which students gain access to availability of equipment, learning aids and
knowledge and skills. Textbooks, instructional facilities on the practical skill abilities of the
materials, equipment, and technology are learners in physics during classroom interaction
essential tools in educational system, and they in selected schools in Sirisia Division, Bungoma
must be provided to all learners [19, 20, 21, 22, West Sub-County, Kenya. Findings revealed that
6]. Lack of these teaching and learning resources availability of equipment, teaching aids and other
poses a challenge in the teaching processes. facilities are necessary for learners to develop
According to Harris [23] shortage of teaching and practical physics skills
learning materials leave learners with less
knowledge about a subject as compared to those The wide gap between demand and supply of
who have adequate resources hence affects STEM related skills in Kenya are the reason
negatively the teaching process. Many schools’ behind the current study. The main objective was
performance in mathematics and science is to explore the current status of STEM resources
either low or average making it necessary to in terms of availability, adequacy, maintenance
address factors that could be contributing to the and usage, and how they impact on academic
poor performance. Factors contributing to performance in STEM subjects.

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1.1 Research Objectives selected schools and to understand the

relationship between resource adequacy and
This study sought to answer three research performance in STEM subjects
objectives:
2. LITERATURE REVIEW
1. To explore the status and availability of
STEM resources in selected schools 2.1 STEM infrastructure
2. To examine the trend in STEM subjects
KCSE performance in the last five years School infrastructure is critical for learning in
(2015-2019) educational institutions. School infrastructure
3. To determine the relationship between includes and not limited to classrooms,
availability of STEM resources and laboratories, libraries, school halls, dormitories,
academic achievement sanitation facilities, and open fields for games
4. To determine the challenges and and sports. Day to day formal teaching and
opportunities faced in STEM teaching and learning takes place in the classrooms. In the
learning libraries, learners get the opportunity to conduct
their own personal studies and carry out
1.2 Problem Overview research. It is in the field that co-curriculum
activities take place. Learners and teachers need
Globally, strengthening Science, Technology, to be housed in the school and at the same time
Engineering and Mathematics (STEM) education need sanitation facilities like toilets, waste
is recognized as embedding solutions to many disposal services and clean water. School
societal problems like the depletion of natural infrastructure is therefore a very important
resources and issues related to climate change. component in ensuring successful education.
Despite the fact that STEM subjects play an Usman [30] noted that central to the education
important role in the development of the scientific process are educational resources which play an
base necessary to become industrialized as important role in the achievement of education
envisaged in Kenya’s Vision 2030 (Government objectives and goals by enhancing effective
of Kenya [27] Kenya Vision 2030), the students’ teaching and learning.
performance in these subjects has been on the
downward trend in recent years as evidenced in According to Adeogun and Osifila [31] physical
Kenya Certificate of Secondary Education resources include laboratories, libraries,
(KCSE) results in the last five years . classrooms and a host of other physical
Innumerable efforts in trying to improve the infrastructure while material resources include
performance of science subjects have been textbooks, charts, maps among others. STEM
witnessed in the last decade. In Kenya, the wide infrastructure in this study focused mainly on
gap between demand and supply of STEM Science laboratories, library, classroom, and
related skills are the reason behind the launch in Computer laboratories in terms of their adequacy
2016 of 47 model schools (one in every County), and equipment.
whose main goal was to nurture students to
become ‘effective lifelong learners equipped with 2.2 Science Laboratories
appropriate knowledge, generic skills as well as
values and attitude, necessary for facing The effect of using laboratories in teaching and
challenges in the 21st century’ [28]. However, learning of sciences and other science related
there is still public outcry and growing concern disciplines cannot be underestated, as students
about the falling standard of STEM education tend to understand and recall what they see than
specifically which can be attributed to many what they hear or were told .The laboratory is
factors such as unavailability of instructional essential to the teaching of sciences and the
facilities in public schools, unavailability of success of any science course is much
laboratories, libraries, science instructional dependent on the laboratory provision made for
materials, dilapidated structures, etc [29]. it. Laboratory experimentation that allows
Teaching resources in STEM promote students to explore and apply science through
effectiveness in teaching and translate to hands-on experience is considered central to
improve academic performance. science education [32, 33, 34]. However,
physical equipment for science and technology is
It is on this note that this study was carried out to expensive to purchase and maintain for
ascertain the the trend in KCSe performance in individual schools [32].

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Logistical constraints, particularly funding facts or information. Pursuing STEM interests

difficulties, place huge limitations on schools’ also requires scientific literacies that are
capacities to maintain students’ interest and embedded in talking, reading, viewing, and doing
engagement in learning science-related subjects science. A vital question to answer is how to
[32,35]. It is argued that in order to engage more engage underrepresented young people in
students to learn STEM, they need to access STEM and help them persist in these fields as
STEM experiences more often and more they progress through their education and
effectively. Hence, schools need to provide professional trajectories. There is a tremendous
equipment for students to learn STEM and opportunity to both communicate the potential
teachers need to be prepared to teach STEM. ways that school libraries can promote innovation
Access to equipment and professional in STEM education and develop research that
development will ensure that teachers can collects evidence of these innovations. School
provide motivating and engaging lessons for librarians have only recently begun voicing their
students to learn STEM. Affirming this Ogunniyi potential roles in enhancing STEM learning
[36] said that there is a general consensus (Balack, L., 2009; Fries-Gaither, 2010; Mardis,
among science educators that the laboratory M., and Howe, K., 2010; McIlvain, E.,2010;
occupies a central position in science instruction. Schultz-Jones, Barbara,2010). While formal
The success of any science course is much science classrooms may be constrained in their
dependent on the laboratory provision made for use of technology, school libraries can promote
it. In most Kenyan secondary schools, biology youth participation in technology and online
and chemistry are compulsory subjects, with communities that may enhance their STEM
physics being left as elective. This implies the learning.
need for three science and subject-specific
laboratories (biology, chemistry, and physics). In teaching and learning of Science and
Group seven of subjects in Kenyan curriculum mathematics, besides physical resources, there
are the technical subjects which include is need for learning materials. These include
mechanical, electrical engineering and computer among others; text books, laboratory apparatus,
studies. These subjects require laboratories and materials and chemicals, (Science Equipment
workshops too. Apart from laboratories, a library and apparatus), charts, models, realia, etc.
is very critical in promoting academic
performance. 2.4 Text Books

2.3 Libraries A study by Altbach [38] noted that nothing has

ever replaced the printed word as the key
School libraries help to inculcate a culture of element in the educational process and as a
lifelong learning among students [37]. A school result textbooks are central to schooling at all
library is defined as a library in a public or private levels. According to Owoeye and Yara [8], in
elementary or secondary school that serves the some instances textbooks provide the only
information needs of its students and the source of information for students as well as the
curriculum needs of its teachers and staff, and is course of studies for the subjects Squire [39]
usually managed by a school librarian or media writing on teachers reliance on textbooks stated
specialist. Libraries can play an active role in that those seeking to improve the quality of
teacher research and enhancing student education in instructional materials would
understanding of science. Libraries build inevitably lead to changes in actual teaching.
connections between student information/ While the selection of a textbook has been
research needs, curriculum content, learning judged to be of vital importance to academic
outcomes, and information resources as they achievement, it is sad to say that relevant books
support the overall educational community in the are not available for teaching and learning
school [16]. Despite these unique characteristics activities. According to Odulaja and
of school libraries, there has been little Ogunwemimo [40], lack of textbooks could be
discussion about utilising library resources to identified with high cost. Since the educational
promote STEM leaning and innovation. Despite process functions in a world of books according
the tremendous interest and energy surrounding to Owoeye and Yara [8], the chief purpose of a
young people and STEM education, the role of school library is to make available to the pupil at
school libraries in these initiatives is rarely his or her easy convenience all books,
examined. A deep engagement in STEM periodicals and other reproduced materials which
requires much more than memorizing isolated are of interest and value which are not provided

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as basic or supplementary textbooks. They phenomenology is an approach to qualitative

further noted that as a resource the library research that focuses on commonality of a lived
occupies a central and primary place in any experience within a particular group. The
school system as it supports all functions of the fundamental goal of the approach is to arrive at a
school. According to Fowowe [41] a library must description of the nature of the particular
be up to date and at the same time allow access phenomenon. Both qualitative and quantitative
to older materials. While the selection of a data were collected through questionnaires,
textbook has been judged to be of vital observations, document analysis and interviews.
importance to academic achievement, it is sad to
say that relevant books are not available for 3.2 Study Location
teaching and learning activities. In Kenya, the
Government through the Ministry of Education, This study was carried out in Kakamega, Vihiga
Science and Technology (MOEST) provides text and Kisumu Counties of Western Region in
books to schools. However, there has been an Kenya. In specific, the study was conducted in
outcry about the quality of the books in terms of twelve (12) rural and semi-urban schools
content where STEM teachers lament that most ensuring representation of the population. The
of the books do not have enough content and/or justification for selection of the rural and semi-
are laden with errors. It may be necessary to urban schools was guided by literature which
combine text books with other teaching and indicated persistent dismal performance of
learning materials. students in STEM subjects.

2.5 Other Teaching and Learning 3.3 Target Population

Materials
The target population comprised of STEM
Before a teacher gets to class, he/she is required teachers, Deputy principals, Director of studies,
to choose the proper resources to use during the and principals.
teaching process. Thus, choosing of teaching
aids, which do not meet the learning needs of 3.4 Sampling Procedures and Sample
children, is another challenge facing the teaching Size
of science and mathematics. This is despite the
fact that there are many resources that teachers Multi-stage sampling technique was adopted. 3
can choose to support the pupils learning. The counties from Western Kenya were purposively
materials are often inadequate and fail to give selected. From each county, 4 schools were
each child an opportunity to practice their various randomly selected through stratified random
skills. sampling using type of school as the stratum. So
in total we had girls' only schools, boys' only
3. METHODS schools and co-educational schools. STEM
teachers (biology, chemistry, physics and
3.1 Research Design mathematics), deputy principal and Director of
studies from each school were purposively
A mixed method research design was adopted in selected to participate in the study. In total there
this study. Using mixed method research were 3 counties, 12 schools, 48 STEM teachers,
approach contributes to the depth and breadth of 12 deputy principals and 12 Directors of studies.
the study and helps overcome the weaknesses
of both methods (Johnson & Onwuegbuzie, 3.5 Methods of Data Collection
2004). Moreover, integrating qualitative and
quantitative methods produces better results in Both Primary and secondary data were obtained
terms of quality and scope. This is based on the in this study. In addition, both qualitative and
notion of triangulation and complementarily [42]. quantitative data were collected. Four
The quantitative component involved cross instruments were used: Face-to-face interviews,
sectional descriptive survey design. According to Questionnaires, Document analysis and
Kothari [43] descriptive survey research design Observation checklist.
studies were designed to obtain pertinent and
precise information concerning the current 3.5.1 Interviews
status, phenomenon and where possible to draw
conclusions from the facts obtained. The Interview sessions were held with the deputy
qualitative component was phenomenological school principals, Director of studies and STEM
research design. According to Creswell, [44], subject teachers to establish the following:

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1. Types of STEM resources available the selected schools. Findings are presented in
2. Usage of STEM resources Table 1.
3. Academic performance in STEM subjects
from 2015 to 2019 Results in Table 1 indicate that in all the schools
there were adequate classrooms for the number
The interviews lasted between 30minutes to 1 of streams available. With respect to science
hour, guided by an interview schedule. laboratories, 2 schools (17%) had 3 laboratories
for each of the three science subjects (biology,
3.5.2 Observations chemistry and physics). Three schools (25%)
had only 2 laboratories. The remaining seven
On-site observations were made in the sampled schools (58%) had only 1 laboratory serving all
schools regarding the state of school physical the three subjects. The laboratories in most of
STEM resources and infrastructure, their the visited schools were in deplorable state and
adequacy, and maintenance. lacked basic apparatus. Fig. 1 presents a picture
in one of the schools.
3.5.3 Document analysis
For libraries, three schools (25%) did not have a
School records were sought and recorded from library at all. Four schools had improvised rooms
the deputy principals concerning student that served as a library/ bookstores, while five
enrolment by grade, gender and subject and, had fairly stocked libraries. Fig. 2 shows a
school staffing by subject, gender and library-cum bookstore in one of the schools
employment status. The Director of studies visited.
provided data on school performance in national
examinations by subject between the years 2015 For computer laboratories, only 2 schools (17%)
and 2019. offer computer studies. They however lacked
adequate infrastructure. In one school, they had
3.6 Data Analysis and Presentation 16 computers against 60 students who are taking
computer studies. In another, there were 27
Quantitative data were analysed both computers against 106 students.
descriptively (means and percentages) and
inferentially by simple linear regression. Graphs Document analysis and observations revealed
and tables were also used to present quantitative that the Government provides course books to
data. schools. In most schools (8) they were enough,
while in the remaining 4 schools they were
Qualitative data were transcribed, coded and inadequate. Teachers complained that they are
analyzed thematically. Emergent themes were not involved in choosing the publisher. They
generated. lamented that some text books had
errors.
4. RESULTS
4.2 Students’ Performance in STEM
Results are presented thematically by objective. Subjects in National Examinations
Three objectives were tested.
The survey sought to establish the nature and
4.1 Status and Availability of STEM trends in students’ performance in KCSE
Resources between the years 2015 and 2019. The data
were collected and analysed by school and
Objective one: To explore the status and subject of study. The findings are presented as
availability of STEM resources in selected follows:
schools.
4.2.1 Overall students performance
School infrastructure has a great contribution
towards transforming a school into a model The average mean score in each of the twelve
school The current study purposed to investigate sampled schools was computed. Table 2
the status and availability of STEM resources in provides a summary of the findings.

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Table 1. Status and availability of STEM resources

SN School No of laboratories Libraries

Science Computer
1 Bukhaywa Mixed 1 1 27
2 Ibinzo Girls 1 0 1
3 St. Lukes Shisango G 1 0 0
4 St. Paul’s Ebusia 1 0 0
5 St. Paul’s Erusui 2 1 17
6 Bukhulunya Mixed 2 1 16
7 Ebungangwe Boys 1 1 10
8 Ebusakami Girls 3 1 10
9 Ndiru Mixed 1 0 0
10 Kobura Girls 1 0 0
11 St.Benedict Nyangoma 1 1 0
12 Ayiecho Nyatao Mixed 1 0 0
Source: Filed Data

Fig. 1. Photo of a laboratory in one of the visited schools

Fig. 2. Photo of a Library in one of the schools visited

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Table 2. Trends in Students Performance in KCSE by School

SN School Name Aggregate Mean Mean Mean Mean Mean

Mean score score score score score
Score 2019 2018 2017 2016 2015
1 Bukhaywa Mixed 5.679 5.808 6.191 6.013 5.032 5.351
2 Ibinzo Girls 4.008 3.617 2.825 3.653 5.221
3 St. Lukes Shisango Girls 2.983 2.492 2.645 2.891 -
4 St. Paul’s Ebusia Mixed 3.983 3.176 4.628 4.945 5.987
5 St. Paul’s Erusui Girls 5.041 4.219 4.490 5.709 6.271
6 Bukhulunya Mixed 4.962 5.308 4.819 5.309 6.510
7 Ebungangwe Boys 4.888 3.983 4.321 3.532 4.958
8 Ebusakami Girls 5.312 4.977 4.651 5.652 6.434
9 Ndiru Mixed 4.279 3.570 3.690 4.049 5.488
10 Kobura Girls 3.104 2.407 2.806 2.808 3.963
11 St. Benedict Nyangoma Boys 4.335 3.347 3.276 4.293 4.819
12 Ayiecho Nyatao Mixed 4.028 3.906 3.991 4.363 4.308
Source: Field data

The findings in Table 2 reveal that the average mixed schools (MS=4.659). However, students in
mean score for all the twelve sampled schools mixed schools slightly outperformed their
was 4.373. This implies that the majority of counterparts in boys' only and girls' only
students in the schools scored below the pass schools.
mark of 6.000 and therefore did not qualify to
transit directly to the university. There was no Analysis by subject revealed interesting results.
major difference in overall student performance Physics which is always perceived as a tough
among schools of different types, girls schools subject and difficult to pass showed better scores
(MS=4.037), boys schools (MS=4.336) and in most schools as illustrated in Fig. 4.

Fig. 3. KCSE Performance by Subjects

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4.3 Students Performance in Mathematics 4.4 Students Performance in Chemistry

The average mean score in each of the twelve The average mean score in each of the twelve
sampled schools was computed. The findings sampled schools was computed. The findings
are presented in Table 3. are presented in Table 4.

The findings in Table 3 reveal that the average The findings in Table 4 reveal that the average
mean for Mathematics was 2.767. It is important mean for Chemistry in the twelve sampled
to note that a good score in Mathematics is a schools was 2.793. This is very dismal
prerequisite to enrolling into any STEM performance given that the maximum possible
programme of study at the university. With such mean score is 12.00. This implies that an
dismal performance, students fail to pursue overwhelming majority of the students cannot
STEM-related programmes at tertiary levels. transit and pursue STEM programmes that
Average mean score in boys’ only schools (MS= require foundation in Chemistry. It was also
2.604) was higher than their counterparts in girls’ revealed that students in boys’ only schools
only schools (MS = 2.252). The findings suggest posted an average mean of 3.268 which was
gender differences in achievements in higher than their counterparts in girls’ only
Mathematics. Interestingly students in mixed day schools at 2.417. The findings suggest gender
schools posted the highest mean score of differences in achievements in Chemistry subject
3.173. in favour of boys.

Table 3. Trends in KCSE Performance in Mathematics by School

SN School Name Mean Mean Mean Mean Mean

score score score score score
2019 2018 2017 2016 2015
1 Bukhaywa Mixed 4.374 3.693 3.297 1.713 3.500
2 Ibinzo Girls 1.967 2.236 1.870 1.360 1.845
3 St. Lukes Shisango Girls 1.270 1.590 1.230 1.220 -
4 St. Paul’s Ebusia 2.952 2.467 3.393 3.510 3.707
5 St. Paul’s Erusui Girls 3.865 2.447 3.130 2.777 3.177
6 Bukhulunya Mixed 4.940 4.710 4.160 3.638 3.500
7 Ebungangwe Boys 3.7727 2.700 3.684 1.550 2.480
8 Ebusakami Girls 4.000 3.456 3.394 3.145 3.637
9 Ndiru Mixed 2.84- 3.500 2.880 2.883 3.949
10 Kobura Girls 1.730 1.500 1.800 1.380 2.500
11 St. Benedict Nyangoma Mixed 3.406 2.295 3.148 2.050 2.608
12 Ayiecho Nyatao Mixed 3.0098 2.400 3.069 2.959 2.639
Source: Field Data

Fig. 4. Students Performance in Mathematics

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Table 4. Trends in KCSE Performance in Chemistry by School

SN School Name Mean Mean Mean Mean Mean

score score score score score
2019 2018 2017 2016 2015
1 Bukhaywa Mixed 3.861 3.891 3.187 2.931 4.548
2 Ibinzo Girls 2.246 2.222 1.790 1.950 2.568
3 St. Lukes Shisango Girls 1.680 1.410 1.420 2.000 -
4 St. Paul’s Ebusia 2.798 2.619 2.238 2.765 2.533
5 St. Paul’s Erusui Girls 2.434 2.250 2.342 2.474 4.177
6 Bukhulunya Mixed 2.440 3.150 2.200 2.846 4.660
7 Ebungangwe Boys 4.167 3.600 2.947 2.148 3.480
8 Ebusakami Girls 3.020 3.108 3.263 2.673 5.899
9 Ndiru Mixed 2.391 2.750 3.504 2.623 3.603
10 Kobura Girls 1.770 1.900 1.640 1.760 2.790
11 St. Benedict Nyangoma Mixed 2.766 3.016 2.574 2.225 4.078
12 Ayiecho Nyatao Mixed 2.627 2.637 3.023 2.429 3.918

Fig 5. Trends in KCSE performance in chemistry by school

4.5 Students Performance in Biology 2.925). This suggests significant gender

differences in academic achievement in Biology
The average mean score in each of the twelve subject, in favour of boys.
sampled schools was computed. The findings
are presented in Table 5. 4.6 Students Performance in Physics
The findings in Table 5 reveal that the average The average mean score in each of the eleven
mean for Biology in the twelve sampled schools schools that offer Physics was computed. The
was 3.074. This portrays dismal performance in findings are presented in Table 6.
the subject and the implication is that the majority
of the students cannot transit to tertiary The findings in Table 6 reveal that the average
institutions and pursue STEM programmes that mean for Physics in the twelve sampled schools
require foundation in Biology. Additionally, was 4.328. This suggests that majority of the
students in boys’ only schools posted an average students who choose Physics end up not
mean score (MS= 4.015), which was higher than performing well in the subject. Furthermore,
their counterparts in girls’ only schools (MS= students in mixed schools posted the highest

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score (MS= 4.763), followed by those in girls' only schools recorded the least mean score of
only schools (MS= 3.996) while students in boys' 3.159.

Table 5. Trends in KCSE Performance in Biology by School

SN School Name Mean Mean Mean Mean Mean

score score score score score
2019 2018 2017 2016 2015
1. Ibinzo Girls 2.705 2.440 1.670 2.455 3.310
2. Bukhaywa Mixed 4.096 3.653 2.714 3.046 5.655
3. St. Lukes Shisango Girls 2.550 1.940 1.460 2.220 -
4. St. Paul’s Ebusia 3.183 2.886 3.197 5.020 6.011
5. St. Paul’s Erusui Girls 2.989 2.742 2.270 4.231 4.835
6. Bukhulunya Mixed 2.970 3.700 2.570 4.000 5.920
7. Ebungangwe Boys 3.985 3.300 2.842 3.666 6.260
8. Ebusakami Girls 3.237 2.709 2.544 3.145 6.667
9. Ndiru Mixed 2.992 2.636 2.111 3.078 5.885
10. Kobura Girls 2.470 1.640 1.440 2.070 4.540
11. St. Benedict Nyangoma 3.531 2.246 2.213 3.325 6.549
Mixed
12. Ayiecho Nyatao Mixed 3.1274 3.225 2.169 3.061 3.787
Source: Field data

Fig. 6. Students performance in biology

Table 6. Trends in KCSE performance in physics by school

SN School Name Mean Mean Mean Mean Mean

score score score score score
2019 2018 2017 2016 2015
1 Bukhaywa Mixed 5.900 5.737 4.211 2.696 4.727
2 Ibinzo Girls 3.800 3.100 2.300 3.142 5.000
3 St. Lukes Shisango Girls - - - - -
4 St. Paul’s Ebusia 2.590 2.391 `2.667 3.875 4.000
5 St. Paul’s Erusui Girls 3.882 3.923 5.333 8.667 5.263
6 Bukhulunya Mixed 5.440 5.440 5.500 6.250 6.630
7 Ebungangwe Boys 3.619 2.900 2.500 3.444 3.330
8 Ebusakami Girls 3.216 3.672 4.957 6.700 4.269
9 Ndiru Mixed 5.259 4.217 6.412 7.889 5.667
10 Kobura Girls 2.330 2.200 2.500 2.000 3.660
11 St. Benedict Nyangoma Mixed 4.154 3.412 3.349 5.182 4.333
12 Ayiecho Nyatao Mixed 4.158 5.000 5.500 6.143 3.080
Source: Field data

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 Catherine; AJESS, 34(1): 10-29, 2022; Article no.AJESS.92750

35
30
25
20 Mean score 2015 4.727 5 -
15
10 Mean score 2016 2.696 3.142 -
5
0 Mean score 2017 4.211 2.3 -
Mean score 2018 5.737 3.1 -
Mean score 2019 5.900 3.8 -

Fig. 7. Students Performance in Physics

5. CHALLENGES ENCOUNTERED IN hampered by a myriad of challenges. The

TEACHING AND LEARNING OF challenges are presented systematically under
ENGLISH AND STEM SUBJECTS the following three themes: Student related
challenges; school related challenges; and
5.1 Introduction teacher related challenges. Study findings on the
listed themes are presented hereunder:
The survey sought to establish the challenges
encountered in teaching and learning of STEM 5.2.1 Student related challenges
and English subjects in sampled schools. Data
for this section was gathered by way of Interview data indicate that the major student
observations and interviews with subject related challenges encountered in the sampled
teachers and school administrators. A total of 6 schools were negative attitude towards
subjects were considered: English and 5 STEM mathematics and low entry behaviour. In specific,
subjects of Mathematics, Biology, Physics, negative student attitude towards mathematics
Computer Studies and Chemistry. Among these was reported in eight out of the twelve visited
subjects, English, Biology, Mathematics and schools. The key informants revealed that there
Chemistry are compulsory subjects and are was general lack of interest coupled with fear of
therefore taken by all students. Physics and Mathematics out of a misconception that the
Computer Studies are optional subjects and subject matter was difficult. Some of the
students can drop them in Form II. However, in feedback on students’ attitude towards
Form one, all students take their studies in all the Mathematics is reflected in the voices hereunder:
subjects. The challenges are discussed by
subject. For each subject, the order of the Most of these girls have developed phobia
challenges is by the most significant. Having for mathematics. No matter what you do,
considered all the challenges across subjects, they just believe that the subject is a hard nut
they have been aggregated into: to crack (A teacher of Mathematics)
a) School related challenges
The problem here is lack of interest in
b) Teacher related challenges
Mathematics. No one can pass Mathematics
c) Student related Challenges
when there is no interest (A teacher of
The following is now a description of the Mathematics).
challenges per subject:
These findings provide a pointer as to why most
5.2 Challenges with Respect to of the sampled schools registered dismal
Mathematics Subject performance in Mathematics over the year.
Appropriate pedagogical efforts should therefore
The study revealed that students’ academic be made to demystify Mathematics as a subject
achievement in mathematics subject was of study at secondary school level.

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 Catherine; AJESS, 34(1): 10-29, 2022; Article no.AJESS.92750

Regarding entry behaviour, the study revealed 5.2.3 Teacher related factors
that most of the students join the sampled sub-
county schools with low average marks. This is Qualitative evidence coupled with onsite
because by design, the sub-county schools are observations revealed that teacher factor was
the lowest category of secondary schools in also responsible for the low students’
Kenya and are only allowed to select students achievements in Mathematics subject. In many
after other schools in superior categories have instances, the teachers of Mathematics in the
done so. Consequently, the sub-county schools sampled schools confessed that they lacked
end up admitting weak students. This is then capacity in innovative pedagogical approaches,
translated into dismal performance in especially the aspect of integrating ICT in
Mathematics and other subjects. Some of the teaching. An example of the feedback on extent
feedback is reflected in the voice hereunder: of integration of ICT in teaching Mathematics is
reflected in voice hereunder:
Most of these students joined with very low
grades. The scores in Mathematics ranged To be honest, we rarely use ICT in teaching
from 20% to 58% (KII with teacher of Mathematics. Besides lack of infrastructure,
Mathematics) the skills are limited on our part as teachers.
(KII with teacher of Mathematics)
5.2.2 School related challenges
Furthermore, interview data indicate that there
Interview and observation data indicate that the was low motivation among some teachers of
major school related impediments to effective Mathematics. This was attributed to unconducive
learning and teaching of Mathematics were large working environment and limited support from
class sizes and inadequate teaching and learning the employer. For instance, one teacher noted:
resources. Class registers and observation data
indicate that the classrooms were crowded with The working condition in the sub-county
students beyond the recommended class size of schools is demoralising. The reward isn’t
40 students in a single stream. This was commensurate to the work we do here. (KII
supported by the teachers of Mathematics who with teacher of Mathematics)
noted that they were handling larger than usual
classrooms. For instance, one teacher noted: 5.3 Challenges with Respect to Chemistry
Subject
The policy on 100% transition from Primary
level to secondary level has brought many The study revealed that students’ academic
challenges. There is hardly a space in the achievement in Chemistry subject was hampered
classrooms. We handle many students in a by a number of challenges. These challenges are
single stream, yet Mathematics requires presented systematically under the following
regular supervised individual class practice three themes: Student related challenges; school
and assignments. This is greatly related challenges; and teacher related
compromised in the current situation. We are challenges. Study findings on the listed themes
overwhelmed. are presented hereunder:

Besides, crowded classrooms, qualitative 5.3.1 Student related challenges

evidence coupled with observations established
that learning and teaching of mathematics was Qualitative data indicate that the major student
hampered by resource inadequacy. The related challenges encountered in the sampled
observed sample schools did not have the schools were low entry behaviour and general
required resources such as mathematics room, disinterest in Chemistry among the learners.
ICT resources, among others. In accordance with Some of the feedback on students’ attitude
this observation, some participants hinted; towards Chemistry is reflected in the voices
hereunder:
Ideally we should have a fully equipped
Mathematics room. This way, the teachers When asked why they don’t perform well in
can make adequate preparations while the Chemistry, the students say that the subject
students can undertake as much practice matter is hard and boring (KII with teacher
(KII with teacher of Mathematics) of Chemistry)

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 Catherine; AJESS, 34(1): 10-29, 2022; Article no.AJESS.92750

Students say that Chemistry laboratory is so conduct practical sessions on Sundays. This
cold and unwelcoming. It’s all about attitude way, they come in small groups (KII with
(KII with teacher of Chemistry) teacher of Chemistry)

5.3.2 School related challenges Teaching of Chemistry requires a lot of

reagents. The problem is that the school
Interview and on site observation data reveal that cannot afford to buy adequate reagents for
the major school related impediment to effective all the students (KII with teacher of
learning and teaching of Chemistry was Chemistry)
inadequate and ill equipped laboratories. Most of
the observed sample schools had small 5.3.3 Teacher related challenges
Chemistry laboratories that were hugely
dilapidated. In some instances, the laboratories Qualitative evidence reveals that student
only had stools and dry water taps. Fig. 9 and 9 achievements in Chemistry subject was impeded
show photos of laboratories in some of the by the challenge of inadequate trained teachers
visited schools. and lack of laboratory assistants. The data
This sorry state of affairs negatively affected the indicate that some schools only had one teacher
ability of the teachers to plan and conduct of Chemistry and no laboratory assistant at all.
frequent Chemistry practical sessions. In For instance, in one of the interview sessions a
accordance with this observation, some key teacher noted:
informants hinted;
I am the only trained teacher of Chemistry in this
Available laboratory is too small for all the school. I have no laboratory assistant. Planning
students. This is because Chemistry is a for instruction becomes a major headache (KII
compulsory subject. I have had to plan and with teacher of Chemistry)

Fig. 8. Photo of an ill equipped laboratory in one of the visited schools

Fig. 9. Photo of a congested laboratory in one of the visited schools

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Furthermore, interview data indicate that a 12), were understaffed. Furthermore, in ALL
number of teachers of Chemistry lacked capacity schools there were many Board of Management
in innovative pedagogical approaches, especially teachers who are on contract. Upon employment
the aspect of integrating ICT in teaching. The by Teachers' Service Commision, they are
teachers however acknowledged that integration usually posted elsewhere. The turnover of such
of ICT in teaching of Chemistry has the potential teachers is therefore very high. The implication is
of bridging the gap. disruption of the smooth flow of the teaching and
learning process, leading to inconsistencies.
5.4 Challenges in Biology Subject
5.4.3 Student-related challenges
The study revealed that students’ academic
achievement in Biology subject was hampered Students' attitudes towards science subjects.
by a number of challenges. These challenges are The other factors identified by the subject
presented systematically under the following teachers included mother tongue influence that
three themes: Student related challenges; school makes interpretation and comprehension of
related challenges; and teacher related biology concepts difficult, attitude, motivation,
challenges. Study findings on the listed themes family-background, students not creative in
are presented hereunder: application questions. Most students are
admitted with low marks. This weak entry
5.4.1 School-related challenges behaviour impacts negatively on their academic
performance in biology. They are unable to
Following the face-to-face interviews with the interpret high-order questions
biology teachers, it emerged that several school-
related factors influence academic performance Teacher 1: "we receive very weak students
in biology. Key among them were: Lack of with as low as 100 marks"
teaching and learning materials. teaching and
learning materials necessary for learning biology Teacher 2: "Students come to school with an
include biology laboratory, apparatus and already formed opinion that Biology and
equipment such as microscopes, charts and other sciences are hard subjects and that
models. Relevant and recommended text books they know they can't pass"
and revision materials are a requirement. Most
schools had one laboratory serving all the three More findings indicate that students are influence
subjects. Kobura girls and St. Luke's Shisango by mother tongue and hence find it difficult to
girls did not have a laboratory. They had understand and interpret questions. They are
improvised rooms serving as laboratories. unable to answer application questions yet most
Furthermore, some schools had very limited biology questions are at the application level. It
space for expansion. Examples were ACK was also revealed that chronic absenteeism for a
Ebusakami girls, Bukulunya secondary, St. good number of students was impacting
Luke's Shisango girls, and Kobura girls. Large negatively on their academic performance. A
population due to the government policy on good number of students come from poor
100% transition from primary to secondary. The background whereby parents are unable to clear
negative effect of this is large class sizes that school fees at the beginning of term. The
hinder small group experiments and students have to be sent home for school fees.
individualized attention. It also implies that the Some of them over-stay at home.
resources are stretched.
In summary, the study findings showed that,
5.4.2 Teacher-related challenges students with positive attitude towards the
Biology subject, register better performance in
Poor academic performance in biology is examinations and also the availability of
influence by teacher-related factors such as teaching/learning resources in schools impacted
Inadequate number of trained teachers, poor positively on students’ achievement in Biology
teaching methods that are theory-laden with very examinations. It is recommends that: teachers
few practical sessions. In many schools, should motivate students so as to build on
teachers seemed demotivated and with a positive attitude towards sciences, so as to able
negative attitude. They were teaching very many to compete globally in the careers. Schools
lessons and hence did not pay close attention to without teaching/learning resources should strive
students. A good number of schools (8 out of to avail/procure them to improve results. There is

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dire need of intervention in many of the schools performance in Physics hence resulting into low
visited. enrolment as a ripple effect. Many teachers in
many of the schools visited teach physics
5.5 Challenges in Physics conventionally through lecture method, a heavily
teacher-centred mode of content delivery. It was
Meaningful learning of physics is the hallmark of also revealed that some concepts and topics are
a technologically competent workforce in very abstract, thus so demanding in terms of
science, technology and engineering. Despite the practicals and need research hence consuming a
fact that very few students are opting for Physics lot of time, yet some teachers do not have the
as their science subject choice, most of the major capacity to conduct research. Furthermore,
courses at university require that a student resources are limited to conduct the practicals,
should have done Physics in the Kenya hence the dependence on lecture method of
Certificate of Secondary Examination (KCSE). instruction. However, in three out of the selected
12 schools, physics performed better than the
Diploma technical oriented courses also require rest of the sciences. This was due to the
that one should have done Physics to be teachers of physics integrating ICT in their
admitted to the colleges. In this current baseline teaching. However, they noted inadequate or
survey, interviews and document analysis were lack of digital content. The teachers rely on
conducted. Several factors influencing academic networking with and borrowing the content from
performance in physics were identified and are teachers in other schools. Below is a
presented thematically below. conversation with one of the teachers who
integrate ICT in teaching physics.
5.5.1 School-related factors- resource
challenges Teacher 1: "I use my laptop to teach physics"

Table 1 indicates resource challenges in all the Interviewer: "So where do you get digital
schools, except Erusui Girls. Science subjects content to teach physics?"
are practical dependent. Research shows a
positive correlation between academic Teacher 1: "I borrow digital content and save on
achievement and availability of resources. an external hard disk to teach my students, who
Teachers interviewed revealed that performance really love the subject. It is the best performed
in sciences is poor due to inadequate subject, with a mean score of 5.6 in last year
laboratories and ICT infrastructure, electricity in KCSE"
many schools. Even the few laboratories
available do not have adequate apparatus and However, the study further revealed many
equipment. Examples of such equipment include teachers are ICT compliant but do not integrate
CRO and Xrays. Some teachers manage to ICT in their teaching and the few who attempt
integrate ICT in teaching but do not have an have difficulty in selecting digital content. This is
enabling environment to scale it up. Three further complicated by lack of ICT infrastructure.
teachers indicated that they have to improvise
some of the apparatus as stated below: The Government directive of 100% transition
from primary to secondary schools has resulted
Teacher: "You are forced to speak to jua kali in large class sizes particularly in current form 1
people to make some apparatus for you" and 2 classes against very few teachers.
Teachers tend to be overloaded with many
Timetabling in about 9 schools out of the 12 lessons and resort to teaching to the
visited was cited as another factor contributing to examination. Undertaking practical lessons
poor performance in physics. This is due to the becomes a problem due to these large classes.
fact that Physics is elective at form three, hence Many teachers interviewed expressed their
blocked with subjects such as History and CRE. frustrations as exemplified by their own voices:
Students tend to opt for the humanity subject.
The end result of this is low enrolment in physics. Teacher biology: "It is very frustrating to teach a
class of 60 plus. You are expected to set up
5.5.2 Teacher-related challenges experiments for the students. How do you do it
with 60 plus students. To make matters worse,
The baseline survey revealed that teaching the apparatus are not enough. It is very
methods used and teaching resources also affect frustrating"

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Teacher chemistry: "How can one teach practicals Accessing computers is a challenge to
to a large class? You need to group them in learners. In Form II all topics are practicals
grous of 4 or 5 but in my class I have groups of but we have 6 computers against 108
over ten. Some students give up and do nothing" students (KII with computer studies teacher

In almost half of the schools visited, there was This problem had the net effect of discouraging
delayed syllabus coverage leading to limited time learners thus affecting their attitude to the
for revision and adequate preparation for subject. A computer teacher lamented thus:
examinations.
Most learners are meeting computers for the
5.5.3 Student-related factors first time…when they experience problem of
access they shy away. They end up learning
The study revealed that students' attitude, computer studies like theory than practical
gender , where girls fear physics (for example, at that it should be… Form IV do projects….
Bukhaywa secondary school, out of 30 students they need one to one computer and they are
taking physics, only 3 are girls), weak entry 12 against 6 computers yet students need
behaviour in form one with as low as 100 marks one to use for 7 months. We thus shorten the
in some schools, mother tongue influence, period each has with a computer to ensure
absenteeism, boy/girl relationship, lack of self- the work is done. (KII with computer studies
motivation and low self-esteem, negative peer teacher).
influence, students weak in mathematics which
impacts negatively on performance in Physics, Lack of ICT Infrastructure
lack of a proper reading culture, and teen
pregnancy, are among the many other factors In a number of schools not offering computer
that influence learner’s academic performance in studies, there was an attempt to have a room
Physics. assigned as ‘computer room’ yet lacking
adequate infrastructure and arrangement to
5.6 Challenges in Computer Studies make it so. Assigning a classroom as computer
room could be a first step but the room should be
The study revealed that students’ academic fully equipped and designed to meet
achievement in Computer Studies subject was specifications of a computer room. A teacher
hampered by a number of challenges. These lamented:
challenges are presented systematically under
the following three themes: Student related The labs need to be fully equipped (KII with
challenges; school related challenges; and computer teacher)
teacher related challenges. Study findings on the Poor or lack of internet connectivity
listed themes are presented hereunder:
Interview data revealed that most schools lacked
5.6.1 School-related challenges or did not have stable internet connectivity. This
greatly hampered teaching of computer studies.
Inadequate computers For instance, one teacher observed that:

… . we rely on our own data bundles …

The study established that there were which is quite expensive (KII with a teacher)
inadequate computers in the schools. In one
particular school, while computers studies is 5.6.2 Teacher related challenges
examinable, there were only 27 computers
against 750 student population. This observation The study established that the schools that
was supported by interview data. For instance, in offered computer studies were faced with two
one of the interview sessions, one teacher claims major teacher related challenges: They are
that: inadequate number of teachers of computer
studies and lack of trained teachers of computer
All topics from Form II are practical that studies. For instance, in one of the schools, one
require students to work with computers. (KII there was only one untrained teacher hired on
with computer teacher) BOM terms handling students in both forms one
and two with the student population of 238 and
In support of this view, another Computer 200 respectively. Evidently, individual attention is
Studies teacher remarked that: compromised in such a situation.

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6. CONCLUSIONS b) Build libraries which will act as centers

for individual and group learning. These
The purpose of this baseline survey was to will provide avenues for reading for
establish the status of learning and teaching of pleasure as well as improve students
English and STEM subjects in twelve pilot comprehension and reading skills, all of
secondary schools in Kakamega, Vihiga and which are necessary for effective
Kisumu counties of Kenya. comprehension, a skill needed not just in
English language classrooms but in
The study established general trend of dismal STEM classrooms as well.
performance of students in English and STEM c) Build more classrooms to improve
subjects between the years 2015 and 2019. In teacher-student ratios and to enable
specific, Mathematics, Chemistry and Biology learner centered approaches to teaching
recorded the least scores, especially among of English and STEM subjects.
students in girl schools. The findings suggest 2. Improve the quality and quantity of human
gender differences in student achievements in resource in secondary schools. In specific;
STEM subjects. Moreover, lower scores were a) Build capacity of teachers in
posted in English subject by students in day methodology to improve their strategies
schools. However, the performance of students of teaching English and STEM. Through
in Computer studies was generally remarkable. reflections on various learning
Only five out of twelve schools offered computer approaches and strategies, teachers can
studies. make learning more learner-centered
and in sinc with learners experiences.
The baseline survey also established rising rate Through this, learners will see the
of student enrollments in the already resource connections of learning and their daily
constrained pilot secondary schools. This was experiences making learning STEM
attributed to the Ministry of Education’s policy on more meaningful to them.
100% transition from Primary level to secondary b) Employ more teachers to enable more
level of education. The study established that the learner centered approaches in teaching
school infrastructure such as laboratories, English and STEM subjects. Worst
libraries and classrooms were inadequate to affected was Computer Studies where
effectively support learning. 25% of the schools most teachers were untrained in
lacked libraries while four schools improvised pedagogy and employed by respective
rooms to serve as libraries or book stores. The BOMs.
study also noted that there were inadequate 3. Investigate gender difference in enrollment
resource materials to support learning in English and performance in STEM subjects at
and STEM subjects. Additionally, lack of internet secondary school level and devise
access hampered effective use of ICT to support strategies of realizing parity.
learning. Some schools relied on data bundles
(sometimes bought by themselves) to support 7.2 Recommendations for Further
any ICT intervention that required use of internet Research
facilities.
Suggested below are some of the areas that
7. RECOMMENDATIONS require further investigation.

7.1 Recommendations for Action by 1. Poor performance in STEM Education

Ministry of Education among secondary school students.
2. Gender disparity in enrolment and
1. Improve the quality and quantity of performance in STEM subjects among
physical infrastructure in the secondary secondary school students.
schools to match the growing student 3. Teen pregnancy, incest, early marriages,
population which has been occasioned by and school dropout among secondary
the policy of 100% transition from primary school students.
to secondary education. In specific; 4. Poor performance in English, the role of
a) Expand and equip laboratories to enable reading for pleasure, and the correlation
students undertake individualized and between English and STEM Education.
group practical exercises that are key to 5. Baseline survey on STEM Education on a
comprehending STEM subjects. national scale.

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 Catherine; AJESS, 34(1): 10-29, 2022; Article no.AJESS.92750

COMPETING INTERESTS Available:http://unesdoc.unesco.org/image

s/0015/001555/155504e.pdf.
Author has declared that no competing interests 11. Kinyua JW. A Study of Factors That
exist. Influence Performance in Mathematics in
Secondary Schools by Female Students in
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