PRINCIPALS PERCEPTION OF FACTORS CONTRIBUTION TO STUDENTS POOR PERFORMANCE IN CHEMISTRY IN PUBLIC SECONDARY SCHOOLS IN WAJIR COUNTY, KENYA

Abstract

Purpose: Chemistry has been identified as a key science subject and its importance in the logical and innovative development of any country has been widely detailed. The performance of students in chemistry among secondary schools in Kenya has remained poor for many years. The purpose of our study is to establish principal's perception of factors contribution to student's poor performance in chemistry in public secondary schools in Wajir County, Kenya. Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: Poor performance in Chemistry in Wajir County can be attributed to: The teaching methods used in most lessons were mainly teacher-centered; hence do not provide opportunities for students' participation to enhance learning, lack of motivation of teacher also contributes, to poor performance in chemistry and negative attitude of the students towards the subject especially towards the practical paper hence lack of interest in performing well in the subject especially in practicals. Unique Contribution to Theory and Practice: The study recommends that the principal must foster processes that are in support of the empowering teachers in order for them to influence the students positively. Therefore, the principal can influence the students positively by motivating the teachers' efforts