Influence of Teacher Inservice Training in Chemistry on Student Academic Performance in Secondary Schools in Kesses Sub-County, Uasin Gishu County, Kenya

Influence of Teacher Inservice Training in Chemistry on Student Academic Performance in Secondary Schools in Kesses Sub-County, Uasin Gishu County, Kenya

Sambai Chepng’etich Emily, Mogwasi Richard, Audrey Matere & Elija Omosa
Kisii University
Email: emily96kirwa@gmail.com

Abstract: This study examined the influence of teacher in-service training in Chemistry on students’ academic performance in secondary schools in Uasin Gishu County, Kenya. Anchored on Bruner’s Constructivist Theory (1966), the study adopted a descriptive survey research design. The target population included 1,176 Chemistry teachers and Form Three students, from which a sample of 298 respondents was drawn using stratified and simple random sampling techniques. Data were collected through questionnaires and interview schedules, and content validity was ensured through expert review. Data analysis was conducted using SPSS version 28.0, employing descriptive statistics (means, frequencies, and standard deviations) and inferential statistics, specifically Pearson correlation. The findings revealed a statistically significant positive correlation between teacher in-service training and student academic performance in Chemistry (r = 0.622, p < 0.05). This indicates that teachers who undergo regular in-service training are better equipped with updated pedagogical skills and subject knowledge, which positively influences student outcomes. Respondents widely agreed that in-service training significantly impacts student performance in Chemistry, underscoring the importance of continuous professional development for educators. The study concludes that targeted in-service training enhances teaching effectiveness and recommends the development of training programs tailored to the specific needs and challenges of Chemistry teachers in the region. It also advocates for peer collaboration and mentoring to facilitate knowledge sharing and professional growth. These initiatives are essential for improving the quality of Chemistry instruction and, consequently, student academic performance.