Benjamin Muindi
20 June 2008
Nairobi — For a long time, good grades in Mathematics and Science subjects have generally remained a preserve of male students in many schools.
Few female students excel in the subjects even with continued research into the causes of the problem. But renewed efforts by a continental project that is focusing on the issue could reverse the situation and boost the performance and study of the subjects.
The project, Strengthening of Mathematics and Science in Secondary Education (SMASSE), brings together teachers and experts striving to improve student performance in the subjects.
And last week, Mathematics and Science teachers from across the continent held a conference in Nairobi to look into ways of improving the learning of the subjects.
"There is something fundamentally wrong with the way we are teaching these subjects," says Mr Edward Tindi, the chairman of SMASSE in Africa. "It is for this reason that we have come together to identify the problems and share our experiences and information on how to handle Science and Mathematics subjects."
Pedagogical
Pedagogical experts say that most Maths and Science teachers instruct their students according to how questions in examinations are framed, leaving little room for creativity.
"For instance, students are asked to state, explain, discuss or find out, among other verbs, and this dictates how the teacher goes about teaching the subjects," says Mr Tindi.
He adds: "Teaching of these subjects should be like an open field where students are not tied to certain approaches only."
This is made worse by the competitive nature of our schools, which strive to emerge at the top of the pack every year. And it has been established with certainty that many students in the country only study to pass their national examinations.
"The fact that our schools teach to pass examinations cannot be disputed," he says, adding that many schools are recognised because of their performance in national examinations.
As such rote learning, where students memorise what they are taught, is applied extensively in schools. This habit is commonly referred to as 'cramming', and makes learning a passive affair where the student is not engaged in the process.
"Teaching should be a participatory experience," he says, "All the domains of the student should be engaged in the learning." This suggests that teaching should be hands-on and that the students should like what they are learning.
"The interplay of the affective, cognitive and psychomotor domains is very important," Mr Tindi says. He further notes that the teacher is key to making the students enjoy the subjects and, therefore, must make teaching a fun experience.
And schools have not been spared the blame as they are accused of admitting too many students thus making it difficult for teachers to give personal attention to each of the learners.
But he advises the students: "You are responsible for your own learning experience, take control of it. Know what makes sense and what doesn't."
Teachers are also being advised to take charge of the situation and engage the learners in a process that is interesting. "Through networking and sharing their experiences with their peers, the learning experience can be revolutionised," the SMASSE chairman says.
Collaboration and teamwork, he adds, are very important in finding ways to solve the problems facing the teaching of Maths and Science subjects.
To assert this point, Mr Tindi gives the analogy of a single stick and a bunch of sticks, where the former can be broken more easily than the latter.
A local example is a mathematics contest dubbed 'Maseno School National Mathematics Contest' that will be held later in the year and which will bring together university and secondary school students to iron out mathematics issues.
Mr Paul Otula, the Maseno School principal, say this of the event: "The intention is to dispel fear that Maths is hard. We want to encourage more girls to embrace the subject."
Over 400 secondary schools have been invited to participate in the contest. University students, too, are encouraged to take part. "This will help the young ones appreciate the role that maths plays in various fields," he says.
Important
SMASSE was initiated in 1998 to strengthen the teaching of Mathematics and Science subjects in schools. The project is funded by the Japan International Cooperation Agency, which sends personnel to the country to assist in planning, implementation and evaluation of the in-service education and training.
"The role of Mathematics and Science education in industrial and technological development is quite important," says the Japanese ambassador Iwatan Shigeo. "This will promote education linked to growth and self-sustainability, vocational training, science and higher education."
The Japanese Government has been sending volunteers in Mathematics and Science fields overseas since 1973. Last month, the Japan's Foreign minister Masahiko Koumura said that his country will renew its assistance in SMASSE to enhance teachers' abilities, focusing mainly on improving teaching methods in Mathematics and Sciences.
Expanded
"Japan will be training about 100,000 teachers and provide technical cooperation for SMASSE by holding seminars, training, study tours and bringing in experts," says Mr Shigeo.
This will go a long way to enable Kenya to achieve the Millennium Development Goal of providing education for all by 2015. Over 20,000 secondary school teachers have received training from the project that has more than 150 resources and training centres in the country.
"In the last one year, we have expanded the programme to include primary school teacher training colleges," says Mr Sam Ongeri, the Minister for Education.
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