TITLE:
Influence of Coaching Teaching Style on Biology Examinations in Public Secondary Schools in Molo Sub-County, Kenya
AUTHORS:
Julius Kiprono Koskei, Ezekiel Nyambega Omwenga, Enock Obuba
KEYWORDS:
Coaching Teaching, Biology, Achievement Test, Secondary School, Kenya
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.11 No.12,
December
1,
2023
ABSTRACT: This study sought to determine the influence of coaching teaching style
on students’ achievement in biology examinations in public secondary schools in
Molo Sub-County, Kenya. The study was anchored on constructivist theory by Lev
Vygotsky and adopted randomized pre-test, post-test with control
quasi-experimental design. The target population was 2800 students and 139
biology teachers in 39 public Sub-County secondary schools. A sample of 191
students was purposively selected from the population of form two students from
four secondary schools. The
schools were randomly assigned into either experimental group or control group
with students being in their intact
classes. A biology theory assessment test (BTAT), biology practical
assessment test (BPAT) and questionnaires were used to collect data from the
students. The validity of the instruments was assessed through expert judgment
while reliability was examined using the split-half method. The calculated r
was .865 for the BTAT and .823 for the BPAT which was reliable. The BTAT and
BPAT were given to all students under study before they underwent a six-weeks lesson on the topic
Transport in Animals with purpose to establish the students’ baseline knowledge
and skills on this topic. The experimental group was taught using Coaching Teaching Style while the
control group was taught using the conventional lecture and demonstration methods. The
BTAT and BPAT were again given to the students at the end of the six weeks
lesson to establish the knowledge gained. Results revealed that students taught
using the coaching method had a statistically significant higher mean
score in both the BTAT and BPAT than their counterparts taught using the
conventional methods. From findings, the study concludes that coaching improves
students’ achievement in both theory and
practical biology examinations. The study recommends that the teacher service commission should
integrate coaching in the teacher professional development modules and
hire more biology teachers in order to reduce class size.