Biology as a core science subject enables learners to conceptualize fundamental concepts such as genetics, evolution and cellular processes that underpin all living entities. Biological knowledge is also applied in addressing global challenges in fields such as medicine, agriculture and biotechnology. However, despite its significance, there has been a dismal performance in Biology in the country and Imenti-Central Sub-county for the last five years. Student performance in the subject not only depends on content mastery but also on language proficiency. Language serves as a primary medium for communicating the subject matter making good language skills essential for comprehension and expression of Biological content. However, minimal research has been conducted on the influence of language skills on Biology instructional process thus the need to undertake this study. The study investigated the influence of language skills on Biology instructional process in secondary schools in Imenti-Central Sub-county, Meru County, Kenya. A descriptive research design was adopted for data collection and analysis. The study sampled 352 participants from a population of 2950 participants using Yamane’s formula. Data was collected using questionnaires and interview schedules. Qualitative data was analyzed thematically while quantitative data was analyzed descriptively using percentages and frequencies and inferentially using Chi-square test with the aid of Statistical Package for the Social Sciences version 26 computer software. Findings indicated that language skills had a significant influence on Biology instructional process. Students’ language skills were therefore essential for effective Biology instruction. Based on the findings, the study recommended establishment of language development activities to enhance students’ language skills and varied teaching methods to demystify complex Biological terms.
| Published in | International Journal of Secondary Education (Volume 12, Issue 4) |
| DOI | 10.11648/j.ijsedu.20241204.11 |
| Page(s) | 81-92 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Biology Instructional Process, Language Skills, English Language, Language of Biology, Language of Mathematics, Public Secondary Schools
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APA Style
Naomi, M., John, O., Susan, K. (2024). Influence of Language Skills on Biology Instructional Process in Secondary Schools in Kenya. International Journal of Secondary Education, 12(4), 81-92. https://doi.org/10.11648/j.ijsedu.20241204.11
ACS Style
Naomi, M.; John, O.; Susan, K. Influence of Language Skills on Biology Instructional Process in Secondary Schools in Kenya. Int. J. Second. Educ. 2024, 12(4), 81-92. doi: 10.11648/j.ijsedu.20241204.11
AMA Style
Naomi M, John O, Susan K. Influence of Language Skills on Biology Instructional Process in Secondary Schools in Kenya. Int J Second Educ. 2024;12(4):81-92. doi: 10.11648/j.ijsedu.20241204.11
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Download@article{10.11648/j.ijsedu.20241204.11,
author = {Mukiri Naomi and Ogembo John and Kinyua Susan},
title = {Influence of Language Skills on Biology Instructional Process in Secondary Schools in Kenya
},
journal = {International Journal of Secondary Education},
volume = {12},
number = {4},
pages = {81-92},
doi = {10.11648/j.ijsedu.20241204.11},
url = {https://doi.org/10.11648/j.ijsedu.20241204.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20241204.11},
abstract = {Biology as a core science subject enables learners to conceptualize fundamental concepts such as genetics, evolution and cellular processes that underpin all living entities. Biological knowledge is also applied in addressing global challenges in fields such as medicine, agriculture and biotechnology. However, despite its significance, there has been a dismal performance in Biology in the country and Imenti-Central Sub-county for the last five years. Student performance in the subject not only depends on content mastery but also on language proficiency. Language serves as a primary medium for communicating the subject matter making good language skills essential for comprehension and expression of Biological content. However, minimal research has been conducted on the influence of language skills on Biology instructional process thus the need to undertake this study. The study investigated the influence of language skills on Biology instructional process in secondary schools in Imenti-Central Sub-county, Meru County, Kenya. A descriptive research design was adopted for data collection and analysis. The study sampled 352 participants from a population of 2950 participants using Yamane’s formula. Data was collected using questionnaires and interview schedules. Qualitative data was analyzed thematically while quantitative data was analyzed descriptively using percentages and frequencies and inferentially using Chi-square test with the aid of Statistical Package for the Social Sciences version 26 computer software. Findings indicated that language skills had a significant influence on Biology instructional process. Students’ language skills were therefore essential for effective Biology instruction. Based on the findings, the study recommended establishment of language development activities to enhance students’ language skills and varied teaching methods to demystify complex Biological terms.
},
year = {2024}
}
TY - JOUR T1 - Influence of Language Skills on Biology Instructional Process in Secondary Schools in Kenya AU - Mukiri Naomi AU - Ogembo John AU - Kinyua Susan Y1 - 2024/11/29 PY - 2024 N1 - https://doi.org/10.11648/j.ijsedu.20241204.11 DO - 10.11648/j.ijsedu.20241204.11 T2 - International Journal of Secondary Education JF - International Journal of Secondary Education JO - International Journal of Secondary Education SP - 81 EP - 92 PB - Science Publishing Group SN - 2376-7472 UR - https://doi.org/10.11648/j.ijsedu.20241204.11 AB - Biology as a core science subject enables learners to conceptualize fundamental concepts such as genetics, evolution and cellular processes that underpin all living entities. Biological knowledge is also applied in addressing global challenges in fields such as medicine, agriculture and biotechnology. However, despite its significance, there has been a dismal performance in Biology in the country and Imenti-Central Sub-county for the last five years. Student performance in the subject not only depends on content mastery but also on language proficiency. Language serves as a primary medium for communicating the subject matter making good language skills essential for comprehension and expression of Biological content. However, minimal research has been conducted on the influence of language skills on Biology instructional process thus the need to undertake this study. The study investigated the influence of language skills on Biology instructional process in secondary schools in Imenti-Central Sub-county, Meru County, Kenya. A descriptive research design was adopted for data collection and analysis. The study sampled 352 participants from a population of 2950 participants using Yamane’s formula. Data was collected using questionnaires and interview schedules. Qualitative data was analyzed thematically while quantitative data was analyzed descriptively using percentages and frequencies and inferentially using Chi-square test with the aid of Statistical Package for the Social Sciences version 26 computer software. Findings indicated that language skills had a significant influence on Biology instructional process. Students’ language skills were therefore essential for effective Biology instruction. Based on the findings, the study recommended establishment of language development activities to enhance students’ language skills and varied teaching methods to demystify complex Biological terms. VL - 12 IS - 4 ER -
Department of Education, Chuka University, Chuka, Kenya
Department of Education, Chuka University, Chuka, Kenya
Department of Education, Chuka University, Chuka, Kenya
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