Effects of Teachers’ Perceptions On Students’ Perceptions and Achievement in Environmental Education in Secondary School Biology in Gilgil Sub- County Nakuru County, Kenya

The teachers’ perceptions on environmental education play a key role on how students learn, retain and apply the knowledge, attitudes and skills in changing their perceptions of their environment. This also enhances their achievement in environmental education. This study was designed to investigate the effects of teachers’ perceptions on students’ perceptions and achievement in environmental education in Gilgil Sub-county of Nakuru County, Kenya. A causal comparative survey research design was used for this study. Purposive sampling was used to identify the secondary school category and the class level that formed the study sample. The sample size was composed of 150 form three biology students who had been taught the topic ecology in biology and 20 biology teachers. Three instruments namely, Students’ Questionnaire (SPEEQ), the Teachers’ Questionnaire (TPEEQ) and an achievement test (EAT) were used to collect data. Five experts in biology education validated the instruments developed. Reliability of the instruments was computed using the Cronbach’s alpha coefficient and values of 0.93 for SPEEQ, 0.80 for TPEEQ and 0.87 for EAT were obtained. Both inferential and descriptive statistics were used in the analysis of data. The t-test and Pearson’s product moment correlation coefficient were used to analyse the data. The data collected were analysed with the help of the statistical package for social science (SPSS). The alpha level for the rejection or acceptance of the hypotheses was at 0.05. The results showed that both teachers and students had a good perception in environmental education (EE). It was found that, there is no statistically significant relationship between biology students’ perception of their environment and EE and their achievement in EE. There is no statistically significant gender difference in students’ perceptions and achievement in EE. There is no statistically significant relationship between biology teachers’ perceptions in EE and the students’ achievement in EE. The findings further indicated that teachers have no regular in-service training in EE. It was hoped that the findings of this study would help EE teacher trainers to evaluate the teacher-training curriculum and therefore form a basis for evaluating the present EE teacher-training curriculum.