WHY UTILIZATION OF INFRASTRUCTURAL RESOURCES IS KEY IN TEACHING AND ACHIEVEMENT OF LEARNING OUTCOMES IN BIOLOGY: THE KENYAN EXPERIENCE

This article examines the extent to which both teachers and learners utilize infrastructural resources to support the development of scientific understanding in Biology, particularly through visualization of abstract concepts, hypothesis generation, critical analysis, and reflective critic aimed at deepening comprehension. Further, the article assesses the extent to which utilization of infrastructural resources in Biology teaching and learning influences the achievement of learning outcomes in public secondary schools in Nairobi County, Kenya. Adopting a mixed-methods approach within an explanatory sequential design, the research commenced with a quantitative survey followed by in-depth qualitative inquiry in selected secondary schools, informed by the survey results. The study was conducted in Nairobi City County, encompassing 114 public secondary schools. Data collection tools included structured questionnaires, in-depth interview schedules, focus group discussion (FGD) guides, and classroom observation protocols. Participants comprised Biology teachers, students and subject matter experts from the Kenya Institute of Curriculum Development (KICD), the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA), and Biology education lecturers from Kenyatta University. The findings reveal that the use of infrastructural resources in Biology was limited and primarily facilitated the development of lower-order cognitive abilities, basic scientific process skills, and a generally negative attitude towards the subject. Thus, there is need to expand and diversify the use of infrastructural resources so as to enhance the quality and depth of Biology education.