EVALUATION OF STRENGTHENING OF MATHEMATICS AND SCIENCE IN SECONDARY EDUCATION (SMASSE) PROGRAM IN BOTSWANA USING THE CIPP MODEL

Abstract

Strengthening of Mathematics and Science in Secondary Education (SMASE) seeks to improve
and enhance the quality of performance in teaching and learning of mathematics and science in
secondary schools. The SMASE program started in Botswana 2006. This study aimed to evaluate
the effectiveness of SMASSE program in Junior Secondary Schools of Botswana. A mixed
method research design was used in this study. Data was gathered through interviews, lesson
observations and a Self- report student questionnaire. The data was collected in three schools in
Gaborone West cluster schools which were randomly selected. A total of 13 teachers and 113
students took part in this. Qualitative data were analyzed through thematic analysis approaches
while quantitative data were analysed using SPSS software. The findings revealed that the
SMASSE objective to train all mathematics and science teachers was achieved. The objective to
ensure that teachers integrate ASEI/PDSI approach into the teaching and learning of mathematics
and science was experiencing challenges mainly from lack of resources, teacher overload, large
class sizes, student’s negative attitude and lack of monitoring of the program. The findings also
revealed that skills such as observing, hypothesis and concluding were often emphasized during
teaching and learning. The findings also revealed that students have reported poor skills in
science process skills. The findings revealed that teachers predominantly used chalk and talk
method and discussion method as opposed to other students centered methods of teaching. In
order to improve performance in mathematics and science, the Ministry of Basic Education,
SMASSE team, Mathematics teachers and Science teachers should integrate ASEI/PDSI
approaches in the teaching and learning of mathematics and science.