Life Story Analysis of the Longer-term Effects of Kenya’s Strengthening of the Mathematics and Science in Secondary Education Project on the Attitudinal and Behavioural Changes of Former Secondary Students

Figures & data

Table 1. Summary of interview topics

Basic information	People who have had an impact on your life Your upbringing and background Things that impressed you during secondary school years
Classes taught by SMASSE teachers	Impressions, advice received and lessons learned
Changes attributable to classes taught by SMASSE teachers	Changes in attitude, relevance to national examination results, comparison with traditional classes Changes in behaviour and study methods, impact on higher education and relevance to later life
Relevant experience of attending classes taught by SMASSE teachers to later life	Impact on life and work, role in life and parenting Impact of changes in attitude on life and work and societal role of what was learned Impact on career choices and livelihood Evaluation of classes attended at that time

Table

In classes taught by SMASSE teachers, unlike traditional classes where teachers explain while writing on the blackboard, we experienced collaborative inquiry-based learning—exploring solutions to problems in collaboration with other classmates. Our teachers taught us based on students’ comprehension level to update us from what we had already studied to what needs to be learned. They also encouraged multiple solutions to a single problem, emphasised the links between daily life and chemistry, and created teaching tools out of familiar materials. The classes inspired changes that influenced our later career choices. These changes included affective responses (e.g. arousing interest and love for chemistry), cognitive changes (e.g. improved marks in science), and an increase in self-efficacy. They also promoted changes in attitude such as reading books in the library during breaks and seeking out teachers to ask questions. Now, as a teacher myself, I endeavour to use the skills and attitudes of scientific inquiry that I had learned during my school years, create teaching tools using available materials, and implement collaborative inquiry-based learning for exploring solutions to problems with others.

Table

My SMASSE teachers were full of love for nature and living beings and drive and passion for education. They taught by keeping their students in mind rather than in a detached manner. They offered after-hours classes and individualised attention, prepared experiments and provided students trial-and-error learning opportunities, created teaching tools using familiar objects, and promoted conceptual understanding using small steps and real objects rather than cramming. My SMASSE teachers’ passion for education changed my emotional orientation towards biology and influenced my career choice to become a doctor. I also became aware of the efforts required for success and began to focus on self-realisation and sacrifice. Currently, I interact with my patients outside of work hours, emulating my SMASSE teachers, with the belief that if you have passion, you can influence those around you. I am passionate about my work and committed to building relationships as a mentor in training junior staff.

Table

My learning with SMASSE teachers was hands-on, with many experiments and observations outside the classroom, and rich in emphasis on collaborative group inquiry learning. My SMASSE teachers explained the significance of collaborative exploration and offered advice on approaching the subject matter. These classes inspired within me a positive attitude towards working with others, a shift from passive to active learning, and an awareness of the relevance of what I was learning in real life. Although my teachers did not directly affect my career choice, I like my job because it is highly related to the subjects I studied in high school. Currently, I have adopted the approach of solving problems through collaborative inquiry in my work and life, and I also feel that I can apply what I have learned in physics to my work. SMASSE teachers educate children to become independent through acquiring life-relevant knowledge in formal education.

Table 2. Results of the qualitative analysis of interview statements

Theme	Subgroup	Major codes
(1) Perceptions of the characteristics of classes taught by SMASSE teachers	Teaching methods	hands-on activity, group work, interactive, experiment/laboratory/outside learning, an inquiry learning approach
	Impressions of a former student	fun, interesting, unique
	Example of lesson content	teaching aids
	Teacher’s character	teacher’s character
(2) Perceptions of the changes attributable to former students’ class	What I learned from class	positive attitude, personal development, good results
	Mindset change	attitude toward science, confidence
	Behavioural change	group activities and interacting with people
(3) Perceptions of the relevance to later life	Science- or work-related	ways of working and thinking, professional skills
	Career	careers and career development
	Mindset	personal development, collaboration
	Education for the next generation	importance of mentorship

Data availability statement

The data are not publicly available owing to ethical restrictions.

Acknowledgements

This work was supported by Japan Society for the Promotion of Science (JSPS) KAKENHI Grant Numbers JP19K14199, JP22H01018 and JP23H00965. We would like to thank Editage (www.editage.com) for English language editing.