Abstract
:::onsidering the contributions of mathematics, science, and technology to today's world, one ;vould have expected mounting interest in these disciplines, but the reverse seems to be the case. :ndeed, there is declining emolment in mathematics and science subjects among the youth, and Joor performance in examinations, such as those taken in high school math and science courses :especially physics) by the brave few who email (Ezeife, 2004). t is ironical that in our pro-science and technologically oriented world, the youth who would take ;harge of global affairs in the future - the running of industries and the means of production, ·esearch laboratories, space technology, and international politics - are shying away from the very ;ubjects that should adequately prepare them for such roles. :mprovement of the quality of education in Kenya has been a key feature of reform proposals of :he government. These educational reforms largely focus on basic education, which in Kenya ;overs both primary and secondary education. Attempts towards realizing these proposals have Jeen made in many ways.
