Department of Science Educationhttp://41.89.164.27:8080/xmlui/handle/123456789/3192024-03-28T22:28:06Z2024-03-28T22:28:06ZEFFECTS OF LABORATORY METHOD ON MATHEMATICS PERFORMANCE AND MOTIVATION AMONG SECONDARY SCHOOL STUDENTS IN KAPSERET SUB COUNTY, KENYAJEPKOSGEI, PURITYhttp://41.89.164.27:8080/xmlui/handle/123456789/20632024-01-30T08:01:05Z2023-08-01T00:00:00ZEFFECTS OF LABORATORY METHOD ON MATHEMATICS PERFORMANCE AND MOTIVATION AMONG SECONDARY SCHOOL STUDENTS IN KAPSERET SUB COUNTY, KENYA
JEPKOSGEI, PURITY
According to the Kenya Institute of Curriculum Development's 2010 recommendation, all secondary school students require mathematics. The absence of a Mathematics laboratory is one of the factors contributing to Mathematics' persistence and poor performance. Based on this problem, this study used a quasi-experimental research methodology to investigate the impact of the Laboratory method on Mathematics achievement and motivation. The objectives of this study were to determine the effects of laboratory methods on secondary school students' Mathematical performance, the impact of laboratory techniques on students' motivation to learn Mathematics in secondary schools, and the challenges faced by Teachers of Mathematics when implementing laboratory methods in secondary school Mathematics teaching and learning. Relevant literature was sought regarding performance, motivation, and challenges for students and teachers using the laboratory method. The study tools used were pre-test, post-test non-equivalent group experimental design, questionnaires, and an interview schedule. The study's population was comprised of students from 156 secondary schools in Uasin Gishu County. Twenty six Schools were chosen from 156 schools using stratified random sampling. Participants in the study were selected from Form 2 students. A sample size of 298 students, 26 teachers and ten heads of the mathematics department (HOD) representative of the research population was selected using simple random and purposive sampling. The experimental and control groups were created using the Solomon Four-Group design for the investigation. While the control group used a conventional educational style, the experimental group used a laboratory-based instructional strategy. The respondents were divided into four groups, two of which were observed and two of which were controlled. The identical material regarding reflection and congruence was taught to each group. However, groups 1 and 3 were taught using the laboratory approach, whereas groups 2 and 4 were conducted using the conventional way. Before beginning the laboratory technique treatment, groups 1 and 3 had preliminary testing. Data were gathered using questionnaires, interviews, and the Mathematics Achievement Test 1 and Mathematics Achievement Test 2. SPSS aided the data analysis. Chi-square tests were employed to identify associations, and a t-test was used to compare the results of laboratory and conventional approaches. The study's findings show that the laboratory approach stimulates students' attention, increases their engagement, improves their performance, enables them to gain the skills they need for more advanced study research, and fosters the growth of their scientific thinking. The study suggests that teachers should employ the laboratory method, which guarantees that students are more engaged and involved in Mathematics activities and that teachers should be taught to use the laboratory method.
2023-08-01T00:00:00ZEFFECT OF PROBLEM BASED LEARNING STRATEGY ON ACHIEVEMENT IN PHYSICS IN SUB-COUNTY GIRLS’ SECONDARY SCHOOLS IN BUNGOMA COUNTY-KENYAMANGENI, GLADYS NASAMBUhttp://41.89.164.27:8080/xmlui/handle/123456789/20412024-01-25T07:52:24Z2023-09-01T00:00:00ZEFFECT OF PROBLEM BASED LEARNING STRATEGY ON ACHIEVEMENT IN PHYSICS IN SUB-COUNTY GIRLS’ SECONDARY SCHOOLS IN BUNGOMA COUNTY-KENYA
MANGENI, GLADYS NASAMBU
The government of Kenya has invested enormously in educational resources, such as infrastructure development in schools, learning materials and professional development of teachers. Despite the efforts put in place to support access to quality education, enrolment and performance in physics in most sub-county girls’ secondary schools in Bungoma County at Form 3 remain relatively low and poor. The study aimed at investigating the effect of Problem-Based Learning Strategy (PBLS) on achievement in physics using the topic fluid flow. Objectives of the study were to: investigate girls’ ability to derive the equation of continuity, determine the gain in problem solving abilities of girls, establish the effect of PBLS on girls’ motivation, and determine the ability of girls to illustrate Bernoulli’s effects in nature using PBLS. The study adopted constructivist theories of learning. Quasi-Experimental design was used with eight schools targeted in Bungoma County. Stratified random sampling technique was used to select schools, then simple random sampling was applied to assign schools to experimental and control groups. The study sampled Form two students because the topic of fluid flow is taught at form two. The study used motivation questionnaire, Physics Achievement Test (PAT) and observation schedule. Two groups of each n=40 either control or experimental were exposed to pretest and post-test. The reliability coefficient was calculated using KR-Fomulla-20 and Cronbach’s alpha at 0.75 and 0.70 respectively. Results show statistically significant difference in the ability of girls to derive the “equation of continuity”, problem solving abilities, illustrate Bernoulli’s effects in nature using PBLS and its effect on girls’ motivation was relatively higher than conventional methods. The ability to derive continuity equation, problem solving abilities in fluid flow and the ability to illustrate Bernoulli’s effects in nature led to improved girls’ achievements in physics. Similarly, the motivation effect helped in enhancing enrolment of girls in physics at form three. The study recommends the method should be strongly advocated by policy makers, the government, curriculum developers, principals and teachers while teaching science subjects for effective skill development among the learners. The study is significant in bringing total reforms to CBC that call for the use of learner-centered instructional strategies to develop key competencies for skill development.
2023-09-01T00:00:00ZEffect of Online Based Concept Maps on Secondary School Students’ Academic Performance in Biology in Endebess Sub-County, KenyaMoturi, Alvin M.Ouma, Peter O.Chemoiwo, Emilyhttp://41.89.164.27:8080/xmlui/handle/123456789/19872023-10-03T06:34:22Z2023-04-01T00:00:00ZEffect of Online Based Concept Maps on Secondary School Students’ Academic Performance in Biology in Endebess Sub-County, Kenya
Moturi, Alvin M.; Ouma, Peter O.; Chemoiwo, Emily
Performance in sciences especially in Biology has continuously been a concern to the Government of Kenya, Biology teachers and various stakeholders in Education. For a considerable the past five years, Biology subject has performed below the expectation and for this reason researchers in this field are out to unlock the anomaly. This study investigated the effect of online based concept maps on secondary school students’ performance in Biology in Endebess sub-county, Trans-nzoia County, Kenya. The objective was to find out the effect of online based concept maps on secondary school students’ performance in biology in Endebess sub-county. The study employed quantitative research method. The study used Quasi experimental design; non-equivalent pre-test post-test groups design. The target population included all form one students in Endebess Sub-County with a population of 2845 students drawn from 18 schools. Using Krejcie and Morgan table for calculating sample sizes for research, a sample size of 451 students and 18 teachers was obtained. The study employed tests as data collection instruments. Tests were derived from qualified sources and were validated by specialists. A Cronbach’s alpha of 0.79 was obtained and the instruments were considered appropriate and reliable. The data was analyzed by SPSS (version 21) and Microsoft Excel statistical packages. The results of the study showed that online based concept maps were a superior tool to conventional methods of delivery of content. It is hoped that the results will form basis for advising biology instructors in organizing concepts by the used of Biology concept maps, which promote meaningful learning for learners, supporting the overall learning style and enhancing the understanding of concepts to the learners.
2023-04-01T00:00:00ZEffect of Scientific Competencies in Chemistry Practical on Performance in Chemistry SubjectObadiah, Ronoh C.Waswa, PeterLusweti, K. Johnhttp://41.89.164.27:8080/xmlui/handle/123456789/16062022-03-28T09:06:31Z2021-01-01T00:00:00ZEffect of Scientific Competencies in Chemistry Practical on Performance in Chemistry Subject
Obadiah, Ronoh C.; Waswa, Peter; Lusweti, K. John
Practical work plays a key role in the instruction of science and chemistry in
particular. This study was done to evaluate the effect of learner competencies in
Chemistry practical on performance in chemistry examination in secondary schools.
The objective of the study was to evaluate the effect of observation, manipulation and
computation competencies in chemistry practical on performance in chemistry subject.
The study was carried out in Narok County of Kenya. The County was selected because
performance in chemistry has been below average and inconsistent over the years as
observed from KCSE Chemistry mean grades of 2012 to 2017. Research philosophy
used was pragmatism. A descriptive survey design was used where a sample size of 377
respondents were randomly selected from chemistry teachers and Form three students
from 145 public secondary schools in the County. Data was collected using
questionnaire, interview and observation schedule. Document analysis was also used
to obtain required information for the study. Data was analyzed using descriptive
statistics with the aid of statistical package for social science (SPSS). Analysis of
Variance (ANOVA) was used to test the hypotheses. The findings of the study indicated
that observation, manipulation, problem solving and computation skills were low
which translated in low performance in majority of the schools. Entry characteristics
of students had a small impact on performance in chemistry practical. The ANOVA
result indicated that science skills which included observation, manipulation, problem
solving and computation had positive significant effect on the performance in
chemistry (P < .05%). The study concluded that student competence had significant
effect on the performance in chemistry. It recommended that there is need to adopt new
instructional methods like computer-based learning, cooperative learning and guided
inquiry laboratory methods to enable students develop science competencies to
improve their performance. The results will benefit Ministry of Education, Donors,
County governments, teachers, students and researchers to realign measures for
effective content delivery in Chemistry.
2021-01-01T00:00:00ZHigher Education in the 21st Century: Relevance, Sufficiency, Challenges and Remedies from Graduates’ PerspectiveWangui, Patrick MwangiIngado, Dianahttp://41.89.164.27:8080/xmlui/handle/123456789/13422021-10-18T09:37:21Z2020-09-01T00:00:00ZHigher Education in the 21st Century: Relevance, Sufficiency, Challenges and Remedies from Graduates’ Perspective
Wangui, Patrick Mwangi; Ingado, Diana
Changes in life are ever bound to take place and as a result, what was important yesterday may be
obsolete tomorrow, and education is not an exception. Prior to the 21st century, necessity of
changes in education had been identified by many researchers and international organizations
concerned with education. This had been brought about by the fact that things were changing and
education had to keep the pace. In light to this fact, this study was carried out in Eldoret town,
Kenya, in order to investigate whether education was up-to-date in the 21st century. It targeted
university and college graduates. It was guided by four objectives namely: the relevance of
education in this century, the sufficiency, the challenges facing the education in the century and the
solutions to the challenges. 300 graduates from 28 different higher learning institutions were
considered and data collected using questionnaires. Purposive sampling method was employed.
Data analysis was performed in R software and Microsoft Excel for both descriptive and inferential
statistics. The results show that, the rate of unemployment among graduates in Eldoret stands at
56.3% (p=0.0163) and 83.4% (p<0.0001) of these unemployed graduates are seeking employment.
Among the employed, 59.5% (p=0.0180) are in non-self-employment. At higher learning institutions,
majority (74.3%) of the graduates feel that they only gained knowledge while only 3.7% gained both
skills and knowledge. Those who don’t find higher education in the 21st century useful in preparing
2020-09-01T00:00:00ZEffect of 7E Learning Cycle Model on Students’ Academic Achievement in Biology in Secondary Schools in Chesumei Subcounty, KenyaCherono, JulianaSamikwo, DinahKabesa, Stellahttp://41.89.164.27:8080/xmlui/handle/123456789/13312021-10-08T10:12:22Z2021-05-01T00:00:00ZEffect of 7E Learning Cycle Model on Students’ Academic Achievement in Biology in Secondary Schools in Chesumei Subcounty, Kenya
Cherono, Juliana; Samikwo, Dinah; Kabesa, Stella
The objective of the study was to compare the effect of 7E Learning Cycle Model and Conventional Instructional Method on students’ academic achievement in Biology. Quasi experimental design was adopted in this study. A sample size of 346 form three students was selected using stratified sampling and simple random sampling techniques. Data collection instrument was Biology Achievement Test. Validity of the instrument was determined by two experts in Biology Education. Test- retest technique was used to determine the reliability of the instrument. A reliability coefficient of 0.83 was obtained. Mean, standard deviation and t-test were used to analyze data. The results were presented using tables. Results of the study revealed that the mean score of the students in the experimental group was higher than those in the control group. The study also found that there was a statistically significant difference between the mean scores of those taught using 7E Learning Cycle Model and those taught using Convectional Instructional Method. The study concluded that 7E Learning Cycle Model has the potential of improving students’ academic achievement. It was therefore recommended that Biology teachers should employ such constructivist approach as 7 E learning cycle model in teaching. In addition, Kenya Institute of Curriculum Development should organize and conduct capacity building on teachers on the adoption of 7E LCM during instruction.
2021-05-01T00:00:00ZInfluence of Availability of Equipment, Learning Aids and Facilities on Practical Abilities of Learners in Physics in Sirisia Division, Bungoma West Sub-County, KenyaMang'eni, Gladyshttp://41.89.164.27:8080/xmlui/handle/123456789/13302021-10-08T09:17:05Z2020-07-01T00:00:00ZInfluence of Availability of Equipment, Learning Aids and Facilities on Practical Abilities of Learners in Physics in Sirisia Division, Bungoma West Sub-County, Kenya
Mang'eni, Gladys
Physics plays an important role in the development of the scientific base necessary for Kenya’s industrialization as envisaged in Vision 2030, but the students’ performance in the subject has been on a downward trend in recent years. This study set out to investigate influence of availability of equipment, learning aids and facilities on the practical skill abilities of the learners in physics during classroom interaction in selected schools in Sirisia Division, Bungoma West Sub-County, Kenya. The research design adopted for the study was descriptive survey. Questionnaires and observation schedules were used to collect the data. The target population for the study was 14 secondary schools, 30 teachers of physics, and form 3 students. One hundred and forty form three students and twelve teachers were selected to fill in the questionnaire. Two physics teachers were observed while teaching a form three class in each of the six schools selected. Data was analyzed using descriptive and inferential statistics, results were presented in tables and percentages and checked off using chi-square. The findings showed that available physics teaching resources influenced learners’ development of practical physics. The study also found out that there was no significant difference between availability of equipments, teaching aids and other facilities and learners’ ability to develop practical physics skills. The study concluded that students who are exposed to inquiry-based learning, in which the teachers’ role is that of a facilitator with the learner playing an active participatory role, develop proficiency in manipulative skills. By making equipment and apparatus available to the learner, the student acquires speed and skill for further education in science and technological field. The study recommends that secondary schools should be empowered to receive more allocation from CDF funds, well-wishers and parents to be able to build standard laboratory (especially the state owned public schools) in which improvised and other concrete materials such as models and specimens could be stored for the purpose of physics teaching through demonstrations, class experiments and project learning. Inspections should be routinely carried out on schools’ laboratories and worn out equipment replaced with new ones.
2020-07-01T00:00:00ZEFFECTS OF EXPERIMENTAL APPROACH OF TEACHING ON KNOWLEDGE MASTERY AND SKILLS ACQUISITION IN CHEMISTRY IN SECONDARY SCHOOLS OF TESO SOUTHELUKET, LUKE RAYMONDhttp://41.89.164.27:8080/xmlui/handle/123456789/12952021-08-31T07:40:45Z2019-01-01T00:00:00ZEFFECTS OF EXPERIMENTAL APPROACH OF TEACHING ON KNOWLEDGE MASTERY AND SKILLS ACQUISITION IN CHEMISTRY IN SECONDARY SCHOOLS OF TESO SOUTH
ELUKET, LUKE RAYMOND
Chemistry as a subject is one of the very important science subject in the Kenyan secondary schools curriculum. Being a science, the subject is experimental in nature where learning should start with hands on experiences and not abstract definitions. In this approach of teaching, the learners interact with apparatus, make observations and come up with conclusions. In addition, it should conform to the Science, Technology, Engineering and Mathematics since the country is geared towards achieving vision 2030.The study looked at the effects of experiments on knowledge mastery and science process skills acquisition in Chemistry in Teso South Sub-County secondary schools. The Kenya National Examination Council reports of 2014, 2016, and 2017 which pointed out the need for practical work among secondary school learners hence the choice of the study. Specifically the objectives of the study were two; to determine the effects of experimental work on students’ knowledge mastery in chemistry and also effects of experimental work on students’ acquisition of science process skills. Piaget theory of constructivism formed the theoretical framework of this study. The units of analysis in this study were the form three students. This study targeted 1216 form 3 students in 18 secondary schools of Teso South Sub-County since chemistry is one of the compulsory subjects in the region. Of this, 333 form three students from six secondary schools were sampled out. The methodology employed in this research study was both quantitative and qualitative. The design used was quasi-experimental design. Stratified random sampling was used to obtain six mixed secondary schools; three treated as experimental while the other three control. The study employed three instruments namely: A Pretest, Observation Checklist for acquisition of skills and Post-test. The data obtained was analyzed using both descriptive and inferential statistics. For the first objective, the means for pre-tests for experimental group is 15.4±1.3 and that of the control group 17.3±1.8 while those of post-tests for experimental group 34.2 ± 1.3 and that of control group is 32.0 ±1.4. The p values were used to determine the significance of the study. In this research study, a p=0.001 was obtained; therefore there was significant difference in the learners’ performance for the experimental group of learners and the control group. For the second objective, seven science skills (of observing, measuring, recording, classifying, setting-up apparatus, reading scales, manipulating data) were examined whether students acquired them proficiently or to small extent or unable. The t-test of these three dimensions gave p=0.0026, p=0.0016 and p=0.0238 respectively, to mean that there was a significant difference in the science process skills acquisition for the leaners in the experiments group and those in the control group. In a nut shell, experimental group of learners performed better than the control group of learners in both mastery of knowledge and acquisition of process skills. Therefore, the study recommended teachers of chemistry to use experimental approach in teaching chemistry to enhance students’ performance. The findings of this study would be useful to chemistry and other science subjects, teacher training institutions, Kenya National Examination Council and finally Ministry of Education.
2019-01-01T00:00:00ZEFFECT OF EXPERIMENTAL METHOD OF TEACHING ON RETENTION AND APPLICATION OF MOMENT CONCEPTS IN PHYSICS IN SECONDARY SCHOOLS OF MARAKWET WESTSUB-COUNTY, KENYA.CHEPKWONY, SAMUEL KIPROPhttp://41.89.164.27:8080/xmlui/handle/123456789/12852021-08-23T08:19:08Z2019-01-01T00:00:00ZEFFECT OF EXPERIMENTAL METHOD OF TEACHING ON RETENTION AND APPLICATION OF MOMENT CONCEPTS IN PHYSICS IN SECONDARY SCHOOLS OF MARAKWET WESTSUB-COUNTY, KENYA.
CHEPKWONY, SAMUEL KIPROP
The study investigated the effect of experimental method of teaching on retention and application of Moment Concepts in Physics among Form Two students. The objectives were as follows: to investigate the effect of experimental method on:(i) retention of Moment concepts (ii) application of Moment concepts and, (iii) the challenges facing physics teachers when using experimental method to teach Moment concepts. Quantitative Research methods and a quasi-experimental pretest, posttest nonequivalent group design were employed. The study adopted stratified random sampling, simple random sampling and purposive sampling techniques to sample the respondents. The target population was 1500 Form two students and 41 Physics teachers. The sample size comprised of 271 Form two students and 20 physics teachers. Tests for students and questionnaires for physics teachers were used as instruments for data collection. Reliability was determined through testing and re-testing technique whereas the validity of the Tests was approved by KCSE Physics Paper One examiners and that of the questionnaire by the university supervisors. Analysis was done using inferential statistics on SPSS (version 23.0) and Excel. The study established that there was no significant mean difference in pretest hence, the two groups were equivalent in ability. Moment Test 2(Posttest) showed significant mean difference in both retention and application of moment concepts between learners taught through experimental approach and those taught through lecture method of teaching. Experimental method of teaching was therefore seen as effective in enhancing higher retention and application than lecture method. Teachers of physics face the following challenges: Heavy workload, overpopulated classes and inadequate teaching resources. Finally, it was recommended that experimental method of teaching to be adopted to improve retention and application of moment concepts in learners. These results will form the basis of advising physics instructors, Teachers’ employer and curriculum developers about necessity of designing students’ experiments which will enhance their Retention and Application of Moment concepts.
2019-01-01T00:00:00ZAN INVESTIGATION OF FACTORS CONTRIBUTING TO POOR PERFORMANCE IN CHEMISTRY AMONG GIRLS IN SECONDARY SCHOOLS IN NANDI NORTH SUB-COUNTY, KENYA.BITOK, NORAH JELIMOhttp://41.89.164.27:8080/xmlui/handle/123456789/11722021-07-19T12:22:46Z2019-01-01T00:00:00ZAN INVESTIGATION OF FACTORS CONTRIBUTING TO POOR PERFORMANCE IN CHEMISTRY AMONG GIRLS IN SECONDARY SCHOOLS IN NANDI NORTH SUB-COUNTY, KENYA.
BITOK, NORAH JELIMO
Chemistry is one of the most important branches of science and its contributions to development of a country need to be emphasized. Its performance, however, has been poor especially amongst girls. The purpose of this study was to determine the factors influencing the performance of girls in chemistry in secondary schools in Nandi North Sub-County, Nandi County, Kenya. The specific objectives were to; investigate the attitude of girls towards learning of chemistry, establish the type of teacher interaction styles used in teaching chemistry, determine the influence of availability of teaching and learning materials on secondary school students’ performance in chemistry and investigate the perception of teachers towards teaching of chemistry. Descriptive survey research design was adopted. The sample consisted of 303 Form three students and 9 chemistry teachers selected using proportionate, simple random and purposive sampling techniques. Questionnaires, interviews and observation schedules were used to collect data. Validity and reliability of these instruments were determined before data collection. Quantitative data were analyzed using frequencies, percentages and t-test while qualitative data were transcribed and arranged thematically before reporting in narrations and quotations. The study found out that there was a significant difference between boys and girls in terms of attitude towards Chemistry. It emerged that there was a significant difference between male and female students (p≤.05) on effect of teacher interaction styles used in chemistry on students’ achievement. However, the study found that there was no significant difference on the mean of boys and girls on influence of availability of teaching and learning materials on students’ achievement in chemistry (p≥.05).The study findings showed that majority (68.1%) of male students believed that they were sure of learning chemistry while majority (57.4%) of the female students were not sure of learning chemistry, pointing out poor confidence among girls in learning chemistry. The study found that there was no significant difference on the mean of boys and girls on influence of availability of teaching and learning materials on students’ achievement in chemistry (p≥.05). Further the findings showed that majority of the students believed that there were no well-equipped chemistry laboratories in their schools thus making student not to be acquainted to practicals. The analysis also showed that background characteristics and teacher’s negative attitude towards learners’ ability in chemistry were the main causes of persistent poor performance. The study recommended that teachers of chemistry need to encourage and motivate girls to develop a positive attitude toward the importance of chemistry as a subject. Further, teachers of chemistry need to be aware of the best instructional strategies that motivate girls to like chemistry. Furthermore, there is need for the government and other education stakeholders to provide adequate and relevant teaching and learning materials which motivates students to learn Chemistry. The findings of this study could provide a framework for teachers on which they could re-evaluate their instructional strategies during chemistry lessons for the enhancement of effective teaching and learning. It could also provide insight for the curriculum designers into the kind of practical experiences in secondary school chemistry needed to aid sound understanding of scientific concepts and principles. Further the study findings could provide a framework for the KNEC on which it could re-evaluate their objectives and objectives so that the practices during secondary school chemistry lessons especially practicals are in line with what the curriculum demands on students.
2019-01-01T00:00:00Z