EFFECTS OF LABORATORY METHOD ON MATHEMATICS PERFORMANCE AND MOTIVATION AMONG SECONDARY SCHOOL STUDENTS IN KAPSERET SUB COUNTY, KENYA

Abstract

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.