EFFECTS OF EXPERIMENTAL APPROACH OF TEACHING CHEMISTRY ON SCIENTIFIC PROCESS SKILLS ACQUISITION IN SECONDARY SCHOOLS IN TESO SOUTH SUB-COUNTY

Abstract

a science, the subject is experimental in nature where learning should start with hands on experiences and not abstract definitions. In this approach ofteaching, the learners interact with apparatus, make observations and come up with conclusions. The study was intended to explore the effects of experimental work on knowledge mastery in Chemistry at secondary school level in Teso South Sub-County. The choice of the study was motivated by poor experimental skills of learners in chemistry. The study was also ignited by the KNEC reports of 2016 and 2017 which pointed out the need for practical work among secondary school learners. The study was useful to chemistry and other science subjects, teacher training institutions, Kenya National Examination Council and finally Ministry of Education. The units of analysis in the study were form three students. The study employed the constructivism theory. The study targeted 1216 form 3 students in 18 public secondary schools of Teso South Sub-County. Out of this number 333 were stratified sampled to participate in the study. The study employed the quantitative research methodology and quasi-experimental design. Seven science process skills(observing, measuring, recording, classifying, setting-up apparatus, reading scales, manipulating data) were examined whether students acquired them perfectly or to small extent or unable. The t-test of these three dimensions gave p=0.0026, p=0.0016and p=0.0238 respectively, to mean that there was a significant difference in the acquisition of the science process skills for the experimental and control groups