Integration of Investigative Science Process Skills Teaching Strategy on Students’ Achievement at Secondary School Level Physics in Embu County, Kenya

Autor: Judith K. Julius, Nazario M. Njoka
Rok vydání: 2021
Předmět:
Zdroj: World Journal of Educational Research. 8:p128
ISSN: 2333-5998
2375-9771
DOI: 10.22158/wjer.v8n1p128
Popis: One of the challenges facing Kenya in the teaching of Physics in secondary schools is how to make learners acquire knowledge, build up capacity for critical thinking in solving problems in any situation and make an effort to enable them understand the application of content in real life situations and careers. Based on this challenge, the present study was designed to determine the effect of investigative science process skill teaching strategy on students’ achievement in Physics. The study was guided by the following objectives: To determine students’ achievement in school physics when using Investigative Science Process Skill (ISPS) teaching strategy. Theoretical framework of the study was based on constructivist theories of learning. Quasi- Experimental design was used. The research was carried out in eight schools in Embu County. Stratified random sampling technique was used to select participating schools, then simple random sampling was used to select and assign participating schools in experimental and control group. The sample was form three students. Research instrument used was: Physics Achievement Test (PAT) on the topic of Electricity (II). The research instrument was pilot-tested for validity and reliability. The reliability coefficient was calculated using Kunder-Richardson (KR-Formula20). A coefficient value of 0.768 was considered suitable for reliability of the instrument. Data was analysed using the analysis of variance (ANOVA) and chi-square and t-test. Hypotheses was tested at alpha (?) value of 0 .05 level of significance using a computer Statistical Package for Social Sciences (SPSS) for Windows. The findings of the study demonstrated that ISPS enhanced academic achievement in learning. It is hoped that the results of the study provide useful information to Physics teachers, curriculum developers, Quality Assurance and Standards Officer (QASO) and teacher-trainers.
Databáze: OpenAIRE
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