Abstract
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.
Highlights
Integration of Investigative Science Process Skills (ISPS) is a teaching approach based on hands on activity where the teacher is just a guide
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
The results of the study were based on the following hypothesis: Ho1: There is no significant difference between student’s achievement scores in electricity (II) of student who are exposed to investigative Science Process Skills (ISPS) teaching strategy and those taught using conventional methods. 3.1 Normality Test A plot of homogeneity of the average of student pre–test and the post test score for all learners studied showed deviations from the zero mark of the line of best fit not crossing probability lines
Summary
Integration of Investigative Science Process Skills (ISPS) is a teaching approach based on hands on activity where the teacher is just a guide. Process skills make the duty of a teacher teaching (more authentic) to the students as opposed to non-figurative or hypothetical presentation of facts, main beliefs and laws of subject matter (Madera, 2001). In Africa, physics is the least chosen science subject compared to chemistry and biology. In the Kenyan context, student enrolment and performance in physics has been low compared to mathematics, biology and chemistry as shown in the table below
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