EFFICACY OF EXPERIENTIAL CONCEPT MAPPING TEACHING AND LEARNING STRATEGY ON STUDENTS ACHIEVEMENT IN PHYSICS IN SECONDARY SCHOOL IN MAARA SUB-COUNTY, KENYA

Abstract

The fundamental challenge facing the teaching and learning of physics as a science in Kenya secondary schools is how to enhance students’ conceptual understanding as well as affective characteristics associated with teaching and learning process. The challenge is clearly depicted by low academic achievement both at school level and national level. Application of new teaching strategies that will improve students’ achievement in Physics should be used. One of these teaching strategies is experiential concept mapping. The purpose of the study was to investigate the efficacity of using experiential concept mapping teaching and learning strategy on students’ achievement in Physics in secondary schools. The target population of the study was 8430 Physics students in Maara Sub County. Accessible population was 3137 form one students, from purposively sampled co-educational secondary schools in Maara sub-county. Solomon’s Four Group Non–Equivalent Control Group Design was used in the study. Based on the design, four co-educational schools forming the sample size of 182 form one students, were randomly sampled. Data was collected by use of Physics Students Achievement Test (PSAT). Validity of the instruments was ascertained by supervisors and experts in the field of study. Reliability of the instrument was computed using Cronbach Alpha formula. Reliability coefficient of 0.783 for PSAT was obtained and the instrument was deemed reliable. The experimental groups were taught using experiential concept mapping teaching and learning strategy while the control groups were taught using conventional methods of teaching. Results were analyzed using descriptive statistics (mean, standard deviation and percentages) and inferential statistics (ANOVA, and t-test). Hypothesis was tested at α=0.05 level of significance. The results showed a statistically significant difference between students’ achievement when exposed to experiential concept mapping teaching and learning strategy and students who were taught using conventional teaching methods. The study concluded that experiential concept mapping strategy positively influences students’ achievement in Physics. Therefore, Physics teachers are recommended to incorporate the experiential concept mapping strategy in teaching