Faculty of Education and Resources Development

Permanent URI for this communityhttps://repository.chuka.ac.ke/handle/chuka/472

Browse

Browsing Faculty of Education and Resources Development by Subject "Achievement"

Filter results by typing the first few letters
Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    Collaborative Teaching Strategy and Learner Ability Interaction on Students’ Academic Achievement, in Physics in Nyeri County, Kenya
    (THE INTERNATIONAL JOURNAL OF HUMANITIES & SOCIAL STUDIES, 2021-09) Otiende Uside, Noel; Njagi Wanja, Mercy; Mugambi Mugero, Joyline
    The study of the Physics subject continues to play a vital role in industrial development and economic revitalization. For instance, the Physics of the electronic chip has seen tremendous improvements in communication, entertainment, medicine and industry. However, secondary school students continue to achieve dismally. Different factors including the different strategies used in teaching Physics and learner factors have been reported to affect students’ achievement in Physics. Based in Nyeri County the study investigated the interactivity between strategies, learner abilities and academic achievement secondary school students in Physics. The Solomon Four group quasi experimental design was used. A sample of 173 form four students in four mixed day secondary schools in Nyeri County participated in the study. The sample was obtained through purposive sampling to obtain a list of mixed day secondary schools that offer the Physics subject at form four. Through random sampling a list of four schools that participated in the study was obtained. The schools were randomly assigned to experimental and control groups. The research instruments consisted of Physics Pretest (PPT) and Physics Achievement Test (PAT). The Kuder Richardson test was used to determine the reliability of the PPT and PAT. A reliability coefficient of 0.7 and 0.8 was obtained for the PPT and PAT respectively. Descriptive statistics (mean, standard deviation) and inferential statistics (t-test and ANOVA) were used in data analysis. The Statistical Package for Social Sciences (SPSS) version 22.0 was used for statistical analysis. The hypothesis was tested at α=0.05 level of significance. The study established that Collaborative Teaching Strategy enhanced achievement of students of all abilities in Physics. The study recommended that teachers should expose students to Collaborative Strategy more frequently and teacher training programs to equip teachers with skills for collaboration. The findings of the current study are helpful to the curriculum developers in revising curriculum towards learner centeredness by in cooperating collaborative activities. Institute of Curriculum Development may find the information useful during in servicing of teachers towards making the curriculum more learner centered. The Instructional material developers may find the information useful while developing materials that enhance learner activity. The findings of the study may be useful to teachers while implementing the competence-based curriculum at secondary school level during and after transition stage.
  • Thumbnail Image
    Item
    Effect of Collaborative Teaching Strategy on Students’ Academic Achievement, In Physics in Public Secondary Schools in Nyeri County, Kenya.
    (Journal of Research & Method in Education, 2021-07-12) Otiende N. Uside; Njagi M. Wanja; Mugambi J Mugero
    Science education is a key driver for development because technological and scientific revolutions underpin economic advances, improvements in health systems and infrastructure. The study of Physics, as a science subject has seen technological advancement and improved speed of communication. It has resulted to quality security systems and use of high precision equipment in hospitals and industries. However, secondary school students’ achievement in Physics has been declining. Different factors including the different strategies used in teaching Physics have been reported to affect students’ achievement in Physics. Based in Nyeri County the study assessed the effect of collaborative teaching strategy on secondary school students’ achievement in Physics. The Solomon Four group quasi experimental design was used. A sample of 173 form four students in four mixed day secondary schools in Nyeri County participated in the study. The sample was obtained through purposive sampling to obtain a list of mixed day secondary schools that offer the Physics subject at form four. Through random sampling a list of four schools that participated in the study was obtained. The schools were randomly assigned to experimental and control groups. The research instruments consisted of Physics Pre-test (PPT) and Physics Achievement Test (PAT). The Kuder Richardson test was used to determine the reliability of the PPT and PAT. A reliability coefficient of 0.7 and 0.8 was obtained for the PPT and PAT respectively. Descriptive statistics (mean, standard deviation) and inferential statistics (t-test and ANOVA) were used in data analysis. The Statistical Package for Social Sciences (SPSS) version 22.0 was used for statistical analysis. Hypotheses was tested at α=0.05 level of significance. The study established that Collaborative Teaching Strategy enhanced students’ achievement in Physics. The study recommended that teachers should expose students to Collaborative Strategy more frequently and teacher training programmes to equip teachers with skills for collaboration. The findings of the current study are helpful to the curriculum developers in revising curriculum towards learner centeredness by in cooperating collaborative activities. The Kenya Institute of Curriculum Development may find the information useful during in servicing of teachers towards making the curriculum more learner centered. The Instructional material developers may find the information useful while developing materials that enhance learner activity. The findings of the study may be useful in implementing the competence based curriculum at secondary school level through incorporation of collaborative tasks since collaboration is one of the core competencies to be achieved through the curriculum.
  • Thumbnail Image
    Item
    EFFECT OF COMPUTER ASSISTED TEACHING STRATEGY ON STUDENTS’ ACHIEVEMENT IN AGRICULTURE IN SECONDARY SCHOOLS IN KENYA
    (International Journal of Education and Research, 2015-08) Mugero Muchiri, Joyline; Hillary K., Barchok; Kathuri J., Nephat
    The importance of Computer Assisted Teaching (CAT) has increased in schools and Kenya is no exception. CAT is a method that uses computers in a learning media and strengthens students’ motivation and educational processes. Little or no information is known about the impact of the strategy in teaching agriculture and consequently on students achievement. The purpose of the present study was to investigate the effect of Computer Assisted Teaching (CAT) strategy on students’ achievement in agriculture. The study employed Solomon Four-Quasi-experimental design. The study was conducted in eight county secondary schools in Tharaka Nithi County, Kenya. Stratified random sampling technique was used in selecting sample schools. A sample of 327 Form One students participated in the study. The research instrument was Agriculture Achievement Test (AAT) with a reliability coefficient of 0.91. Descriptive statistics (means and percentages) and inferential statistic (ANOVA) were used for data analysis. The findings of the study indicated that CAT strategy improved achievement in agriculture. The study concluded that CAT is an effective strategy in improving achievement in agriculture and therefore agriculture teachers should incorporate CAT strategy in their teaching.
  • Thumbnail Image
    Item
    EFFICACITY OF HARKNESS TEACHING METHOD ON STUDENT ACHIEVEMENT IN MATHEMATICS
    (International Journal of Creative Research and Studies, 2019-06) Njagi, Dr. Mercy Wanja
    Mathematics is very important in the society because it is the foundation of science, technology and engineering. Unfortunately low achievement in mathematics affects a large number of students due to various deficits that include attitudes, motivation, anxiety and instructional factors such as teaching methods. Creative and innovative forms of instruction that are more effective and student-centred need to be employed to improve the achievement in mathematics. The purpose of the study was to explore the efficacy of Harkness teaching method on students’ achievement in mathematics. Quasi-experimental research design and specifically Solomon Four Group was used in the study. The target population comprised of secondary school students in Meru South Sub-county. The accessible population was Form three students in co-educational schools in the Sub-county. The sample size was 79 form three students from four secondary schools in the Sub-county. Simple random sampling was used to assign the selected schools to either experimental or control group. Mathematics Achievement Test was used as research instrument to measure students’ achievement. Data was analysed using descriptive statistics such as mean, standard deviation and inferential statistics like t-test and ANOVA. The hypothesis was tested at 0.05 level of significance. The findings of the study showed that Harkness teaching method resulted in higher achievement so it had positive impact on students’ achievement in mathematics. The research found that Harkness teaching method is an effective teaching method, which mathematics teachers should be encouraged to use when teaching mathematics in secondary schools and should be implemented in all teacher education programmes in Kenya.
  • Thumbnail Image
    Item
    EFFICACY OF EXPERIENTIAL CONCEPT MAPPING TEACHING AND LEARNING STRATEGY ON STUDENTS ACHIEVEMENT IN PHYSICS IN SECONDARY SCHOOL IN MAARA SUB-COUNTY, KENYA
    (International Journal of Creative Research and Studies, 2022-11) Kawira Ngaine, Catherine; Wanja Njagi, Mercy; Muchiri, Joyline
    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