Improving Students’ Application of Moment of Force Concepts in Physics through Experimental Approach, a case of Secondary Schools in Marakwet West Sub-County, Elgeyo Marakwet County, Kenya
An investigation was carried out to ascertain the effectiveness of experimental approach on students’ application of moment of force concepts in Physics in secondary schools in Marakwet West Sub-county, Elgeyo Marakwet County, Kenya. This investigation was informed by the reviewed literature which showed that students are not able to apply moment of force concepts to solve moment of force problems in physics examination due to predominant lecture method of teaching used in physics lessons. The study was carried out in seven selected secondary schools in Marakwet West Sub-county, where students have persistently scored low grades in the subject. The objective was therefore, to investigate the effect of this approach on students’ application of moment of force concepts. In the investigation, a quasi-experimental nonequivalent group design was used. Stratified sampling was used to cluster schools into four strata. Simple random sampling technique was used to select two schools from each stratum. Simple random sampling was further used in placing the selected schools into either experimental or control group. Data was collected from a sample of 271 students sampled from 1500 target population. Tests on moment of force were used as vital instruments for collecting data. The data obtained was analyzed using t-independent tests with the aid of SPSS. The findings showed that students taught through experimental approach performed better in retention and application tests in posttest as compared to those students taught through lecture method. From the findings, it was recommended that all schools laboratories should be equipped with teaching/learning materials as well as improvisation of these materials whenever they are inadequate for moment of force concepts to taught experimentally. These results will be useful to Physics teachers, curriculum developers (KICD), and policy makers.
Agostini, V.W. & Delizoicov, N.C. (2009). Trial Teaching in Basic Education: Impasse and Challenges. National Meeting of Research in Science Education-VII Enpec- Floranopolis.
Amadalo, M.M. & Ocholla A. A. (2012). Effect of Practical Work in Physics on Girls’ Performance, Attitude change and Skills acquisition in the form two-form three Secondary Schools’ transition in Kenya, International Journal of Humanities and Social Science, 2(23), 151-166
Bala, P., Kaur, T., & Kaur, M. (2017). Study on effectiveness of lecture and smart class method of teaching on academic achievements among upper primary school students. International Letters of Social and Humanistic Sciences,76,25-29.https://doi.org /10.18052 /www.scipress.com /ILSHS.76.25
Chaudhury, S.R. (2011). The lecture. New Directions for Teaching and Learning, (128),13-20
Dhanapal, S., & Wan Zi Shan, E. (2013). A study on the Effectiveness of Hands-on Experiments in Learning Science among Year 4 Students. International Online Journal of Primary Education(IOJPE) ISSN:1300-915X,3(1).
Duru, A. (2010). The experimental teaching in some topics geometry. Educational Research and Reviews,5(10),584-592.
Erinosho, S.Y. (2013). How do students perceive the difficulty of physics in Secondary school? An exploratory study in Nigeria. International Journal for cross-disciplinary Subjects in Education(IJCDSE),3(3),1510-1515.
Ganyaupfu, E.M. (2013). Teaching Methods and Students Academic Performance. International journal of Humanities and Social Sciences.2(9),29-35.
Jones, R.& Wyse, D. (2004). Creativity in the primary curriculum. London: David Fulton publishers Ltd.
Kapting’ei, P., & Rutto, D.K. (2014). Challenges Facing Laboratory Practical Approach in Physics Instruction in Kenyan District Secondary Schools. International Journal of Advancements in Research & Technology.
Kenya National Examinations Council, (2016). Year 2015 Kenya Certificate of Secondary Education Examination Candidates Physics performance report. Nairobi
Kiptum, M.G. (2015). Difficulty Physics topics in Kenyan Secondary Schools: A case Study of Uasin Gishu County. Scholarly Journal of Education,4(4),72-81
Lak, M., Soleimani, H., & Parvaneh, F. (2017). The effect of teacher-centeredness method vs. learner-centeredness method on reading comprehension among Iranian EFL learners. Journal of Advances in English Language Teaching,5(1), pp-1
Loveland, J.L. (2014). Traditional Lecture Versus an Activity approach for teaching Statistics: A comparison of outcomes.
Makunja, G. (2016). Challenges facing teachers in implementing competence-based curriculum in Tanzania. The case of community secondary school in Morogoro municipality. International Journal and Social Science,3(5),30-37.
Martins-Omole, M.I., Yusuf, H.O., & Guga, A. (2016). Effects of Concept Mapping and Experimental Techniques in Teaching Biology in Secondary Schools in Federal Capital Territory Abuja, Nigeria. European Journal of Education Studies.
Menjo, E. (2013). An Assessment of Effectiveness of the Secondary School Science Pedagogy and Curriculum Relevance to Students’ Needs in Baringo Central, Kenya. Journal of Emerging
Trends in Educational Research and Policy Studies,4(3),433.
Robson, C. (2011). Real World Research: A Resource for Users of Social Research Methods in Applied Settings, (2nd Ed.). Sussex, A. John Wiley and Sons Ltd.
Sakala, J. (2013). Factors Contributing to Excess Use of the Lecture method of Teaching in Selected Schools of Kitwe and Kalulushi Districts: Lessons for Educational Administrators (Doctoral dissertation, University of Zambia).
Sekaran, U., &Bougie, R. (2010). Research Methods for Business: A Skill. Building Approach. UK: John Wiley.
Soares, B.C., de Campos, M.E.C., Thomaz, J.R., da Cruz Pereira, G., & Roehrs, R. (2016). The importance of experimentation in the teaching of sciences to elementary school. Revista Monografias Ambientais,15(2),1-17
Sogoni, P.K. (2017). Performance in Kinematics using Cooperative Learning Among secondary school students in Sabatia Sub-county, Kenya
Thatcher. (2010). Validity and Reliability of Quantitative Electroencephalography. Journal of Neurotherapy, 14,122-152.
Thuo, J. (2017). Third Capacity Training Programme(TCTP) Secondary Training Module 2017.