Effect of Physics Practicals on Students' Academic Performance in Public Secondary Schools in Matayos Sub-county, Busia county, Kenya
Keywords:
frequency, ; practicals, ; performance, ; quality, ; chemistry
Abstract
Teaching of Physics in secondary schools has not yielded desired results in the Kenya Certificate of Secondary Education examinations generally in Kenya and especially in Matayos Subcounty, Busia County. The purpose of this study was to investigate the effect of physics practicals on students' performance in Matayos sub-county Busia County. Existing studies indicated that increasing effectiveness in teaching and learning positively influence performance not only in Physics but other subjects also. The objectives of this study were; to determine the effects of physics practical on performance; to find out the nature of physics practical and to determine how frequency of physics practical influence performance. A descriptive correlation study was carried out in selected secondary schools in Matayos Sub-County, Busia County. The target populations for this study included 15 physics teachers and 180 students totalling to 195 respondents. 65 of the population will be sampled using random sampling technique. Questionnaire was used to collect data. Data collected quantitatively and quantitatively were analyzed using descriptive statistics such as means, mode, median, frequency and percentages. The findings will be presented in tables, graphs, charts.
Downloads
How to Cite
References
Y Babikian (2020) An empirical investigation to determine the relative effectiveness of discovery, laboratory, and expository methods of teaching science concepts.
(1994) Palestinian Universities Statistical Yearbook.
B Fraser, G Giddings, C Mcrobbie (2015) Evaluation and validation of a personal form of an instrument for assessing science laboratory classroom environments.
Marlene Fuhrman, Vincent Lunetta, Shimshon Novick (2016) Do secondary school laboratory texts reflect the goals of the "new" science curricula?. 59(7), 563.
K Hadady (2016) Are they sloppy? A comparative analysis of performance in the laboratory. 5.
Harold Harty, Nasser Al‐faleh (2019) Saudi arabian students' chemistry achievement and science attitudes stemming from lecture‐demonstration and small group teaching methods. 20(9), 861-866.
H Keulen, Van, T Mulder, J Goedhart, A Verdonk (2021) Teaching and learning Physics laboratory courses.
Robert Kozma (2021) Instructional design in a chemistry laboratory course: The impact of structure and aptitudes on performance and attitudes. 19(3), 261-270.
William Kyle, John Penick, James Shymansky (2019) Assessing and analyzing the performance of students in college science laboratories. 16(6), 545-551.
Frances Lawrenz, Theodore Munch (2018) The effect of grouping of laboratory students on selected educational outcomes. 21(7), 699-708.
V Lunetta, A Hofstein, G Giddings (2017) Evaluating science laboratory skills, The Science Teacher.
(2021) Educational Statistics 2020-2016.
Mansoor Niaz (2015) Relationship between student performance on conceptual and computational problems of chemical equilibrium. 17(3), 343-355.
O Odubunmi, T Balogun (2019) The effect of laboratory and lecture teaching methods on cognitive achievement in integrated science.
Morris Scanlon, Di Paolo, Cooper (2020) West Bank and Gaza Strip.
Pinchas Tamir, Vincent Lunetta (2021) Inquiry‐Related Tasks in High School Science Laboratory Handbooks. 65(5), 477-484.
G Thijs, G Bosch (2015) Cognitive effect of experiments focusing on students' preconceptions of force: a comparison of demonstrations and small-group practical.
A Zitoon (2016) The effect of using laboratory on developing science thinking skills of 11th grade students in Jordan.
Published
2022-05-16
Issue
Section
License
Copyright (c) 2022 Authors and Global Journals Private Limited
This work is licensed under a Creative Commons Attribution 4.0 International License.