Browsing by Author "Wachanga, Samuel W. Prof."

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    The Effect of Science Process Skills Teaching Approach on Secondary School Students’ Achievement in Chemistry in Nyando District, Kenya
    (Journal of Educational and Social Research MCSER Publishing, 2014) Abungu, Hesbon E.; Okere, Mark I.O. Prof.; Wachanga, Samuel W. Prof.
    Abstract Science process skills are central to the acquisition of scientific knowledge which is useful in solving problems in society. In Kenya, students’ achievement in chemistry in the Kenya Certificate of Secondary Education (KCSE) is generally low. The low performance could probably be attributed to lack of exposure to science process skills. This study investigated the effect of science process skills teaching approach (SPSTA) on students’ achievement in chemistry. Solomon Four Group Quasi experimental design was employed. Purposive sampling was used in selecting four district secondary schools having equal number of boys and girls. The sample size was 153 Form Three students. The Form Thee classes were randomly assigned to two experimental and two control groups. The study covered two topics selected from the KCSE Chemistry syllabus namely, Volumetric analysis (Titration) and Qualitative analysis. Chemistry Achievement Test (CAT) consisting of simple calculations, True and False items, and Fill in blanks were used as a pre-test. After the administration of treatment, which lasted five weeks, the same test was administered to the four groups as a post-test. The reliability coefficient of the CAT estimated using Kuder-Richardson (K-R21) formula was equal to 0.88. The data were analyzed using descriptive statistics, t-test, ANOVA and ANCOVA. Hypotheses were tested at α = 0.05 level of significance. The results revealed that SPSTA had a significant effect on students’ achievement in Chemistry. The outcome of this study may provide an insight for designing instructional strategies that aim to enhance students’ performance and contribute to the improvement of teaching and learning of chemistry in secondary schools.
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    Using Computer Based Cooperative Mastery Learning to Enhance Students’ Achievement in Secondary School Chemistry in Bomet County, Kenya
    (International Journal of Humanities Social Sciences and Education (IJHSSE), 2017-02) Keter, John K.; Wachanga, Samuel W. Prof.; Anditi, Zephaniah O. Dr.
    Abstract: Chemistry occupies a significant position in secondary school curriculum because of its applications in everyday life. In spite of this importance, the academic performance of Kenyan students in the subject in has remained poor over the years. The fundamental challenge in teaching of chemistry is how to enhance students’ achievement in the subject. Innovative, research-based and learner-centred teaching methods engage the learners in the learning process. Such methods are effective for mastery of concepts and also enhance learners’ achievement in the subject. Although Computer Based Cooperative Mastery Learning (CBCML) may help in enhancing students’ achievement in chemistry, its effects had not been determined in Bomet County. This was the focus of the study. Solomon Four Non-equivalent Control Group Design was used. The study sample comprised of 238 form three students from four schools purposively chosen from 21 County Co-educational secondary schools in the county. The study involved four groups; two Experimental Groups taught through CBCML and the other two Control Groups taught through the Conventional Teaching Methods (CTM) for six weeks. A Chemistry Achievement Test (CAT) was administered a pre-test and later on re-organised and administered as a post-test. The reliability coefficient of the instrument was 0.85 estimated using Kunder-Richardson (K-R21) formula. Data analysis was carried out using descriptive as well as inferential statistics. The differences between the group means were checked for statistical significance using t-test, ANOVA and ANCOVA. The findings of the study showed that the students exposed to CBCML had relatively higher scores in the CAT than those taught through CTM. Thus, CBCML enhances students’ achievement in Chemistry more than CTM. Therefore the researchers recommend that chemistry teachers incorporate CBCML in their teaching.