Abstract:
Physics is a science that forms an important element in the Kenyan education system. It provides essential knowledge required for technological advancement, achievement of vision 2030 and realisation of sustainable development goals (SDGs). In spite of its importance, students‟ achievement in physics in Kenyan secondary schools remains poor. Among the factors attributable to students‟ poor achievement include; use of teacher centred teaching methods and lack of motivation among students. This study investigated the effects of Advance Organizer Concept Mapping Teaching Strategy (AOCMTS), on secondary school students‟ achievement and motivation to learn physics. Solomon‟s Four Non-Equivalent Control Group Design was used. Two experimental groups received the AOCMTS as treatment while two control groups were taught using regular teaching methods. The study was conducted in Rongai Sub-County. Four co-educational secondary schools were purposively selected and randomly assigned to experimental and control groups respectively. The target population was all physics students in all co-educational secondary schools in the Sub-County, while the accessible population was form two physics students in the sampled schools. Data was collected from a sample of 192 form two students. Data was gathered using the Physics Achievement Test (PAT) and Student Motivation Questionnaire (SMQ). The instruments were validated by the supervisors and experienced physics teachers. The reliability of PAT and SMQ were estimated using respondents drawn from two secondary schools in Rongai Sub-County, which were not part of the study, but had similar characteristics with the sampled schools. PAT and SMQ had a reliability coefficient of 0.72 and 0.75 respectively, which was above the recommended value. Data was analysed with the aid of the Statistical package for Social Science. The t-test, one-way ANOVA and ANCOVA statistical techniques were used to analyse data. The hypotheses were tested at alpha level of 0.05. Findings of the study indicate statistically significant difference in achievement and motivation to learn physics between experimental and control groups in favour of experimental groups. Use of AOCMTS resulted in higher achievement and motivation to learn physics compared to the use of regular teaching methods. The study concluded that, AOCMTS may be an effective teaching strategy which physics teachers should be encouraged to use. Findings of the study may be useful to learners as they may benefit from improved teaching and learning which may lead to better performance. Findings of this study are also likely to be beneficial to teachers, curriculum developers and policy makers. This is because the findings provide an effective teaching strategy capable of improving students‟ achievement and quality of education.
