Effects Of Graphic Organizers Experiential Teaching Approach On Secondary School Students’ Achievement In Chemistry In Nakuru North Sub-Co Unty, Kenya
Journal Title: IOSR Journal of Humanities and Social Science - Year 2018, Vol 23, Issue 2
Abstract
The purpose of the study was to investigate the effects of Graphic Organizers Experiential Teaching Approach on students’ achievement in Chemistry. The study involved quasi experimental research in which Solomon Four Non–Equivalent Control Group Research Design was used. The study sample comprised 216 Form Two chemistry students in four secondary schools in Nakuru North Sub-County. Purposive sampling was used for the four streams comprising 53, 51, 57 and 55 students in a class. In the experimental groups, GOETA was used while Traditional Teaching Methods (TTM) were used in control groups. Two groups were pre-tested prior to implementation of GOETA. After four weeks, all groups were post-tested using Chemistry Achievement Test (CAT). The instrument was validated and pilot tested before use for data collection to measure Student’s achievement in Chemistry. A reliability coefficient of 0.846 for CAT was obtained and was accepted since it was above the threshold of 0.7. The data was analysed using t-test, one way ANOVA and ANCOVA at a significance level of α = 0.05 level of significance. The findings show that the students exposed to GOETA had higher achievement than those taught through TTM, while gender had no significant influence on achievement. This implies that if the new approach is incorporated into chemistry teaching, the imbalance in performance between boys and girls would be checked hence improving overall achievement of students in chemistry.
Authors and Affiliations
Kallen K. Chabari, Prof Samwel W. Wachanga, Dr. Anditi Z. O
Keywords
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- EP ID EP417202
- DOI 10.9790/0837-2302077991.
- Views 52
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