The study investigated the effectiveness of Science Process Skills Mastery Learning Approach (SPROS-MALEA) on students' acquisition of Chemistry practical skills. The Solomon Four Group, Non-equivalent Control Group Design was employed in the study. The study was carried out in Koibatek District, Kenya where there has been persistent low achievement in the subject. 160 form two students from four coeducational schools, purposively selected from the District were taught the same course content on salts for a period of four weeks. The experimental group received their instructions through use of SPROSMALEA approach and control groups using the conventional teaching method. The researcher trained the teachers in the experimental groups on the technique of SPROSMALEA before the treatment. Science Process Skills Performance Test (SPSPT) and Classroom Observaion Schedule (COS) were used for data collection. The results of the study indicated that students in the experimental groups outperformed the control groups in the acquisition of selected Chemistry practical skills. It was concluded that SPROSMALEA enhanced better performance in Chemistry than the conventional teaching method. Chemistry teachers should be encouraged to incorporate this method in teaching and should be included in regular in-serving of teachers in Kenya.
The study investigated the effectiveness of Cooperative E-learning approach (CELA) on secondary school students' achievement in Chemistry. It was carried out in Koibatek sub county in Kenya, where there has been persistent low achievement in the subject. The Solomon Four Group, Non-equivalent Control Group Design was employed in the study. Three students from twelve county schools, purposively selected from 40 secondary schools were taught the same course content on the topic "mole" for a period of five weeks. The experimental groups (E 1 and E 2) received their instruction through the use of CELA approach and control groups (C 1 and C 2) using the conventional teaching method. The researcher trained the teachers in the experimental groups on the technique of CELA before treatment. The Chemistry Achievement Test (CAT) was used for data collection. Pre-test was administered to students in the experimental group (E 1) and control group (C 1) before teaching commences and after the teaching a post-test was administered to the four groups. The instrument was pilot tested to ascertain its reliability. The data collected was analyzed using t-test, ANOVA and ANCOVA. Hypothesis of the study was tested at α = 0.05 level of significance. Results indicated that, the students in the experimental groups outperformed the control groups in the Chemistry Achievement Test. It was concluded that CELA enhanced better performance in Chemistry than conventional teaching method. Science teachers, educationist and policy makers are expected to benefit from the findings of the study. It should be included in regular pre-services and in-service training of Chemistry teachers in Kenya.
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