Integration Of Investigative Science Process Skill Teaching Strategy On Students’ Achievement, Problem Solving, Motivation At Secondary School Physics Embu County, Kenya

ABSTRACT

One of the challenges facing Kenya in the teaching of Physics in secondary schools is how to make learners acquire knowledge, build up capacity for critical thinking in solving problems in any situation and make an effort to enable them understand the application of content in real life situations and careers. Based on this challenge, the present study was designed to determine the effect of investigative science process skill teaching strategy on students’ achievement, problem solving and motivation in Physics. The study was guided by the following objectives; To determine students achievement in school physics when using investigative science process skill (ISPS) teaching strategy, To determine problem solving abilities of learners in physics when using ISPS teaching strategy, To establish if ISPS have any effects on students motivation towards physics compared to conventional teaching strategies, to find out gender difference in achievement among the students taught through ISPS teaching strategy in physics, to establish if there is any difference in achievement among the students taught through ISPS teaching strategy based on school category. Theoretical framework of the study was based on constructivist theories of learning. Quasi- Experimental design was used. The research was carried out in eight schools in Embu County. Stratified random sampling technique was used to select participating schools, then simple random sampling was used to select and assign participating schools in experimental and control group. The sample was form three students. Research instrument used was: Students motivation scale (SMS), Physics Achievement Test (PAT) on the topic of Electricity (II) and an observation schedule was also administered to determine achievement as well as understanding of the topic “(Electricity)”. The research instrument was pilot-tested for validity and reliability. The reliability coefficient was calculated using Kunder-Richardson (KR-Formula20). A coefficient value of 0.768 was considered suitable for reliability of the instrument. Data was analysed using the analysis of variance (ANOVA) and chi-square and t-test. Hypotheses was tested at alpha (α) value of 0 .05 level of significance using a computer Statistical Package for Social Sciences (SPSS) for Windows. The findings of the study demonstrated that ISPS enhanced academic achievement, problem solving and motivation in learning. It is hoped that the results of the study provide useful information to Physics teachers, curriculum developers, Quality Assurance and standards officer (QASO) and teacher-trainers.