EFFECT OF EXPERIMENTAL METHOD OF TEACHING ON RETENTION AND APPLICATION OF MOMENT CONCEPTS IN PHYSICS IN SECONDARY SCHOOLS OF MARAKWET WESTSUB-COUNTY, KENYA.

Abstract

The study investigated the effect of experimental method of teaching on retention and application of Moment Concepts in Physics among Form Two students. The objectives were as follows: to investigate the effect of experimental method on:(i) retention of Moment concepts (ii) application of Moment concepts and, (iii) the challenges facing physics teachers when using experimental method to teach Moment concepts. Quantitative Research methods and a quasi-experimental pretest, posttest nonequivalent group design were employed. The study adopted stratified random sampling, simple random sampling and purposive sampling techniques to sample the respondents. The target population was 1500 Form two students and 41 Physics teachers. The sample size comprised of 271 Form two students and 20 physics teachers. Tests for students and questionnaires for physics teachers were used as instruments for data collection. Reliability was determined through testing and re-testing technique whereas the validity of the Tests was approved by KCSE Physics Paper One examiners and that of the questionnaire by the university supervisors. Analysis was done using inferential statistics on SPSS (version 23.0) and Excel. The study established that there was no significant mean difference in pretest hence, the two groups were equivalent in ability. Moment Test 2(Posttest) showed significant mean difference in both retention and application of moment concepts between learners taught through experimental approach and those taught through lecture method of teaching. Experimental method of teaching was therefore seen as effective in enhancing higher retention and application than lecture method. Teachers of physics face the following challenges: Heavy workload, overpopulated classes and inadequate teaching resources. Finally, it was recommended that experimental method of teaching to be adopted to improve retention and application of moment concepts in learners. These results will form the basis of advising physics instructors, Teachers’ employer and curriculum developers about necessity of designing students’ experiments which will enhance their Retention and Application of Moment concepts.