International Journal of Advanced Academic Studies
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International Journal of Advanced Academic Studies

2022, Vol. 4, Issue 1, Part C

Effect of experiential concept mapping teaching strategy on students’ academic achievement in chemistry in Tigania West sub county, Kenya


Author(s): Christine Gatumwa, Mercy W Njagi and Beatrice M Mburugu

Abstract: Students require adequate exposure to chemistry to enhance achievement in the subject. Academic attainment in chemistry in Kenya Certificate of Secondary education (KCSE) has been relatively low in the years 2013 to 2019. The aim of this study was to look into the influence of Experiential Concept Mapping teaching strategy on achievement of students in Chemistry in Tigania West Sub-County. A true -experimental research design and in particular, the Solomon Four non- corresponding regulator cluster design was utilized. It involved a target population of 1765 Form two learners from Tigania West Sub County. The sample size comprised 182 students from four sub county coeducational secondary schools, selected using simple random sampling. Simple random sampling technique was employed to allot the schools to either investigational or regulator clusters. The study comprised four clusters; two investigational clusters (E1 and E2), and two regulator clusters (C1 and C2). A Chemistry Achievement Test (CAT) was administered during the pre-test and post-test in order to look into learners’ attainment in chemistry. Data obtained was analyzed by use of Statistical Package for Social Science (SPSS) version 24. For descriptive statistics, percentages, frequency distributions, mean and standard deviation was used. ANOVA, t-tests, U-test, and H-test were used for inferential statistics. The statistical significance was tested at α= 0.05. The results revealed that there was a statistically significant difference in achievement in learning chemistry among the control and experimental clusters of students. Gender of students’ had no significant effect on achievement when they are taught using Experiential Concept Mapping teaching method. Adoption of ECM is recommended as appropriate for instructional of chemistry in secondary schools. These study findings will provide valuable reference for teachers, educational stakeholders and curriculum developers, policy makers in education, researchers and academicians.

Pages: 194-200 | Views: 104 | Downloads: 65

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How to cite this article:
Christine Gatumwa, Mercy W Njagi, Beatrice M Mburugu. Effect of experiential concept mapping teaching strategy on students’ academic achievement in chemistry in Tigania West sub county, Kenya. Int J Adv Acad Stud 2022;4(1):194-200.
International Journal of Advanced Academic Studies