2022, Vol. 4, Issue 2, Part B

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

Abstract: Motivation is a significant factor for academic learning and achievement across all ages since it initiates and encourages students to actively learn difficult concepts in science. Thus, this study aimed at establishing the effect of experiential concept mapping teaching strategy on students’ motivation in learning chemistry based on gender in Tigania West Sub County. A quasi-experimental research design which utilized the Solomon Four non- corresponding control cluster design was employed. 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 groups. The study comprised four clusters; two investigational clusters (E1 and E2), and two regulator clusters (C1 and C2). Student Motivation Questionnaire (SMQ) was administered to both control and experimental groups. Data obtained was analyzed by use of Statistical Package for Social Science (SPSS) version 24. For descriptive statistics, mean ranks were used while Mann-Whitney U- test was used for inferential statistics. The statistical significance was tested at α= 0.05. The results established that gender of students had no significant effect on motivation to learn chemistry when learners were taught using Experiential Concept Mapping teaching method. Therefore, the adoption of ECM is recommended as appropriate for instruction of chemistry in secondary schools. The findings of this study will be of significance for reference among instructors, educational stakeholders, related researchers and other academicians.

DOI: 10.33545/27068919.2022.v4.i2b.804

Pages: 110-114 | Views: 434 | Downloads: 147

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