Browsing by Author "Nduru, David Mugambi"

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    Integrating Investigative Experiments in Physics Instruction and Its Effect on acquisition of Science Process Skills in Secondary Schools in Tharaka-Nithi County, Kenya
    (Kenyatta University, 2025-10) Nduru, David Mugambi
    There is growing consensus on the integration of investigative experiments in teaching and learning of science subjects, but the implementation of this pedagogical practice continues to challenge many teachers. Specifically, the study sought to determine the effects of integration of Investigative Experiments, investigate the factors influencing the teachers use of Investigative experiments, establish the strategies the teachers use that support Investigative Experiments and to investigate the competency of physics teachers to design Laboratory Investigative Practical Tasks to inculcate Science Process Skills among physics learners in secondary schools in Tharaka Nithi County. Kolb Experiential Learning Theory (ELT) was used as the basis of the theoretical framework for this study. The study employed a Quasi experimental Pretest- Posttest Design. The study involved a sample of 4 schools, 20 physics teachers and 120 learners from Tharaka Nithi County. Purposive sampling was used to select the teachers as the main respondents, to identify three schools that were used for the pilot study and sub-county schools from the public secondary schools in the county. Simple random sampling was used to identify four schools as sample schools, and to select the students who participated in the study. A questionnaire for physics teachers as well as interviews, lesson observation schedule and physics teacher’s logbook were used as research instruments. A pilot study involved two physics teachers in three different public secondary schools. Reliability coefficient of pre-test and post-test was calculated to determine whether these tests are reliable and Cronbach’s alpha was found to be 0.745 for pre-test and 0.763 for post test. Quantitative data was analyzed using descriptive (means and frequencies) and inferential statistics (Wilxon test and Kruskal Walis test) to develop the expected conclusions. Qualitative findings were assessed thematically and recorded through the creation and discussion of coherent narratives. The results indicated that the Instructional Integration of Investigative Experiments was effective on the acquisition of Science Process Skills among physics learners. However, the findings on inquiry levels established a gap in the teachers’ ability to implement investigative-based learning with most schools exhibiting lower-level inquiries. Results indicated that the teachers’ abilities in question formulation, designing experiments and investigations, selection of investigative practical instructional approach among others were limited. Factors such as teachers’ attitudes, ability to construct investigative laboratory tasks, and experience were significant in the use of instructional integration of investigative experiments. Teachers used mainly group-based activities and learning materials such as lab manual worksheet and practical guide to facilitate learning in investigative instruction. The findings of this study are beneficial to physics teachers, curriculum developers, and educational researchers interested in seeking new ways of promoting the teaching and learning of science subjects using investigative experiments.