Extent of the Utilization of Collaborative Learning in Physics in Secondary Schools in Nandi County, Kenya.
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Date
2024-12
Authors
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Publisher
Kenyatta University
Abstract
Several studies have reported that a collaborative approach in learning has a positive impact in learners’ performance, however frequency of utilization of this approach in physics classroom depends on teacher, learners and other external factors which needs further exploration in Nandi North Sub- County. This study seeks to; determine the frequency at which collaborative learning is being utilized in physics classes, Teachers' preparedness, student view when CL is utilized in physics classrooms and limiting factors for its use in physics classes. The study was guided by Vygotsky's social development theory and employed descriptive survey research design. The study targets all students and teachers of physics in public secondary schools in the Nandi North sub-county. In this study, 12(20%) of the total number of schools were selected of which 2 were boy schools, 3 girl schools, and 7 mixed schools. Twelve (12) teachers and three hundred and eighty-four (384) physics students in the selected schools participated in this study. The researcher used a questionnaire, observed classes, conducted interviews, and analysed documents to gather data. A descriptive statistical technique such as percentages, means and frequency counts was used to analyse the data. The finding indicates despite teachers being equipped with Collaborative Learning skills and learners having positive perspective on Collaborative learning, the frequency at which is being utilized is very low. Some major limiting factors for utilizing Collaborative learning include inadequate time, large classes, limited resources and heavy workloads. The Kenyan Ministry of Education and other involved parties could leverage this study's findings to formulate strategies that will improve the implementation of collaborative learning techniques in science classrooms.
Description
A Research Thesis Submitted In Partial Fulfilment of Requirements for the Award of Masters of Education (Science Education) in the School of Education and Life Long Learning, Kenyatta University, December 2024.
Supervisor
1. John Maundu
2. Waititu Michael