Lego-Bricks-Based Instruction and Its Influence on Student’s Academic Achievement in Chemistry in Secondary Schools in Laikipia West Sub-County, Kenya
| dc.contributor.author | Wachira, Samuel Waithaka | |
| dc.date.accessioned | 2025-09-01T08:37:17Z | |
| dc.date.available | 2025-09-01T08:37:17Z | |
| dc.date.issued | 2025-01 | |
| dc.description | A Thesis Submitted In Fulfillment for the Award of the Degree of Master of Education in the School of Education of Kenyatta University, January, 2025 Supervisors; 1.Samson Rosana Ondigi 2.Nicholas Wanjala Twoli | |
| dc.description.abstract | ABSTRACT The performance in Chemistry has been lower than that Biology and Physics for several years. The low performance in Chemistry is contributed by inadequate understanding of chemical reactions. At form two, students struggle to understand chemical reactions due to their abstract nature. Chemistry textbooks have explained chemical reactions without any suggestion of resources to enhance understanding. This misunderstanding leads to incorrect chemical reactions, incorrect mole ratio and wrong reacting masses at form three. \The purpose of the study was to determine the influence of LEGO-bricks-based instruction on student’s academic achievements in Chemistry in secondary schools in Laikipia West Sub-county. The study was guided by the following objectives; To determine the difference in performance between students taught using LEGO-bricks-based instruction and those taught, To assess the difference in motivation to learn between students taught using LEGO-bricks-based instruction and those taught without LEGO-bricks. To correlate the motivation and performance for students taught using LEGO-bricks-based instruction and those taught without LEGO-bricks. The study was tested by following null hypothesis; H0I; There is no statistically significant difference in performance between students taught using LEGO-bricks-based instruction and those taught using without LEGO-bricks. H02; There is no statistically significant difference in motivation to learn between students taught using LEGO-bricks-based instruction and those taught without LEGO-bricks. H03; There is no statistically correlation between motivation and performance for students taught using LEGO-bricks-based instruction and those taught without LEGO-bricks. The significance of the study was to provide learners with hands-on skills that are offer solution to scientific challenges. LEGO-bricks-based instructional approach raises motivation and autonomy in learning that improves the performance in Chemistry. Improved performance in chemistry increases students' enrollments for scientific courses in universities and colleges. The study provides chemistry teachers with revolutionary instructional methods that enhance conceptualization and understanding of chemical reactions among other abstract concept in Chemistry. The study used quasi-experimental research design. Purposive technique of obtaining sample was used to select secondary schools, students and chemistry teachers to obtain the sample. Two secondary schools were Experimental group while the other two were control group. The study targeted thirty-two (32) Secondary Schools and 2749 students in form two in Laikipia West Sub County. The achievement tests were used to collect data on chemistry performance while students’ motivation questionnaire was used to collect data on motivation to learn. The SPSS program version 25 was used to analyze the data. Research findings indicated that LEGO-bricks-based instruction improved motivation to learn raised learning interest, promoted comprehension of abstract concepts which improved their Chemistry performance. The general recommendation is that teachers of chemistry should be encouraged and supported to engage learners with instructional strategies that promote conceptualization and visualization hence increasing their motivation and performance in Chemistry | |
| dc.description.sponsorship | Kenyatta University | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/31335 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Lego-Bricks-Based Instruction and Its Influence on Student’s Academic Achievement in Chemistry in Secondary Schools in Laikipia West Sub-County, Kenya | |
| dc.type | Thesis |