Integrating Investigative Experiments in Physics Instruction and Its Effect on acquisition of Science Process Skills in Secondary Schools in Tharaka-Nithi County, Kenya
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Date
2025-10
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Kenyatta University
Abstract
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.
Description
A Research Thesis Submitted in Fulfilment of the Requirements for Award of Degree of Doctor of Philosophy Physics Education in the School of Education
and Lifelong Learning, Kenyatta University. October, 2025
Supervisors
Michael M. Waititu
Sophia M. Ndethiu