Effects of simulation teaching technique on achievement of students in physics concepts in Buuri-east sub-county Kenya

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Published Mar 24, 2023
https://doi.org/10.47434/JEREDA.4.1.2023.65
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Vol. 4 No. 1 (2023)

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Agata W. Ndegwa
Department of Curriculum Instruction and Educational Management, Egerton University, Kenya
Joel K. Ngeno
Department of Curriculum Instruction and Educational Management, Egerton University, Kenya
Grace C. W. Ndeke
Department of Curriculum Instruction and Educational Management, Egerton University, Kenya

Abstract

Introduction: Physics is a science subject that is fundamental for developments in any country. Students’ achievement in Physics concepts in the Kenya Certificate of Secondary Education (K.C.S.E) has been below average. Most physics concepts are abstract in nature and the techniques used to teach do not allow learners to conceptualize such concepts. This has led to poor student achievement in physics.


Purpose: The purpose of the study is to investigate effect of simulation teaching technique on secondary school students’ physics concepts achievement in Buuri East sub-county, Meru County, Kenya.


 Methods: Solomon four non-equivalent control group design was used. Both purposive and stratified sampling techniques were used to select four co-educational schools that were used in the study. The sample of the study consisted of 123 form two students. Physics Achievement Test (PAT) was used to collect data on students’ achievement in Physics. The instrument was validated and pilot tested for use in data collection. KR-20 was used to estimate the reliability of PAT, a coefficient of 0.84 was found. Data were analyzed using both descriptive and inferential statistics, which included mean score, t-test, and ANOVA. The hypotheses were tested at 0.05, alpha level of significance.


Findings: The results showed that the difference in physics achievement was statistically significant in favor of experimental group. There was no statistically significant difference in the achievement between male and female students in physics, based on the results.


Recommendations: it was recommended that physics teachers embrace the use of simulation in teaching. The government and education stakeholders should encourage the use of simulation teaching technique in teaching physics in secondary schools.

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How to Cite
Ndegwa, A. W., Ngeno, J. K., & Ndeke, G. C. W. (2023). Effects of simulation teaching technique on achievement of students in physics concepts in Buuri-east sub-county Kenya. Journal of Educational Research in Developing Areas, 4(1), 65-77. https://doi.org/10.47434/JEREDA.4.1.2023.65
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