Effects of interactive multimedia simulations advance organizers teaching approach on students’ achievement and motivation to learn secondary school physics in Nyahururu sub-county, Laikipia, Kenya

Abstract

Physics knowledge is vital for socio-economic development of any society. Technologies transforming the world are directly linked to physics inventions. Despite its importance, achievement and motivation to learn physics subject at the Kenya Certificate of Secondary Education (KCSE) has remained low in comparison to other science subjects. One of the factors attributed to the low achievement and motivation to learn physics is the poor teaching approaches. There is therefore need for teachers to use teaching approaches that address the problem of the low achievement and motivation to learn physics. Interactive Multimedia Simulation Advance Organizers (IMSAO) is a teaching approach that combines both interactive multimedia simulations and advance organizers in the teaching/learning process which may enhance achievement and motivate learners. However, its effects on achievement and motivation to learn secondary schools physics had not been determined in Nyahururu Sub-County of Laikipia. This study investigated the effects of using IMSAO teaching approach on achievement and motivation to learn physics in secondary schools in Nyahururu Sub-County. The effect of IMSAO on achievement and motivation to learn physics by gender was also determined. Solomon-Four, Non-Equivalent Control groups’ research design was used. The population of study comprised of all form two students in public secondary schools in Nyahururu Sub-County. A sample size of 168 students was used in the study. Four schools were purposefully sampled from the 24 Co-educational Day public secondary schools in the Sub-County. Random sampling was used to assign two schools to experimental groups and two schools to control groups. Experimental groups were taught using IMSAO teaching approach while the control groups were taught using Conventional Teaching Methods (CTM). Physics Achievements Test (PAT) and a Physics Motivation Questionnaire (PMQ) were constructed, validated and pilot tested for use in data collection. The reliability coefficients for PAT and PMQ were 0.83 and 0.79 respectively. Data was analysed using ANOVA, ANCOVA and t-tests. All hypotheses were tested at the coefficient alpha (α) equal to 0.05. The findings of the study showed significant statistical differences in achievement and motivation to learn physics for students exposed to IMSAO and those exposed to CTM, in favour of the experimental groups. The results also indicated a non-significant statistical difference in physics achievement and motivation to learn physics between boys and girls exposed to the IMSAO teaching approach. The researcher recommended the use of IMSAO by physics teachers, curriculum developers, and teacher trainers in order to improve on the achievement and motivation to learn physics in secondary schools.