Effects of Constructivist Teaching Strategy on Secondary Schools Students' Achievement in Mole Concept in Chemistry in Meru South District, Kenya

Abstract

This study investigated the effects of using the Constructivist Teaching Strategy (C TS) on secondary school students’ achievement in the mole concept in chemistry. Solomon Four non-equivalent control group design was used. Data were collected from four schools which were randomly sampled within Meru South District. The sample comprised I70 form 3 students. All the schools used were co-educational; this was to ensure homogeneity in characteristics. The experimental groups I and 3 were taught using CTS while the control groups 2 and 4 were taught through regular teaching methods. The students were pre- tested before implementation of the treatment. The treatment took five weeks afler which the post—test was administered to all the four groups using Chemistry Achievement Test (CA 7). Pre-test results were analysed using t~test while the post-test results were analysed using t- test and ANOVA. Least Significant Difference (LSD) was used to show differences between groups. The results show that C TS increased achievement in chemistry significantly, and that this was so with respect to both boys and girls. The researchers concluded that CTS is an effective teaching approach and should therefore be incorporated in all chemistry teacher education programmes in Kenya.