Publication: Effect of collaborative learning on participation and Performance of chemistry in public secondary schools in Kandara Sub-County, Murang’a County.
Total Views 0
total viewsTotal Downloads 10
total downloadsDate
2015-11
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Mount Kenya University
Cite this Item
Abstract
This study was undertaken to find out the effect of collaborative learning on participation and
performance of chemistry in public secondary schools of Kandara Sub County in Murang’a
County. It assessed the teaching approaches employed in these schools and their influence on
participation and performance in chemistry. The study employed quasi-experimental design
involving pre-test and post-test with one experimental group and one control group from county
schools in Kandara sub county. The study aimed at achieving the following objectives: To establish
the effect of collaborative learning on students’ participation in chemistry in public secondary
schools in Kandara Sub County, to find out the effect of collaborative learning on chemistry
students’ performance in public schools in Kandara Sub County, to investigate the effect of
collaborative learning on chemistry performance in relation to gender among public secondary
school chemistry students in Kandara Sub County and finally to determine whether there is a
relationship in public secondary school students’ achievements in Chemistry between those taught
using collaborative learning and those taught using other methods in Kandara Sub County. It
targeted all 49 public secondary schools in Kandara Sub County, from where four county schools
were randomly selected to ensure the students participating were of comparable academic abilities.
The study sample involved two hundred and sixteen (216) Form Two students in the four schools
and eight (8) teachers. Students were taught one chemistry topic for five weeks and collaborative
learning approach was used in experimental groups while the conventional teaching approach was
used in control groups. Pre-test was administered before treatment and a post-test after treatment.
The study employed three research instruments namely: Pre-test Students Chemistry Achievement
Test (PRESCAT), Post-test Chemistry Achievement Test (POSCAT) and Chemistry Teacher's
Questionnaire (CTQ). It was piloted in one school which was not included in the final study to
ascertain their validity and reliability. Quantitative data collected was analysed using frequencies
and percentages, and the results were reported in summary form using frequency tables. The study
concluded that there is a positive association between collaboartive learning method and students’
performance in Chemistry. The study recommended that Chemistry teachers should be sensitized
on the effects of collaborative learning on students’ performance in Chemistry. Since there was a
positive relationship between collaborative learning and students' performance in Chemistry this
method should be implemented in all the schools.
Description
Keywords
Effect of Collaborative Learning, Teaching Approaches