Influence of ILA and RTM on the Achievement of Students on the Topic: Cells and Simple Circuits Based on the Type of School

Abstract

Physics concepts and skills are very useful in manipulating a wide range of tools in life in the home, Industry, Medicine, Aviation and Agriculture. Physics is a science subject that is part of the secondary school curriculum in many countries. In Kenya, Physics is studied by all Form one and two students. At forms three and four, Physics is studied as an optional subject. The performance of students in Physics at the Kenya Certificate of Secondary Examination is generally poor. The methods that encourage direct and student concentrated involvement have been in vogue. Integrated Learning Approach (ILA) promises better engagement than the Regular Teaching Method (RTM) through: provision of hands- on activities, short assignments, opportunity to acquire skills, development of attitudes towards Physics and ensuring that concepts are applied in life. The study was quantitative, utilizing quasi experimental design of pre- test, post- test, and non-equivalent groups. This study was done in Nandi County in the Rift valley province. This study compared ILA and RTM teaching methods. The objectives of the study were: to find out the achievement of students in Physics, determine the skill acquisition and investigate attitude development after instruction using ILA and RTM on the topic of cells and simple circuits. The target population was form two students who study Physics in sub county and county schools. A sample of 395 respondents from ten schools was selected using multi stage and simple random sampling techniques.  A questionnaire was used to determine students' attitude development towards Physics. A checklist was used to gauge the acquisition of skills. Two Physics Assessment Tests (PAT) gauged students' achievement in Physics. PAT 1 was administered at the beginning of the study to determine the students entry behavior while PAT 2 established the students' achievement after instruction using ILA and RTM. The instruments were piloted for validity and reliability in two secondary schools in Nandi County. The validity determined by three Physics- subject experts was classified as good. Reliability coefficients of 0.803, 0.791, 0.910 and 0.715 for PAT1, PAT2, SOC, and AOC respectively were obtained using Cronbach's Alpha coefficient. Data from PAT1 and questionnaire was collected by the researcher during the second visit to the schools. The second questionnaire, skill acquisition checklist and PAT 2 were collected during the final visit to the schools.  Data analysis utilized t- test, ANOVA and chi square. The results of the study showed that students in county schools obtained better grades than those in sub county schools when ILA and RTM were used during instruction.