Abstract:
a science, the subject is experimental in nature where learning should start with hands on
experiences and not abstract definitions. In this approach of teaching, the learners interact with
apparatus, make observations and come up with conclusions. The study was intended to explore
the effects of experimental work on knowledge mastery in Chemistry at secondary school level
in Teso South Sub-County. The choice of the study was motivated by poor experimental skills of
learners in chemistry. The study was also ignited by the KNEC reports of 2016 and 2017 which
pointed out the need for practical work among secondary school learners. The study was useful
to chemistry and other science subjects, teacher training institutions, Kenya National
Examination Council and finally Ministry of Education. The units of analysis in the study were
form three students. The study employed the constructivism theory. The study targeted 1216
form 3 students in 18 public secondary schools of Teso South Sub-County. Out of this number
333 were stratified sampled to participate in the study. The study employed the quantitative
research methodology and quasi-experimental design. Seven science process skills(observing,
measuring, recording, classifying, setting-up apparatus, reading scales, manipulating data) were
examined whether students acquired them perfectly or to small extent or unable. The t-test of
these three dimensions gave p=0.0026, p=0.0016and p=0.0238 respectively, to mean that there
was a significant difference in the acquisition of the science process skills for the experimental
and control groups |
