Impact of project method on learner's academic Achievement in Physics in provincial public Secondary schools in Kenya

Abstract

The purpose of this study was to investigate the impact of project method QPM) on leamers' academic achievement in Physics (LAP) in public secondary schools in Kenya. The specific objectives of the study were to establish if there is any significant difference in achievement between learners exposed to project method and those who are exposed to traditional methods( lecture and discussion), find out if gender is a factor in the use of project method, inquire how school characteristic affects the usage of project method and to establish the relationship between teachers' characteristics (age, gender and academic qualification) and learners academic achievement in physics. Learners' academic achievement was determined by scores obtained by the students on undertaking the Students Achievement Tests (SAT) immediately after the topic under investigation was covered. Data relating to teachers' view on the project method were collected using a questionnaire. This teachers' questionnaire had two sections; section one was designed to collect demographic data of teachers' age, gender, qualifications and experience while section two of the questionnaire gathered data on factors affecting the use of project method in the study of Physics. Stratified random sampling was applied to select 84 schools comprising boys, girls and mixed schools from seven provinces of Kenya. Data was analyzed by use of ANOV A, Chi-square and multiple regressions in order to test the hypotheses. A computer package SPSS. was used to analyze the data. The key findings of the study were that project m.ethod enhances the learning of Physics; boys performed better than girls; single sex schools performed better than mixed schools; and that teachers' age, gender, experience and academic qualifications did not influence the use of the project method. It was further found that the type of schools in terms of being single sex or mixed, whether day or boarding were not factors in the use of project method. However, it was found that the class size,size of schools, availability of learning resources and physics laboratory influenced the use of project method. In view of these findings, the researcher recommends that the use of project method be enhanced in the teaching of Physics. fhat more single sex schools be established, that Physics teachers to be in serviced in the use of project method and that more resources be availed to schools so as to enhance the learning of physics.