Investigations of Experiential Cooperative Concept Mapping Instructional Approach on Secondary School Girls’ Achievement in Physics in Nyeri County, Kenya

Abstract

This study investigated the effects of Experiential Cooperative Concept Mapping Instructional Approach (ECCA) on girls’ achievement in Physics in secondary schools. The study employed Quasi- Experimental Research Design represented by Solomon Four Non-equivalent Control Group Design. Stratified sampling technique was used to select 8 Secondary Schools from girls’ alone and co- educational schools strata drawn from Nyeri County. A total of 334 Form Two students were involved in the study.  A validated Students Physics Achievement Test (PAT) with a reliability coefficient of 0.80 was administered. The experimental group I and III were exposed to ECCA while the conventional Method was used for the control group. Two groups were pre-tested prior to the implementation of the ECCA treatment. After five weeks, all four groups were post-tested using the Physics Achievement Test (PAT). Data was analyzed using ANOVA and ANCOVA at a significance level of alpha (?) equal to 0.05.  The results of the study revealed significant effect on achievement of girls when ECCA was used. However there was a significant effect in achievement on school type in favour of girls’ alone class performing better than girls in co-educational class when ECCA was used. The investigations concludes that ECCA is an effective learning strategy which physics teachers should be encouraged to use in their teaching/ learning process in order to address the current low girls performance. This may create an increased pool of scientific and technical female workers in the area where Physics is a requirement. Key words- Experiential Cooperative Concept Mapping (ECCA), Conventional Methods (CM), Secondary School, Girls’ Achievement, Physics, Nyeri County