American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2016, 4(13), 943-947
DOI: 10.12691/education-4-13-5
Open AccessArticle

Composite Instructional Method and Its Effect on Secondary School Students’ Academic Achievement in Fluid Flow Physics in Mt Elgon Sub-county, Kenya

Kwalia Cornelius Kibet1, , Aurah Catherine1 and Amadalo Musasia1

1Masinde Muliro University of Science and Technology (MMUST), Department of Science and Mathematics Education, Kakamega, Kenya

Pub. Date: August 15, 2016

Cite this paper:
Kwalia Cornelius Kibet, Aurah Catherine and Amadalo Musasia. Composite Instructional Method and Its Effect on Secondary School Students’ Academic Achievement in Fluid Flow Physics in Mt Elgon Sub-county, Kenya. American Journal of Educational Research. 2016; 4(13):943-947. doi: 10.12691/education-4-13-5

Abstract

Physics is one of the sciences that are applicable in day to day life activities. Physics ideas are also required in other science subjects such as biology and chemistry. It is evident that Physics related courses from tertiary level are very marketable. Despite of this importance and value of Physics, performance at Kenya Certificate of Secondary Examination has remain dismal, hindering students from doing Physics related courses at tertiary level. This paper reports findings of a study that investigated the effect of Composite Instructional Method in comparison with Conventional Instructional Method on students’ academic achievement in fluid flow physics. The study was done in Mt Elgon Sub-county of Bungoma County. A sample of 300 participants was selected through simple random sampling The adopted a Pre-test, Post-test non Equivalent Quasi experimental design. Achievement tests were used to collect data of students’ academic achievement. Reliability of the instruments was determined using the test and retest method while their validity was established from experts’ comments and advice. The collected data were analyzed using independent samples-t-test to determine the effect of Composite Instructional Method on students’ academic achievement in fluid flow physics. The research finding has implications on physics curriculum reforms by the Ministry of Education.

Keywords:
attitude academic performance fluid flow

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