Kwalia Cornelius Kibet^1,, Aurah Catherine¹, Amadalo Musasia¹

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.

attitude, academic performance, fluid flow