Enhanced Learners’ Attitude towards Physics Practical’s: The Micro Science Kits Experience in Kenya.
- October 26, 2020
- Posted by: RSIS Team
- Categories: IJRIAS, Physics
International Journal of Research and Innovation in Applied Science (IJRIAS) | Volume V, Issue X, October 2020 | ISSN 2454–6186
Enhanced Learners’ Attitude towards Physics Practical’s: The Micro Science Kits Experience in Kenya.
Fanuel Wesonga M.M.
ST. Mary Goretti Shikoti Girls High School
Abstract: This study investigated the effect of integrated micro science kits on student’s attitude towards physics practical work in form two students in Kakamega Central sub-county. The study adopted a quasi-experimental research design, randomized pretest – posttest experimental design. Two groups of the form two physics students from 16 secondary schools were assigned to experimental and control groups who participated in the study. The Students Attitudes Questionnaire (SAQ) was used to collect data for the study. Reliability was tested using Cronbach coefficient alpha to determine the internal consistency of the questionnaire items; A Cronbach’s Coefficient Alpha of 0.814 was obtained. The collected data were processed and analyzed using descriptive and inferential statistics. The descriptive statistics included means and standard deviations. Inferential statistics used was a t-test and tested at = 0.05 significance level. The data was analyzed using SPSS version 16. The findings indicated that students that used the Micro science kits performed better than those that used the conventional laboratory apparatus in physics practicals. The integration of practical work with the theory is deemed to have contributed to the positive response of attitude detected
Key Terms: Micro kit integration, conventional physics apparatus, Attitude towards physics
I. INTRODUCTION
The challenge in science education is creating a learning environment that helps students construct their knowledge, develop inquiry and psychomotor skills. Practical work has great potential of promoting positive attitudes and providing students with opportunities to develop science process skills ((Millar, 2004). The role of practical work is crucial to the learning and teaching of science (Woolnough and Allsop, 1985). The learning of science should involve seeing, handling and manipulating real objects and materials. Depending on the design of the activity it can become a powerful tool for making concrete a subject which is abstract and inherently difficult to understand.
