This study investigated students’ performance in electricity practical through the usage of micro electricity kits and conventional laboratory apparatus in Kakamega North sub-county as an intervention mechanism. Specifically the study compared the learners’ performance in an electricity practical test by students who used the micro electricity kit and those taught using conventional experimental apparatus. The research design adopted for the study was a two group quasi-experimental randomized pretest-posttest experimental design. A sample size of 537 form two students from fourteen schools were selected by stratified random sampling technique. The experimental group was exposed to the use of micro electricity kits while the control group was conventionally subjected to the same instructional technique. Two performance tests (EPT1 and EPT2) which acted as pre-test (bulbs in series and parallel) and post-test (ohms law) respectively of reliability index 0.74 and 0.87 were administered to both groups at an interval of one month between them. Validity of the instruments was determined with the help of three experienced secondary school teachers at values between 6 and 9 out of 10 for each of them. The obtained data were analyzed according to the hypothesis using both descriptive (means, percentages frequencies tables) and inferential (t-test chi square and anova) statistics. The findings indicated that students who used micro kits performed better than those who used conventional apparatus in electricity practical. Students from county schools performed better than those from sub-county schools. Male students who used the kits performed better than female students. Therefore the kits should be incorporated in the Kenyan school curriculum. These kits can be mainstreamed in physics practical work so as to provide practical experience and conceptual understanding of physics concepts. The government should provide adequate finances, laboratories, apparatus and teachers to sub-county schools so as to compete with the county schools. Physics teachers should also give attention and encourage female physics students during practical sessions such that both male and female students can perform better in the study of physics.
| DOI | 10.11648/j.sjedu.20160404.11 |
| Published in | Science Journal of Education (Volume 4, Issue 4, August 2016) |
| Page(s) | 123-128 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
High School, Electricity, Practical, Micro Electricity Kits, Performance in Electricity Practical
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APA Style
Monica Khasandi Mulongo, Amadalo Maurice Musasia, Michieka Ronald Mong’are. (2016). Enhanced Performance in High School Electricity Practical: The Micro Electricity Kit Use Versus Conventional Apparatus. Science Journal of Education, 4(4), 123-128. https://doi.org/10.11648/j.sjedu.20160404.11
ACS Style
Monica Khasandi Mulongo; Amadalo Maurice Musasia; Michieka Ronald Mong’are. Enhanced Performance in High School Electricity Practical: The Micro Electricity Kit Use Versus Conventional Apparatus. Sci. J. Educ. 2016, 4(4), 123-128. doi: 10.11648/j.sjedu.20160404.11
AMA Style
Monica Khasandi Mulongo, Amadalo Maurice Musasia, Michieka Ronald Mong’are. Enhanced Performance in High School Electricity Practical: The Micro Electricity Kit Use Versus Conventional Apparatus. Sci J Educ. 2016;4(4):123-128. doi: 10.11648/j.sjedu.20160404.11
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author = {Monica Khasandi Mulongo and Amadalo Maurice Musasia and Michieka Ronald Mong’are},
title = {Enhanced Performance in High School Electricity Practical: The Micro Electricity Kit Use Versus Conventional Apparatus},
journal = {Science Journal of Education},
volume = {4},
number = {4},
pages = {123-128},
doi = {10.11648/j.sjedu.20160404.11},
url = {https://doi.org/10.11648/j.sjedu.20160404.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20160404.11},
abstract = {This study investigated students’ performance in electricity practical through the usage of micro electricity kits and conventional laboratory apparatus in Kakamega North sub-county as an intervention mechanism. Specifically the study compared the learners’ performance in an electricity practical test by students who used the micro electricity kit and those taught using conventional experimental apparatus. The research design adopted for the study was a two group quasi-experimental randomized pretest-posttest experimental design. A sample size of 537 form two students from fourteen schools were selected by stratified random sampling technique. The experimental group was exposed to the use of micro electricity kits while the control group was conventionally subjected to the same instructional technique. Two performance tests (EPT1 and EPT2) which acted as pre-test (bulbs in series and parallel) and post-test (ohms law) respectively of reliability index 0.74 and 0.87 were administered to both groups at an interval of one month between them. Validity of the instruments was determined with the help of three experienced secondary school teachers at values between 6 and 9 out of 10 for each of them. The obtained data were analyzed according to the hypothesis using both descriptive (means, percentages frequencies tables) and inferential (t-test chi square and anova) statistics. The findings indicated that students who used micro kits performed better than those who used conventional apparatus in electricity practical. Students from county schools performed better than those from sub-county schools. Male students who used the kits performed better than female students. Therefore the kits should be incorporated in the Kenyan school curriculum. These kits can be mainstreamed in physics practical work so as to provide practical experience and conceptual understanding of physics concepts. The government should provide adequate finances, laboratories, apparatus and teachers to sub-county schools so as to compete with the county schools. Physics teachers should also give attention and encourage female physics students during practical sessions such that both male and female students can perform better in the study of physics.},
year = {2016}
}
TY - JOUR T1 - Enhanced Performance in High School Electricity Practical: The Micro Electricity Kit Use Versus Conventional Apparatus AU - Monica Khasandi Mulongo AU - Amadalo Maurice Musasia AU - Michieka Ronald Mong’are Y1 - 2016/07/28 PY - 2016 N1 - https://doi.org/10.11648/j.sjedu.20160404.11 DO - 10.11648/j.sjedu.20160404.11 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 123 EP - 128 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20160404.11 AB - This study investigated students’ performance in electricity practical through the usage of micro electricity kits and conventional laboratory apparatus in Kakamega North sub-county as an intervention mechanism. Specifically the study compared the learners’ performance in an electricity practical test by students who used the micro electricity kit and those taught using conventional experimental apparatus. The research design adopted for the study was a two group quasi-experimental randomized pretest-posttest experimental design. A sample size of 537 form two students from fourteen schools were selected by stratified random sampling technique. The experimental group was exposed to the use of micro electricity kits while the control group was conventionally subjected to the same instructional technique. Two performance tests (EPT1 and EPT2) which acted as pre-test (bulbs in series and parallel) and post-test (ohms law) respectively of reliability index 0.74 and 0.87 were administered to both groups at an interval of one month between them. Validity of the instruments was determined with the help of three experienced secondary school teachers at values between 6 and 9 out of 10 for each of them. The obtained data were analyzed according to the hypothesis using both descriptive (means, percentages frequencies tables) and inferential (t-test chi square and anova) statistics. The findings indicated that students who used micro kits performed better than those who used conventional apparatus in electricity practical. Students from county schools performed better than those from sub-county schools. Male students who used the kits performed better than female students. Therefore the kits should be incorporated in the Kenyan school curriculum. These kits can be mainstreamed in physics practical work so as to provide practical experience and conceptual understanding of physics concepts. The government should provide adequate finances, laboratories, apparatus and teachers to sub-county schools so as to compete with the county schools. Physics teachers should also give attention and encourage female physics students during practical sessions such that both male and female students can perform better in the study of physics. VL - 4 IS - 4 ER -
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