The Effects of Laboratory Method on Mathematics Performance Among Secondary School Students In Kapseret Sub County, Kenya

Abstract

Mathematics is a compulsory for all learners in secondary schools as recommended by  the  Kenya  Institute  of Curriculum    Development,    2010. The performance  of  mathematics  has  been consistently low and one of the reasons is due to lack of Mathematics laboratory. The study sought to determine Mathematics performance among secondary school’s students. The study instruments that were used included pre-test, post-test non-equivalent   group   experimental   design, questionnaires  and  interview  schedule. The researcher sampled 298 students and 26 teachers who took part in  the  study. The Form two students were selected to participate in the study. A sample size that represented the study population was selected using simple random sampling and purposive sampling while stratified sampling was used to select the  schools. The study used the Solomon Four-Group design where two groups were formed, one experimental and one control group. The experimental group entered laboratory instructional   strategy    method    while the control group entered conventional instructional strategy method. The respondents were assigned in thei rcomplete classes to four groups;  experimental groups 1 and 3, and control groups 2 and 4. All the groups were taught the same content of the reflection and congruence. However, groups 1 and 3 were taught using laboratory method while groups  2  and 4 were taught by conventional methods. Groups 1 and 3 were pre-tested prior to the implementation of the laboratory method treatment. Teachers  who  took part in the study were inducted prior to the  study  by  the  researcher  for  period