Assessing the Ability of Physics Teachers to Design Investigative Experiments for the Acquisition of Science Process Skills among Physics Learners in Secondary Schools in Tharaka Nithi County-Kenya

Abstract

Teaching science is demanding for teachers as they are required to develop a conceptual understanding of the practical tasks and scientific inquiry. To implement an investigative approach the teachers, need to have a sound understanding of the investigative process. Science investigative is a mode of teaching that involves practical work to provide students with opportunities to employ concepts cognitive processes and problem-solving skills. Despite the plans and interventions developed by the government through the Ministry of Education, there are challenges with teachers’ abilities to implement investigative experiments. This study sought to assess teachers’ abilities to design investigative experiments to enhance the acquisition of science process skills among learners in Tharaka-Nithi County. The study sampled 24 teachers from a targeted population of 236 teachers from 4 sub-county public secondary schools selected purposively. A research questionnaire and a checklist were used to collect data which was analyzed using SPSS. The findings of the study showed that teachers reported moderate competencies in designing and conducting investigative activities. It was evident that teachers employed low-inquiry levels indicating a gap in their implementation of the investigative experiments for effective acquisition of science process skills by learners. The study recommended that education stakeholders invest in enhancing teachers’ competence in the science investigation process.