EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION IN ENHANCING  STUDENTS’ ACADEMIC ACHIEVEMENTS, SELF-CONCEPT OF ABILITY  AND MOTIVATION TOWARDS LEARNING OF CHEMISTRY IN  SECONDARY SCHOOLS IN MAARA SUB-COUNTY, KENYA

ROSE GATUNE MUGWIRIA

EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION IN ENHANCING STUDENTS’ ACADEMIC ACHIEVEMENTS, SELF-CONCEPT OF ABILITY AND MOTIVATION TOWARDS LEARNING OF CHEMISTRY IN SECONDARY SCHOOLS IN MAARA SUB-COUNTY, KENYA

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ROSE GATUNE MUGWIRIA THESIS, 2016.pdf (1.2 MB)

Date

2016-11

Authors

ROSE GATUNE MUGWIRIA

Abstract

Students perform poorly in Kenya Certificates of Secondary Education Chemistry examinations in Kenya. Chemistry is important for understanding composition, properties and behavior changes of matter that form the environment. The teaching of Chemistry aims at developing scientific attitudes, concept, principles and skills in learners. Differentiating instruction means tailoring instruction to meet individual needs of learners. Differentiating instruction consists of efforts of teachers to respond to the variance among learners in the classroom. This study investigated the effectiveness of differentiated instruction in enhancing students‟ academic achievements, self-concept of ability and motivation towards learning of chemistry. The study was guided by Howard Gadner Theory of multiple Intelligence. Quasi experimental research design was employed and in particular Solomon‟s four group design was used. The research was carried out in Four Day co-educational secondary schools in Maara sub-county, Kenya. The target population was 12,187 chemistry students. The accessible population was 1,242 form two chemistry students in Day co educational secondary schools. A purposive sampling technique was used to draw the participating schools. Simple random sampling was used to select and to assign participating schools in Experimental and Control groups. The sample size was 165 form two chemistry students. The research instruments used were Chemistry Achievement Test, Students‟ Self Concept of Ability Questionnaire and Students‟ Motivation Questionnaire. The instruments were piloted to determine their reliability, while validity of the instrument was ascertained by experts‟ opinions from Department of Education and Resource Development of Chuka University. Reliability coefficient for CAT, SSCAQ and SMQ was 0.74, 0.80 and 0.77 respectively. The experimental groups (E1 and E2) were taught using differentiated instruction teaching approach while the control groups (C1 and C2) were taught through conventional teaching approach. Statistical Package for Social Sciences (SPSS) version 21 was used for data analysis. The raw data obtained was analyzed using descriptive statistics (Mean, Standard deviation, percentages) and inferential statistics (One-way ANOVA, ANCOVA and t-test). The level of significance for acceptance or rejection of null hypotheses was at α = 0.05. The findings of the study indicated that differentiated instruction significantly improved the students‟ achievement, self concept of ability and motivation towards learning chemistry. It was also found out that when students were taught using differentiated instruction, gender did not affect their achievement in chemistry. The findings are expected to form a frame of reference for further research on innovative teaching strategies in chemistry education as well as in science education in general.