Physics
education is critical for every society's technological advancement. Despite
its importance as a catalyst for significant breakthroughs, learners'
motivation to learn physics has remained low. At the Kenya Certificate of
Secondary Education, data on student enrolment in the subject has been scarce
(KCSE). There are a variety of variables that can contribute to students' lack
of enthusiasm for physics. One of the contributing elements is the use of
inefficient teaching methods that are not engaging and pleasurable for the
students. One method for increasing students' interest to learn physics is to
use Interactive Multimedia Simulation Advance Organizers (IMSAO). The strategy
enables Students develop models of real-life events, change them, and receive
immediate feedback. The goals of this study were to see how utilising the
method affected students' motivation to learn physics topic measurement in
Nyahururu Sub-County in Laikipia, as well as to compare the degree of
motivation to learn physics between males and girls when they were exposed to
IMSAO. The Solomon's four non-equivalent control group design was utilised. For
data gathering, a physics Motivation Questionnaire (PMQ) was created. The study
included a total of 168 form two pupils from the four schools that were
sampled. The IMSAO teaching technique was used in the experimental groups,
while The t-test and ANOVA were used to analyse the data. When compared to CTM,
the study's findings revealed that the IMSAO teaching technique had a
beneficial impact on students' motivation to learn physics. The findings also
demonstrated that the IMSAO teaching technique had a beneficial impact on both
genders' motivation to learn physics. The researchers advocate incorporating
the IMSAO teaching technique into physics instruction in order to make physics
learning more engaging and to reverse the trend of low physics enrolment in
secondary schools.
Author(s) Details
University of Kabianga, Kenya.
Dr. Patricia W. Wambugu
Egerton University, Kenya.
Prof. J. Changeiywo
Egerton University, Kenya.
View Book :- https://stm.bookpi.org/NUPSR-V10/article/view/2385
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