Abstract:
In Kenya, the fundamental challenge facing teaching of chemistry as a science subject in
secondary schools is how to enhance students' conceptual understanding as well as
affective characteristics associated with teaching/learning process. The challenge has
impeded students' attainment of meaningful learning. Based on this challenge, the
present study was designed to determine the effect of Collaborative Concept Mapping
(CCM) teaching strategy on secondary school students' achievement, attitude and
motivation towards Chemistry learning. The theoretical framework of the study was
based on constructivist theories which view learners as active constructors of meaning
from input by processing it through existing cognitive structures and then retaining it in
the long-term memory. A Solomon-Four Group quasi-experimental research design was
used in the study. Based on the design four co-educational secondary schools were
randomly selected for the study from secondary schools in Bomet District. Students in the
experimental groups were taught using CCM teaching strategy for 8 weeks while the rest
were taught using conventional teaching methods. Students' Attitude Towards Chemistry
and Motivation Towards Chemistry learning Questionnaire (ATMTCQ) was used in data
collection. Mole Concept Achievement Test (MCAT) was also administered to determine
students' achievement as well as conceptual understanding on the topic of "mole
concept". The research instruments were pilot-tested for validity and reliability before
being used in the study. Descriptive as well as inferential statistics were used in data
analyses. The statistics used include frequencies, mean, ANOVA and ANCOV A. All the
statistical tests were subjected to a test of significance at alpha (a) level of 0.05. Results
of the study showed that CCM as a teaching strategy had no significant effect on the
achievement level 1 (MCATl) among students of low and average academic abilities as
well as those of higher academic abilities. CCM showed a positive and significant effect
on students' achievement level 2 (MCAT2) among students of low and average academic
abilities; however this was not the case among the students of high academic abilities.
CCM did not also show any significant effect on both students' ATC as well as MTC.
The findings are expected to establish foundation upon which innovative teaching
strategies can be developed to enhance meaningful learning among chemistry learners.
The findings are also 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.
