Abstract:
Since physics is one of the most important of the physical sciences and plays an important role in
technological development, poor performance in the subject in National Examination has been of primary concern.
Further assessment on the level of understanding of a concept immediately after instruction has disappointed even the
most experienced of teachers on how little their students have learnt especially when instructed using the traditional
approaches. As such this study sought to compare the performance of learners instructed using interactive-
engagement conceptual approach (IECA) and those instructed using Traditional Approaches (TA). The theoretical
framework for the study was based on the constructivist learning theory of Jerome Bruner. The theory lays emphasis
on guiding learners as they build on and modify their existing mental models. The study population was students in all
secondary schools in Uasin Gishu County. The sample size was seventy eight students in four secondary schools that
were purposely sampled; thirty six in experimental group and forty two in control group. The new teaching approach
was assessed using force Concept Inventory (FCI). The data obtained was analyzed using one-way ANOVA statistical
technique at 0.05 level of significance and Hake’s normalized gain. I believe the finding offers compelling evidence of
enhanced student learning gains obtained as a result of using the interactive-engagement conceptual approach
(IECA).
