Learner Metacognition and instruction: An interactive Conceptual approach in Newtonian Mechanics Instruction in Secondary Schools.

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).