Abstract:
Repeated analysis by the Kenya National Examination Council (KNEC) after release of results of
National Examinations has consistently shown that performance of physics is low and so is enrolment. This
paper presents research finding of a study that was undertaken to find out what ideas about Newtonian
Mechanics learners had prior to instruction and how they influenced the conceptual acquisition of the same
after instruction and subsequently affect performance in the subject. The specific objective was: To investigate
learner conceptualization of Force and Kinematics before instruction. 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 two-tailed t-test was used to test the
hypothesis.
