On the utility of invariants for the solutions of variations

The purpose of this study was to determine the effects of Constructivist Teaching Approach (CTA) on students’ achievement in Chemistry. The study was Quasi-experimental research and Solomon-Four Non-Equivalent Control Group Research Design. The target population comprised of Form Two Students in Baringo North Sub-County secondary schools. The accessible population was Form Two students in the Sub-County co-educational secondary schools. Purposive sampling was used to obtain a sample of four Co-educational Secondary Schools. Each school provided one Form Two class for the study hence a sample size of 160 students. The students were taught the same Chemistry topic of “Structure and Bonding”. In the experimental group, constructivist teaching approach was used while the conventional teaching method was used in the control groups. The experimental groups were exposed to the Constructivist Teaching Approach (CTA) for a period of three weeks. The researcher trained the Chemistry teachers in the experimental groups on the technique of CTA before the treatment. The instrument used in the study was Chemistry Achievement Test (CAT) to measure students’ achievement. Pilot test was done in a school in a different Division from the ones under study to ascertain the reliability of the instruments. Experts ascertained the validity of instruments before being used for data collection. The reliability coefficient ? was 0.78. Data was analyzed using t-test, ANOVA and ANCOVA. Hypothesis was accepted or rejected at significance level of 0.05. The results of the study show that the CTA resulted in significantly higher students’ achievement in Chemistry. The results of this study may be beneficial to Chemistry teachers, teacher trainers and curriculum developers in improving the teaching-learning process and achievement in Chemistry.