ISSN: 2226-6348
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The current study attempted to determine the effectiveness of integrating science process-skills in teaching mathematics on students’ achievement in quadratic equations amongst the Form Three students. Quasi Experimental design was utilized where non-equivalent control group design was used. Data was collection from eight schools selected purposively. Teachers in Experimental groups were inducted on the use of ISPS during learning experiences. The students in control groups were taught through conventional Instructional approaches (CIA) Mathematics Achievement Test (MAT) was designed and used in data collection. It measured the level of students’ competency and performance relative to treatment and conventional teaching approach on quadratic equations. The data analysis was done using means, t-test and analysis of variance (ANOVA). The study findings indicated that students exposed ISPS had higher meanscores than those taught by CIA. This led to the conclusion that application of ISPS is more effective than conventional instructional approaches. Teachers should be encouraged to integrating science process skills in their teaching approaches to improve the mode of content delivery and grow professionally.
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In-Text Citation: (Denis et al., 2017)
To Cite this Article: Denis, O. K., Wanja, M., Barchok, H., and Jagero, N. (2017). Effectiveness of Integrating Science Process-Skills in Teaching Mathematics on Students’ Achievement in Secondary Schools in Tharaka-Nithi County, Kenya. International Journal of Academic Research in Progressive Education and Development. 6(4), 164-173.
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