Effect of use of practical approach on learners’ academic performance in selected topics in biology in secondary schools in turbo sub-county, Uasin Gishu-county, Kenya

Abstract

Biology is a practical-oriented subject that aims to develop learners’ scientific inquiry and problem-solving skills. However, persistent low performance in Biology among secondary school students have been partly attributed to the continued use of conventional teaching methods that offer limited emphasis on hands-on practical activities. This study sought to investigate the effect of using practical approaches on learners’ academic performance in Biology in secondary schools in Turbo Sub-County, Uasin Gishu County, Kenya. The objectives of the study were to determine the pretest performance of Form 2 students in selected Biology topics before the use of the practical approach,to determine the post-test performance of Form 2 students in selected Biology topics after the use of the practical approach,compare the pretest and post-test performance of Form 2 students in selected Biology topics to establish the effect of the practical approach and to asses teachers’ perceptions on the use of the practical approach in teaching selected Biology topics in Form 2. The study was grounded in Vygotsky’s socio-cultural theory and Dewey’s constructivist theory. A quantitative research approach was employed using a quasi-experimental design. The study involved 316 respondents, including 306 Form 2 students and 10 Biology teachers drawn from a target population of 1,817 in 22 secondary schools, which were selected through stratified random sampling. The students were purposively assigned into experimental and control groups. Data were analysed using both descriptive and inferential statistics. Specifically, independent samples t-tests were used to compare mean scores between groups, and Turkey's HSD test was used to assess post-hoc differences. Pre-test results showed no statistically significant difference between the groups. In Group A, the control group had a mean score of 42.56 (SD= 10.34), while the experimental group had a mean of 42.12 (SD = 9.89), with t(108) =0.405, p = 0.686. In Group B, the control group scored a mean of 40.78 (SD = 8.76) and the experimental group 40.91 (SD = 9.04), with t(108) = -0.043, p = 0.966. After the intervention, the experimental groups showed significantly higher mean performance than the control groups. In Group A, the experimental group recorded a mean of 58.24 (SD =8.47) compared to the control group’s 47.10 (SD = 9.26), with t(108) = 4.588, p = 0.000.Similarly, in Group B, the experimental group had a mean score of 54.38 (SD = 7.92) while the control group scored 48.06 (SD = 8.14), with t(108) = 2.548, p = 0.012. Results from Turkey's HSD test supported these findings, revealing statistically significant differences in performance between the experimental and control groups in the post-test, particularly between Experimental A and Control A (p = 0.000). These findings indicate that the practical approach significantly enhances learners’ academic performance in Biology. Furthermore, teachers expressed positive perceptions toward the practical approach, noting its benefits in improving students’ engagement, comprehension, and retention of Biology concepts. The study concludes that the use of practical teaching methods is effective in improving academic performance and recommends that school managements provide the necessary resources and support to enable teachers to implement more practical-based lessons. The findings contribute to a growing body of evidence supporting the integration of practical approaches in Biology instruction and offer guidance for educators and policymakers in improving science education outcomes.