Global Journal of Human Social Science, G: Linguistics and Education, Volume 22 Issue 4

Science practicals are a vital part of science education. They help students to develop their understanding of science, appreciate that science is based on evidence and acquire hands-on skills that are essential if students are to improve in science performance and progress in science. Knowledge of how teaching methods affect students ‟ learning may help educators to select methods that improve the teaching and learning quality and effectiveness (Babikian, 2020). An appraisal of the role of physics practicals as an approach or method in the learning and teaching of physics is necessary. This can be done by conducting related classroom-based relevant research on central issues like the effectiveness of the method, which can shape and improve chemistry learning consequently improving performance. Hence, the study intended to find out the effects of physics practicals on learners ” performance in physics in Kenyan secondary schools. b) Statement of the problem In the Kenyan system of education, students may choose to pursue Physics in their last two years of secondary education or opt out of it (Wambugu & Changeywo, 2018). In, however, very few students study Physics in Form Three as compared to those choosing to study either Physics or CRE; Physics or (Biology or Chemistry) although these too, are optional science subjects. In addition to the low enrolment, the performance of those students who do Physics is found to be poor at the National Examination level; very few quality grades are recorded. Thus, the results of Physics in the County are usually skewed positively from the normal. Examination results analysis (Kenya National Examination Council 2016, 2017 of 2018, 2019 and 2020 for Busia County reveal that the best student in Physics scored a mean grade of A- (MoE, 2020). According to the Physics grading system, a candidate cannot raise a mean grade of B- unless he/she scores at least a grade of D+ in Physics practical paper This, however, indicates that majority of students in the said County could be performing dismally in the practical paper; an issue that must be addressed to possibly improve performance and enhance enrolment in the subject. It was in this respect that the researcher wished to find out the effect of physics practical on performance in National Examination and improve student enrolment in Physics. c) Purpose of the study The purpose of this study was to investigate the effect of Physics practicals on performance in Physics among secondary school students. d) Objectives of the study i) To find out the nature of Physics practical carried out in public sub-county secondary schools in Matayos Sub- county, Kenya. ii) To determine the influence of Physics practical on academic performance in public sub-county secondary schools in Matayos Sub-county, Kenya. II. L iterature R eview a) Effective nature of physics practical The branch of science concerned with the nature and properties of matter and energy is physics. The subject matter of this subject includes: mechanics, magnetism, heat, light, radiation, sound, electricity, magnetism and the structure of atoms (dictionary). Experimental physics or practical physics is a category of discipline and sub disciplines in the field of physics that are concerned with the observation of physical phenomena and experiments. Physics is a practical science, practical activities are not just motivational and fun they can also sharpen student’s powers of observation, stimulate questions and help develop new understanding and vocabulary. Good quality appropriate physics experiments and investigations are the key to enhanced learning and clarification and consolidation of theory (Hadady, 2016). The main purpose of laboratory work in science education is to provide students with knowledge to help them learn scientific concepts, and through scientific methods, to understand the nature of science. Laboratory work also gives the students the opportunity to experience science by using scientific research procedures. In order to achieve meaningful learning, scientific theories and their application methods should be experienced by students. Moreover, laboratory work should encourage the development of analytical and critical thinking skills and encourage interest in science (Korma, 2021). Several studies suggest that practical activities, whose central aim is to assist students develop their knowledge and understanding of the natural world, vary significantly in learning demand. If the purpose is for students to examine an object, or material, or event that they have not seen before, or not looked at directly before – and to remember what they see – then the learning demand is comparatively low. Many students will remember it for some time; the more astonishing or remarkable the observation is, the longer they are likely to commit to memory (Kyle, 2019). But if the objective is to help students develop their understanding of descriptive ideas, concepts, models or theories, then the learning demand is much greater. To a large extent practical work is somewhat ineffective because teachers underrate the challenge the students face in making sense of what they see. The thought that explanations ‘emerge’ from observations has been called ‘the fallacy of induction’ (Lunetta, 2017). We might anticipate that activities of high learning demand would be planned or presented in class in ways that reflected this; a recent study, however, found little difference in Volume XXII Issue IV Version I 48 ( ) Global Journal of Human Social Science - Year 2022 © 2022 Global Journals G Effect of Physics Practicals on Students’ Academic Performance in Public Secondary Schools in Matayos Sub-County, Busia County, Kenya