Despite the importance of knowledge in Biology, candidates’ performance at the national examination, The Kenya Certificate of Secondary Education (KCSE) is poor. This could be attributed to the teaching methods. The purpose of this study was to compare...
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Despite the importance of knowledge in Biology, candidates’ performance at the national examination, The Kenya Certificate of Secondary Education (KCSE) is poor. This could be attributed to the teaching methods. The purpose of this study was to compare differential effectiveness of Sequential Teaching Methods (STM) on the, retention of knowledge in Biology by secondary school students. The study was Quasi- experimental using the Non-equivalent control- group 16 study design. The target population comprised students in the 18 old category National Schools in Kenya that were in existence before 2012. Purposive sampling was used to obtain a sample of eight (8) schools and 402 Students. The students in the eight (8) sub-groups were taught the same Biology topic: “General Characteristics of Enzymes”, using different sequences of three teaching methods namely: lecture, slide demonstration and laboratory (student experiment). Group I (ELD) began with experiments, followed by lecture method an
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