"Effect of Innovative Instructional Approaches and Self Efficacy on Achievement of Chemistry among Secondary School Students in Kenya"

The delivery of science education seems to be rapidly shifting toward pedagogy rich in experiential learning and strongly embedded in educational technology. This study investigates and extends previous research efforts on the effects of Innovative instructional approaches (5E Model, Group Discussion, Small Group Class Experiments, Teacher demonstration) and self efficacy on learning outcomes (Academic Achievement, Science Process Skills, Scientific Literacy and Science Motivation) in chemistry among high school students in Kenya. A quasi-experimental non-equivalent control group research design was adopted and this paper presents findings of a study conducted in Vihiga county in Kenya where 11 schools were selected through stratified random sampling and a sample of 550 form four students randomly selected. Quantitative data were collected using six research instruments (1) Achievement test (a pre-test (PrT), and a post-test (PoT)), (2) a 22-item self-report science self-efficacy scale (SSES), 3) a10-item scientific literacy assessment test (SLAT), (4) a 20-minute practical science process skills Achievement test (SPSAT), (5) a science Motivation Questionnaire (SMQ). Data were analyzed using Factorial MANOVA at = .05. Results suggest that the use of innovative instructional approaches leads to favourable learning outcomes with 5E learning cycle yielding highest scores on the learning outcomes. These findings have implications for science educators, specifically teachers of chemistry and for policy.