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The teaching of physics has been a concern to educators for some time.
The decline in students’ performance in national examinations and the dwindling number of students registering for the subject in many countries calls for urgent attention on the pedagogy employed by the teachers.
The debate between teacher-centered and learner-centered approaches have elicited different opinions among physics teachers.
This book explores the impact of one of the methods of teaching physics which is learner centered; the project method.
A study was carried out in order to investigate the impact of project method on learners’ academic achievement in Physics.
The specific objectives of the study were to establish if there is any significant difference in achievement between learners exposed to project method and those exposed to traditional methods( lecture and discussion), find out if gender is a factor in the use of project method, inquire how school characteristics affect the usage of project method and to establish the relationship between teachers’ characteristics and learner's academic achievement in physics.
Evanson Muriithi is a PhD holder in science education.
He has wide teaching experience at various levels which include secondary, diploma and university level.
He currently lectures at the University of Nairobi as a teacher trainer specialising in educational communication and technology
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