| dc.description.abstract | 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 … | en_US |
