Certainty of Knowledge and Performance of Physics among Secondary School Students in Tharaka-Nithi County, Kenya

Abstract

The study aimed to investigate the extent to which students’ epistemological beliefs in the dimension of certainty of knowledge acquisition relate to performance in physics. The study used a mixed-methods research approach that included philosophical analysis, a descriptive survey, and a correlational analysis. The sample size comprised 310 form two students, 60 physics teachers, and 20 heads of the science department. Quantitative data was analyzed using descriptive and inferential statistics. Qualitative data was analyzed through a thematic approach. The study revealed a positive correlation between sophisticated beliefs in the certainty of knowledge and performance in physics. The researcher concluded that sophisticated beliefs in certainty of knowledge contribute towards better performance in physics. The study suggests the implementation of strategies aimed at fostering the development and adoption of sophisticated epistemological beliefs in the certainty of knowledge among students to enhance their performance in physics. The outcome of this study can inform educational policymakers, curriculum developers, and teachers in Kenya to design interventions that promote the development of students’ epistemological beliefs in certainty of knowledge to stimulate performance in physics.

Keywords: Certainty of knowledge, Epistemological belief, Knowledge acquisition, Physics performance, Secondary school

DOI: 10.7176/JEP/14-28-02

Publication date:October 31^st 2023