Vol. 8, Issue 3, Part B (2022)

Abstract
Low achievement in chemistry can be attributed to lack of innovativeness in the method of instruction, low motivation towards instructional chemistry by both, instructors and learners besides other factors. The study sought to look into the effect of Experiential Concept Mapping teaching strategy on students’ motivation in learning chemistry in Tigania West sub county, Kenya. A quasi -experimental research design and in particular, the Solomon Four non- corresponding regulator cluster design was utilized. It comprised a target population of 1765 Form two learners from Tigania West Sub County, Kenya. The sample size involved 182 students from four sub county coeducational secondary schools, selected through simple random sampling. This simple random sampling method was utilized to allot the schools to either investigational or regulator clusters. The study comprised four clusters; two investigational clusters (E1 and E2), and two regulator clusters (C1 and C2). A student Motivation Questionnaire (SMQ) was administered during the pre-test and post-test in order to look into learners’ attainment in chemistry. Data obtained was input into Statistical Package for Social Science (SPSS) version 24. For descriptive statistics; percentages, frequency distributions, mean and standard deviation was used to present these analyzed data. U-test, and H-test were used for inferential statistics. The statistical significance was tested at α= 0.05. The results established a statistically significant difference in achievement in learning chemistry among the control and experimental clusters of students. Adoption of ECM to improve the learners’ motivation to learn chemistry. The results of this study will benefit chemistry teachers by providing information on how to implement experiential concept maps into everyday practice in their classrooms. In addition, policy makers and curriculum developers will find these results relevant since they will be able to obtain more insights and develop policies that can be incorporated into the application and implementation of Experiential Concept Mapping teaching strategy. The findings of study will benefit teacher education institutions and curriculum designers by integrating creative teaching strategies into curricula.