Abstract:
Chemistry occupies a central position in the curriculum among the science subjects in the secondary school curriculum. In
spite of this importance, the academic performance of Kenya’s students in the subject in secondary schools has remained poor over the
years. The fundamental challenge facing the teaching and learning of chemistry is how to enhance students’ science process skills
acquisition. Innovative teaching methods engage the learners in the learning process. Such methods, not only are effective for mastery
of concepts but also promote psychomotor characteristics of the learners. Although CBCML may enhance students’ Science Process
Skills Acquisition in chemistry, its effects have not been determined in Bomet County. This was the focus of the study. Solomon Four
Non-equivalent Control Group Design was used. The study sample comprised of 238 form three students from four schools purposively
chosen from 21 County Co-educational Secondary Schools in the County. The study involved four groups; two Experimental Groups
taught through CBCML and the other two Control Groups taught through the Conventional Teaching Methods (CTM) for six weeks. A
Chemistry Practical Skills Acquisition Test (CPSAT) was administered during the Pre-test, reorganised and then administered as a
Post-test. The reliability coefficient of the instrument estimated using Kuder-Richardson (K-R21) formula was 0.76. Data analysis was
carried out using descriptive as well as inferential statistics. The differences between the group means were checked for statistical
significance using t-test and ANCOVA. The findings of the study showed that the students exposed to CBCML had relatively higher
scores in CPSAT than those taught through CTM. Gender had no significant effect on students’ skills acquisition in Chemistry. Thus,
CBCML enhances Students’ Skills Acquisition more than CTM. Therefore chemistry teachers should incorporate the use of CBCML in
their teaching
