MethodologyThe study involved quasi

Methodology
The study involved quasi-experimental research in which the researchers used Solomon’s Four Non-Equivalent Control Group Design. In this research design schools were randomly assigned to both the experimental and control groups. The design has an advantage over others since it controls the major threats to internal validity except those associated with interaction and history, maturity and instrumentation (Cook & Campbell, 1979). The groups were organised as follows; group I received a pre-test, treatment (X) and then a post-test while group II received a pre-test and post-test. On the other hand, group III were not given a pre-test but received the
treatment(X), followed by a post-test while group IV received the post-test only. This implies that the experimental groups were taught using the CMLA while the control groups were taught using the Conventional Teaching Methods. The target population of the study was Form Two Chemistry students from co-educational schools in Bomet East and Bomet Central Sub-Counties, Kenya. The accessible population was that of form 2 chemistry students since the topic selected for study is that of Effect of Electric Current on Substances which is usually covered in form 2
as per the KIE Syllabus. Moreover, it was assumed that by the beginning of the second year in secondary school, the students have developed stable attitude towards chemistry after their exposure to the subject for one year as they prepare to select subjects based on their area of specialisation. At this level also, the students were assumed to have developed a stable internal motivation towards chemistry learning. These conditions were necessary to allow for manipulation of intervention and determine the effect of the treatment on students’ gender motivation in chemistry. A stratified random sample of four co-educational district schools was drawn from the two sub-counties out of the 52 secondary schools. The unit of sampling was secondary schools rather than individual learners because
secondary schools operate as intact groups (Borg & Gall, 1989). Only co-educational district schools were
sampled for the study. This was done to avoid excessive stratification that results in complexities that stem from logistics involved in handling many schools in quasi-experimental designs. To ensure the schools selected are far apart from each other, two co-educational schools were selected randomly from each of the sub-counties. This helped to minimize experimental treatment diffusion and gave rise to a total of four schools. These schools were randomly assigned into treatment and control conditions to form four groups. In the case of schools with more that one stream per class, all streams were selected for the study. Samples of four selected co-educational district schools in the selected sub-counties were obtained. The schools in each group are shown below.

Hasil (Bahasa Indonesia) 1:

MetodologiPenelitian ini melibatkan quasi-eksperimental penelitian, di mana para peneliti digunakan Salomo empat bebas-setara dengan desain kelompok kontrol. Dalam desain penelitian ini sekolah ditugaskan secara acak untuk kedua percobaan dan mengendalikan kelompok. Desain memiliki keuntungan atas orang lain karena itu kontrol ancaman utama bagi internal validitas kecuali yang berkaitan dengan interaksi dan sejarah, kedewasaan dan instrumentasi (Cook & Campbell, 1979). Kelompok disusun sebagai berikut; kelompok saya menerima pengobatan (X), pra- tes dan pasca tes sementara Grup II menerima pra- tes dan pasca tes. Di sisi lain, Grup III tidak diberikan pra-tes tapi diterimaTreatment(X), diikuti oleh pasca tes sementara Grup IV menerima pasca tes hanya. Ini berarti bahwa kelompok eksperimental diajar menggunakan CMLA sementara kelompok kontrol diajar menggunakan metode-metode pengajaran yang konvensional. Target populasi studi adalah formulir kimia dua siswa dari sekolah Ko-Edukasi di Bomet Timur dan Bomet Central sub County, Kenya. Penduduk dapat diakses adalah bahwa bentuk kimia 2 siswa karena topik yang dipilih untuk belajar adalah bahwa efek dari listrik arus pada zat yang biasanya ditutupi dalam bentuk 2as per the KIE Syllabus. Moreover, it was assumed that by the beginning of the second year in secondary school, the students have developed stable attitude towards chemistry after their exposure to the subject for one year as they prepare to select subjects based on their area of specialisation. At this level also, the students were assumed to have developed a stable internal motivation towards chemistry learning. These conditions were necessary to allow for manipulation of intervention and determine the effect of the treatment on students’ gender motivation in chemistry. A stratified random sample of four co-educational district schools was drawn from the two sub-counties out of the 52 secondary schools. The unit of sampling was secondary schools rather than individual learners becausesecondary schools operate as intact groups (Borg & Gall, 1989). Only co-educational district schools weresampled for the study. This was done to avoid excessive stratification that results in complexities that stem from logistics involved in handling many schools in quasi-experimental designs. To ensure the schools selected are far apart from each other, two co-educational schools were selected randomly from each of the sub-counties. This helped to minimize experimental treatment diffusion and gave rise to a total of four schools. These schools were randomly assigned into treatment and control conditions to form four groups. In the case of schools with more that one stream per class, all streams were selected for the study. Samples of four selected co-educational district schools in the selected sub-counties were obtained. The schools in each group are shown below.