Biology performance in public Secondary Schools has been quite low compared to the other sciences. This has been attributed majorly on the nature of teaching methods used, the abstract nature of biology, and the teaching-learning resources. This study sought to investigate the effect of concept attainment model on learning achievement in biology in public Secondary Schools of Kibwezi Sub-County, Kenya. There is inadequate research done on the effect of concept attainment model in the teaching-learning process in the classroom situation especially in Kibwezi Sub-County schools.
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