CW-Department of Educational Communication and Technology

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Mentoring secondary school teachers for effective teaching and learning
(2015-07) Mwangangi, Leonard; Ayot, Henry O.; Kiio, Mueni
Teachers perform a variety of duties such as implementing the syllabus content, dealing with classroom management, issue of learners' discipline, integrating students with special needs, using technology, co-curricular activity and being accountable to various stakeholders of education. These tasks can be difficult and stressful to smoothly enable teachers perform there is need for mentoring programs. Mentoring has been described as a nurturing process. In which a more skilled person serves as a role model by teaching sponsoring, encouraging, counseling and befriending a less skilled and less experience person i.e. protégé for the purpose of promoting professional development and efficiency, The overall purpose of teacher mentoring is to improve teaching and learning process. This study intends to look at areas of professional development where teachers need mentoring such as policies and procedures, stakeholders" expectations and analyses of related data such as documents on policy. Data will be analyzed and inference made. It is expected that mentoring will make teachers get job satisfaction and be effective in the teaching and the learning process.
Moving from pillage of resources in secondary schools by principals to transformative leadership by choice Kibwezi Sub County in Makueni County Kenya
(2015-07) Mwangangi, Leonard; Ayot, Henry O.; Kiio, Mueni
In Kenya, every year there have been complains and cries about how secondary education is managed at various levels, such as from a selection of form ones, charging of secondary fees, a financial management and the general management of secondary schools resources for effective teaching and learning. School assessment reports in different schools every time they are conducted raise pertinent issues of poor managerial skills, exclusive leadership by school heads, open defiance of ministry’s policies, guidelines and expectations. This has resulted in running down of some secondary schools. This paper intends to examine causes of looting secondary schools, methods of looting and propose remedies to this looting of public secondary schools. The designs of this study will be survey involving 10% of the 68 public secondary schools in Kibwezi Sub-County, Makueni County, sampling method to be employed will be purposive in that schools, that have been assessed in the last two will be purposely sampled and schools that have recorded good academic performance and steady school development. This study expects that the findings will enable the management of secondary schools to move from looting of schools resources by school heads to transformative leadership by choice that will result in effective teaching and learning. The study will examine data. Quality assurance and audit reports, BOM reports/ minutes, observation schedule of sampled school, as well as questionnaire for teachers in sampled schools. The overall significance of this study will be improved quality of education in Kibwezi sub County and in Kenya.
Perspectives on tutors’ preparedness and adoption of ICT in Public Teacher Training Colleges in Kenya
(2015-07) Omariba, Alice; Ondigi, S. R.; Ayot, Henry O.
This study was concerned with perspectives on tutors’ preparedness and adoption of ICTs in public teacher training colleges. The rationale was based on the view that properly designed, learning materials inspired by integration of ICT and delivered by technology add value to a teaching environment on which contact hours are limited. The curriculum needs academic standards and the development of digital age skill for the 21st century learners if vision 2030 and beyond education goals have to be realized. The study findings revealed that preparedness on integration of ICT was at an infant stage. Adoption on integration of ICT by tutors into their instructional process was not significantly related to their years of teaching experience, there was no significant relationship between the tutors’ attitude towards integrating ICT and tutors faced several challenges in an attempt to integrate ICTs into the curriculum. Keywords: Preparedness, Integration, Adoption, Information Communication Technologies
Predictors of extent of integration of computers in classroom teaching and learning among science and mathematics teachers in public secondary schools in Kwale County, Kenya
(2015-07) Ayot, Henry O.; Ogembo, John Otieno; Twoli, N. W.
Investment in ICT infrastructure to improve teaching and learning in schools have been initiated by many governments globally with the effects being anticipated more in sciences and mathematics, subjects in whom students have continued to register poor performance year in year out. Despite all these investments, developing countries such as Kenya still report minimal rates of integration of ICT tools such as computers in classroom practice due to varied reasons. This study set out to review the extent to which demographic characteristics, attitude, self-concept and computer anxiety predict science and mathematics teachers extent of integration of computers in the teaching and learning of their subjects. Data were collected from 83 science and mathematics teachers purposively sampled from 24 public secondary school in Kwale County with ICT infrastructure for integration using a selfreport questionnaire adapted from the Teachers Attitude towards Computers Scale (Gattiker & Hlavka, 1992), the Teachers Computer Anxiety Scale (Barbeite & Weiss, 2004) and selfconcept instrument developed by Cambra and Silvestre (2003). The study findings revealed that though almost all the teachers had some basic training in ICT, they reported very low levels of utilisation of computers in classroom teaching. Further, it was observed that while teachers’ qualification and computer attitude were significant predictors of the extent of their integration of computers into classroom practice (p<0.05), their self-concept and computer anxiety were insignificant predictors (p>0.05). Lastly, the study established that teachers’ qualification and computer anxiety had a positive influence on extent of integration though attitude towards computer and self-concept had a negative influence. It is recommended that school administrators and Ministry of Education officers enhance supervision of the integration process to ensure that the ICT infrastructure already in schools are adequately utilised. Key words: ICT Infrastructure, Computer Integration, Self – Concept
The prevailing state of teaching practice in teacher preparation
(2015-07) Kamina, Penina; Ochanji, Moses Keya; Ayot, Henry O.; Ondigi, S. R.
This study on teaching practice experience was conducted at a Kenyan University by researchers from both the USA and Kenya, a partnership project, to build capacity through quality teacher preparation. The portion of study presented here used survey techniques and specifically addressed the student teachers’ perspectives on the preparation processes, and ability to plan, instruct and use feedback to improve instruction in teaching practice. Stratified sampling of student teachers (n=360) and supervisor (n=240) was used. The student teacher questionnaire covered several educational components such as professionalism, lesson material preparation, content knowledge, teaching performance skills, and reflection based on classroom observation feedback. The major findings were student teachers inability to integrate Information Communication Technology (ICT) in teaching and lack of supportive supervisory feedback. The study recommends mapping teacher education courses to ensure that ICT and expert feedback are covered before going for teaching practice, by offering coursework on modern accessible ICT, and by facilitating rigorous microteaching experiences. Additionally, train enough supervisors to observe student teachers during teaching practice, put careful consideration in school placements and coordinate posting of student teachers in a timely manner.
Problematic areas in the didactics of teaching and learning French as a foreign langauge in Kenya
(2015-07) Mulwa, Harrison M.; Gathumbi, Agnes W.; Ayot, Henry O.
Performance in French as a foreign language (FFL) in secondary schools in Kenya had declined since the year 2006. Student teachers entering university to pursue studies in French are finding it more and more challenging to follow lectures delivered in French. Students’ performance in the national Kenya Certificate of Secondary Education (KCSE) examinations seemed to have been affected when the examination format was changed to include testing of communicative competence, in all skills. To rescue this situation, the need arose for the teachers of French to use pedagogical approaches that would enhance communicative competence in FFL teaching and learning. The Communicative Language Teaching (CLT) approach had been adopted as a method for use in the teaching of FFL in Kenya. It was observed from students’ performance that there has been a decline in performance in French since this change. This implies there are problems in the implementation and/or application of this approach. This paper is based on a study conducted to investigate the pedagogical implications of use of the CLT in teaching of French in secondary schools in Kenya. The objectives of the study were to: (a) establish activities that facilitate the application of the CLT, (b) establish teachers’ preparedness in using the CLT, (c) find out other methods being used to teach French, (d) identify the challenges faced by teachers and students of French and how these were mitigated, (e) establish availability and use of resources for teaching and learning of FFL. The descriptive survey design was used for the study. Ten schools in 5 Counties of the Central region of Kenya were sampled for the study. Other samples were 10 principals of secondary schools teaching French and 109 students of French. The instruments for data collection were: a classroom observation guide, a teacher’s questionnaire, a principal’s interview schedule and a students’ focus group discussion guide. A pilot study was conducted prior to the main study. Data were collected and analysed qualitatively using basic statistics. Inferential data were analysed using the chi-square. The findings of the study showed there was a marked degree of omission in the teaching and learning of French. The number of contact hours was found to be inadequate since French is a foreign language. Lack of modern equipment and shortage of other resources had negative effects, in relation to use of the CLT. The study also showed there was a difference between teachers’ knowledge of theory and practice, with regard to CLT. Conclusions and Recommendations were made to make teaching and learning of French effective in the attainment of communicative competence. Keywords: Communicative, Competence, Implementation, Teachers
Recent developments in e-learning pedagogy: role of Kenyatta University in teacher education
(2015-07) Ondigi, S. R.; Ayot, Henry O.
Fundamentally education is the organized process of inquiry of knowledge with the sole aim of being enlightened and empowered for self-inner development, success and happiness in life. Education is a pillar for both human capital growth and development of society. Today, e-learning has been identified as the tool for human capital development. Universities in Kenya should be prepared to spearhead the training of teachers on how to integrate technology during classroom teaching. The greatest challenge is the lack of comprehensive policy on eLearning pedagogy in teacher training institutions of higher learning. The specific objectives of this study were to (a) To identify university policy on e-learning as a tool for training, (b) Establish the implementation policy on e-learning as a training tool, (c) Establish the training challenges experienced in implementing the policy and (d) Development model on the implementation of e-learning as a tool for pedagogical training. The study used exploratory design to investigate the state of teacher training through elearning and targeted 100 graduate student teachers and 10 lecturers in the Department of Educational Communication & Technology, Kenyatta University. The study used three sets of instruments including questionnaires, interview guideline and documentary analysis guide to collect data. Descriptive analysis was used to summarize the views of the respondents. Key words: eLearning Pedagogy; Policy Formulation and Implantation; Skills Development
Teachers' willingness to integrate ICT tools in classroom teaching among primary school teachers in Msambweni Subcounty Kwale County, Kenya
(2015-07) Ayot, Henry O.; Ogembo, John Otieno; Ondigi, S. R.
This study sought to explore the extent to which demographic and contextual factors predicted teachers’ willingness to use ICT tools in classroom teaching. Empirical evidence has shown that teachers’ perception of a concept is an important attribute of the success or failure of implementation of the concept. To achieve this, the study sought to find out if demographic factors such as age, gender, years of teaching experience and the teachers area of specialisation (department) influenced teachers' willingness to integrate ICT as well as the extent of the contribution of contextual factors such as teachers’ level of mastery and selfefficacy. The study was conducted among a sample of 126 primary school teachers in Msambweni District in Kwale County, Kenya. Data was collected through a self-report questionnaire constructed by the researchers. The study findings revealed that while age and having access to an internet enabled phone were a negative significant predictor of teachers’ willingness to integrate ICT, gender, teaching experience and teachers’ area of specialisation were positive insignificant predictors. Similarly, teacher’s level of mastery was found to predict their willingness to integrate ICT with teachers’ mastery of ICT in teaching being significant. The study also established that teachers’ level of use of ICT tools was still very low even where ICT tools were already available and therefore recommends that the government supports teachers by in-servicing them on ICT skills to increase mastery thus willingness of use. Similarly, it is important that schools put in place departmental ICT support structures to institutionalize integration of ICT in classroom teaching. Keywords: ICT tools, Willingness, ICT integration, Mastery.
Teachers’ Preparedness in Integrating Information Communication Technologies in Public Primary Teacher Training Colleges in Kenya
(2015-07) Omariba, Alice; Ayot, Henry O.; Ondigi, S. R.
This study investigated teachers’ preparedness in integrating ICTs in public primary teacher training colleges in Kenya. Integration of ICTs brings revolutionary changes in teaching methodologies. The innovation lies not per se in the introduction and use of ICTs, but in its role as a contributor towards students-centered form of teaching and learning. Teachers’ preparedness was measured in; types of ICTs available, teacher’s training levels, teacher attitudes towards ICTs and challenges faced on ICTs integration. A descriptive survey design was used in the study which was conducted in four (4) public primary teacher training colleges in Central region of Kenya. These provided an ideal population for the study. The obtained data was analyzed systematically using descriptive statistics and presented with the help of frequency tables, figures and percentages. The study findings revealed that the types of ICTs available were inadequate; there was lack of proper training in the use of ICTs and preparedness on integration of ICTs was at an infant stage with several challenges on attempts to integration. Key words: Preparedness, Integrating Information Communication Technology, Training

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