CW-Department of Educational Communication and Technology

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Browsing CW-Department of Educational Communication and Technology by Author "Khatete, D. W."

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    Baseline survey on the quality and efficiency of teaching Practice in middle level colleges: the case of Kenya Technical Teachers College, Nairobi, Kenya
    (2015-07) Mwancha, Benedicto; Ondigi, S. R.; Khatete, D. W.
    This is a survey carried out in 2014. The main objective was to determine the important indicators against which the quality and efficiency of future Teaching Practice will be compared. There were 256 students on teaching practice. A sample of 141students was randomly selected representing 54% of the population. All the assessment reports for all the students were used to determine the student performance. A sample of 10 heads of institutions and 31 Heads of departments and cooperating teachers supplied some needed data. Data was also generated from 11 external assessors. Questionnaires were used for data collection except for the case of heads of institutions where an interview schedule was used. The relevant documents available in college were also used as data sources. All the instruments were tested and validated by using experts for both content and technical accuracy. Quantitative data analysis was done by using SPSS. The means were worked out and where there was need to establish significance of differences, the “t” and “F” tests were carried out. The indicators for quality and efficiency of teaching practice were as follows: Average number of assessments per student was 2.9; Average performance was 72.14%; Overall Cost per student was Ksh. 25,507; Mileage per student was 120.516Km; Fuel consumption per student was 16.121 liters; Fuel cost per student was 1797.98 Ksh; Completion rate was 97.7% and TP student satisfaction 87.37%. Other findings included: The use of teaching aids and scheming are performed poorly. The components of self-presentation and learning environment have the highest score. The females have a higher mean performance than the males; the students’ grades are not dependent on the gender of the assessor. The higher the job groups of the assessors, the higher the mean score. The TP customers are highly satisfied with the services they receive. TP costs, placement, transport, frequent changes in timetables are some of the challenges facing the exercise. It is safely concluded that Kenya Technical Teachers College has maintained high standards in the management of teaching practice. The following recommendations are made: The approaches used in training students in scheming and lesson planning should be re-examined; the media should be better equipped in order to train students better in the development and use of teaching aids.
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    Gender differences in learning outcomes on the mole concept in a developing country: Kenya
    (2015-07) Twoli, N. W.; Akala, Janet B.; Khatete, D. W.
    The gender gap that results from the differential treatment of boys and girls is still noticeable today in their achievement and participation in chemistry education in Kenya and perhaps in every other developing country. Due to its large concept map and sometimes theoretical nature, the Mole Concept has been recognized as one of the most difficult topics to teach and learn within the secondary school chemistry curriculum. The study compared male and female form four secondary school students’ learning outcomes in Mole Concept area of chemistry in Kakamega County, Kenya. The sample consisted of 384 students randomly selected from the three school types: mixed, boys and girls. Two instruments were used viz: Mole Concept Students Attitude Scale (MCSAS) and the Mole Concept Achievement Test (MCAT). Data collected were analysed using t-test. The findings of the research showed that there were significant differences between male and female students in overall chemistry achievement (t = 4.409, p < 0.05) and attitude to science (t = 0.387, p < 0.05). The absolute t-values for spatial and mathematical items 4.780 (p < 0.05) and 4.094 (p < 0.05) respectively were highly significant with boys performing better than girls. It is therefore recommended among others that teachers should use instructional strategies that will enhance gender equality in students’ learning outcomes in chemistry especially in major concepts like the Mole. Keywords: Gender, Mole Concept, Learning Outcomes, Secondary School
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    Information communication technology integration in biology instructional process in secondary schools in Migori County, Kenya
    (2015-07) Khatete, D. W.; Owiti, Eunice; Maundu, J. N.
    This paper studied constraints to integration of Information Communication and Technology (ICT) in the teaching and learning of biology in secondary schools in Migori County, Kenya. It employed descriptive survey design that utilized stratified, simple random and purposive sampling techniques. The study targeted education officers, all the secondary schools, all head teachers, all Form Three Biology teachers and all Form Three Biology students. The study was guided by the research question; what challenges do teachers and students identify in relation to ICT integration in biology? The study used a sample size of twenty-four (24) secondary schools. Research instruments included; questionnaires for use by biology students, structured interviews for biology teachers, head teachers, SCEOs and CDE, Observation schedules for biology lessons and ICT resource checklists. Data was analyzed through Descriptive and Inferential statistical procedures. The findings were presented in tables, frequencies and percentages. Keywords: Integration, Constraints, Instructional Process, Secondary Biology
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    Student, teacher and school related variables as determinants of chemistry achievement in Kenya: a case of the mole concept
    (2015-07) Wanjala, Nicholas T.; Akala, Janet B.; Khatete, D. W.
    The Mole Concept is a threshold Concept and has often been referred to as an area of troublesome knowledge. The study constructed and tested a model for providing a causal explanation of secondary school achievements in Mole Concept area of chemistry in terms of student variables which emphasized gender, spatial ability, mathematical ability, socioeconomic status, attitude; teacher’s variables considered as mode of instruction, teaching experience, teaching qualifications, teacher attendance of inset while School variables included resources. A descriptive survey design was adopted for the study. The population was made up of three hundred and eighty four form four secondary school students and their teachers from thirty stratified selected schools. Five sets of instrument were used and these included Chemistry Teachers’ Questionnaire (CTQ), Mole Concept Students Attitude Scale (MCSAS), Mole Concept Achievement Test (MCAT), Mole Concept Document Analysis Sheet (MCDAS) and Mole Concept Lesson Observation Schedule (MCLOS). The results showed that 62.30% of the variability in students’ achievement in chemistry (X11) was accounted for by all the ten predictor variables when taken together. Recommendations based on the importance of these variables were then highlighted particularly the abilities in Spatial and Mathematical abilities. Keywords: Student Variables, Teacher Variables, School Variables, Mole Concept
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    Teachers’ perspectives towards use of technology, the case of GeoGebra in teaching Mathematics in Kenya
    (2015-07) Mukiri, Irene Mwingirwa; Miheso-O’Connor, Marguerite; Khatete, D. W.
    This study looks at GeoGebra as a type of technology and assesses teachers’ perspectives towards training and use of GeoGebra as a tool to enhance learning of mathematics. This paper is reporting the findings of a larger study that was conducted in Kajiado County in Kenya on GeoGebra use in teaching Secondary School Mathematics. The study sought to relate teachers’ perceptions towards uptake of technology and the actual uptake of technology as indicated by the Diffusion Innovation Model. The findings after training sessions with the mathematics teachers showed that the mathematics teachers were willing to use GeoGebra in their classes. The teachers said that among all topics, they felt that Geometry was the most complicated to teach and that GeoGebra was a welcome solution to this problem. Teachers’ responses indicated that GeoGebra is useful for teaching and learning Mathematics and that it would help learners grasp concepts in Geometry. Keywords: GeoGebra, Geometry, technology, Secondary Mathematics