Browsing by Author "Katam, Elizabeth"

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    Determinants of Quality of Hemodialysis Services in Selected County Dialysis Centers in Nyanza Region, Kenya
    (JOPEA, 2023-12) Mwangi, Mutua Samuel; Katam, Elizabeth
    The purpose of this article is to interrogate dynamics of teacher related factors in the implementation of competency-based curriculum in primary schools in Murang’a County, Kenya. The contention of the study is that teaching using competency-based approaches could assist learners acquire skills that will help them improve their academic performance. There is scant proof that research was done to determine how prepared teachers are to apply CBC. The objectives of the study were to establish the influence of teachers’ pedagogical content knowledge, teacher’s technological, teacher’s perceptions and attitudes and teachers’ academic/professional qualifications on implementation of competency-based curriculum in Mathioya Sub County. The study found that the respondents can use a wide range of teaching approaches in a classroom which include collaborative learning, lecture method, class discussions, modeling which aids in curriculum implementation. The study concluded that the respondents feel well prepared to manage the challenges that the integration of ICT brings in the teaching of the CBC competencies in the classroom. The study recommended that the government should increase the number of teachers per schools to reduce teachers to improve curriculum implementation
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    Gender Responsive Language Use Influencing the Performance of Girls in Science Subjects in Secondary Schools, Nairobi City County, Kenya
    (Journal of Popular Education in Africa (JOPEA), 2024) Ng’ong’a, Akoth Dorise; Orodho, John. A.; Katam, Elizabeth
    The purpose of this research project was to examine how gender responsive language use influences the performance of girls in science subjects in secondary schools in Nairobi City County, Kenya. The contention of the article is that Gender Responsive Pedagogy (GRP), developed by the Forum for African Women Educationalists (FAWE), equips teachers with skills to effectively meet the educational needs of both genders through gender-aware classroom practices. The objective of this paper was to assess how gender responsive language impacts girls' performance in science subjects in Secondary Schools, Nairobi City County, Kenya, grounded in Social Cognitive theory. Employing a descriptive research design, the target was 53 head teachers, 630 teachers, and 4157 girls from 53 schools in Dagoretti South Sub-County. A sample of 15 head teachers, 79 teachers, and 250 girls (totaling 329 respondents) were selected using the Yamane formula. Pilot testing ensured instrument validity and reliability, employing face, construct, and content validity, along with the test-retest method for reliability. Questionnaires and observation schedule was utilized. Quantitative was tabulated, analyzed using percentages, frequencies and presented using pie charts, while qualitative data was thematically analyzed and presented narratively. Findings indicated the significant influence of gender responsive language on girls' science performance in Nairobi City County. The Pearson correlation coefficient between the responses of teachers and girls was determined to be r = 0.9854, indicating a strong positive correlation (r = 0.9854, p < .05). Recommendations included fostering collaboration among educators, policymakers, and researchers to promote gender equity in science education. These findings benefits FAWE, the Ministry of Education, Nairobi City County administration, schools, and future researchers, contributing to the empowerment of girls in education. Collaborative efforts among professionals are essential in promoting inclusive and supportive learning environments for girls, enhancing gender equity in science education.