Browsing by Author "Laichena, Edward Mutabari"

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    Evaluation of teaching and learning, access to information and personal and social needs on learner support in open, distance and e-learning programme in selected public universities in Kenya
    (2017-05) Laichena, Edward Mutabari
    The study investigated the nature of learner support services in open, distance and e-learning programme in three public universities in Kenya. Specifically, the study set out to ascertain the types of learner support services offered to open, distance and e-learning students as well as identify learner support services that the students and the administrators felt were essential for effective learning. The study also intended to establish the attitudes of the users of open, distance and e-learning programmes on the learner support services offered and identify the factors that influence learner support services offered in open, distance and e-learning programmes in selected public universities in Kenya. The study limited itself to fourth year students undertaking a bachelor‟s degree programme only. This study was guided by the systems approach model whereby the types of learner support services offered by an institution enhances the success of open, distance and e-learning programmes through provision of adequate learner support services. Literature reviewed on the categories of services such as teaching and learning needs, access of information and personal and social needs (independent variables) showed that they determine the overall satisfaction of learner support services (dependent variable) offered. The study adopted a descriptive survey design. Purposive sampling was used to select three public universities offering open, distance and e-learning programmes, namely Egerton University, Kenyatta University and the University of Nairobi. Further, purposive sampling method was also used to select three study regions where each of the three universities had a study centre. A sample size of 329 fourth year students in the selected universities was arrived at using tables instituted by Morgan and Krejcie (1970). Stratified sampling technique was used to get a representation of students from each university while convenience sampling was used to select the students at each study centre from each university. All the administrators (directors and coordinators) were used in the study. The study instruments (interview schedules and questionnaires) were constructed to help in data collection. The data collected was coded, analysed and tabulated using the SPSS version 20 programme. Results were presented in form of frequency distribution tables and graphs. The study established that students rated majority of learner support services offered by their institutions across the three universities as poor while the administrators indicated that the services offered were good. However, the students and the administrators were of the opinion that there were essential learner support services that were very necessary to open, distance and e-learning students. Further, there was a consensus by the students and the administrators that the services offered were necessary though they needed to be improved. Lastly, the study found out that the administrators were aware of the essential learner support services but were limited by other factors that were beyond their control. The study recommends that; institutions offering open, distance and e-learning programmes should constantly assess the value of learner support services offered by constantly seeking the students‟ opinion and offer few but essential learner support services that are of high quality, adequate, of good quality and satisfactory to the students.
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    Teaching and Learning Needs as Learner Support Services offered in Open, Distance and E-Learning Programme in Selected Public Universities in Kenya
    (African Research Journal of Education and Social Sciences, 2020) Laichena, Edward Mutabari; Ayot, Henry O.; Ndethiu, Sophia M.
    Open, Distance and E-Learning mode of study has been adopted by various institutions of higher learning. This has been realized through the provision of adequate learner support. As such, the objective of the study was to assess teaching and learning services that are offered in Open, Distance and E-Learning programme in selected public universities in Kenya. The research used a descriptive survey design as the study relied on attitudes, opinions and the state of the services in the universities under the study. Purposive sampling was used to select three public universities and three study regions where each of the three universities had a study centre. A sample of 327 subjects was used in the study as identified using Morgan and Krejcie (1970) statistical table. Stratified sampling technique, random sapling and purposive sampling technique were used to get a representation of study respondents. Interview schedules for the directors and questionnaires for coordinators and students were constructed to help in data collection. Questionnaires from the students and the coordinators were sorted and the directors’ interview schedule was transcribed as per the objective. They were keyed in using likert scale ranging from one to five using Statistical Package for Social Sciences (SPSS) version 22. Descriptive statistics in form of frequency distribution tables and graphs were used to ease understanding of results. The study established that students rated majority of teaching and learning services offered as poor. The study recommends that institutions offering the programme should constantly evaluate the value of teaching and learning services offered by seeking the students’ opinion so as to ensure that services offered are beneficial to majority of students.
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    Virtual Field Trips in Instruction and Their Effect on Learners’ Performance in History and Government among Secondary Schools, Murang’a County, Kenya
    (Kenyatta University, 2025-08) Laichena, Edward Mutabari
    The use of Virtual Field Trips (VFTs) in teaching has presented opportunities for learners to remotely visit educational sites. This has helped institutions to offer learners with quality learning without a corresponding cost. Although VFTs are believed to support experiential learning, their impact on teaching and learning of History and Government has not been extensively explored. Therefore, the main focus of this study was to determine the effect of VFTs on learners' performance in History and Government. The study was guided by the following objectives; (i) Investigate (a) teachers’ and (b) learners’ perceptions towards the use of VFTs in teaching and learning History and Government; (ii) Establish the extent to which teachers utilized VFTs in teaching and learning History and Government; (iii) Determine the effect of VFTs on teaching and learning History and Government and, (iv) Explore the challenges experienced by teachers and learners using VFTs in teaching and learning History and Government in Murang’a County, Kenya. The study was guided by Technological, Pedagogical, and Content Knowledge Theory (TPACK) by Mishra and Koehler (2006). The study adopted a Quasi-Experimental Design targeting 35 public sub county secondary schools with a target population of 3,329 respondents. Four public sub county secondary schools were purposively sampled to ensure they were spread accross the county. Also, three teachers in each school under study were purposively sampled while two classes of learners from each sampled school was randomly selected. A sample size of 379 respondents made up of teachers and form one learners of History and Government took part in the study. The research instruments used were learners questionnaires, interview schedules for teachers, History and Government assessment tests, and classroom observation schedules. Piloting was done on all research instruments and reliability accepted at r=0.657. Statistical Package for Social Sciences (SPSS) was used to analyze data for descriptive and inferential statistics. The study found that teachers and learners had positive perceptions towards the use of VFTs though they faced challenges. Also, the majority of teachers and learners were not using VFTs for teaching and learning. Further, the use of VFTs in instruction significantly affected learners' academic performance at t (365) = 15.50, p=0.00. Thus, a VFT Teaching Model was developed to assist teachers in the preparation and use of VFTs for instructional purposes. The study recommended the Ministry of Education and Teachers Service Commission organize training for teachers of History and Government to equip them with skills for preparation and use of VFTs for teaching and learning. Also, teacher training institutions should endeavor to equip teacher trainees with skills to exploit VFTs in their specific subject teaching areas. It is anticipated that the study findings and recommendations highlighted will provide knowledge and skills to teachers to improve teaching and learning for better academic performance.