Browsing by Author "Lusanji, Liza Minishi"

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    Computer Based Scaffolding and its Effect on Students’ Mastery of Culinary Competencies in Homescience in Secondary Schools, in Kakamega County, Kenya
    (Kenyatta University, 2024-07) Lusanji, Liza Minishi
    The use of computer-based scaffolding (CBS) is one of the 21st century pedagogies being embraced in education. Home science is a practical subject taught in Kenya’s secondary schools and Culinary is an area of Home science. To meet the current requirements of the rapidly shifting culinary industry, students need to be taught using modern strategies. CBS in Culinary involves the application of computer-based technologies (CBT) to support and engage learners in problem based situations, through; models, simulations or visualizations to introduce new knowledge. This includes the use of pictorials, educational cooking videos, live streams which are accessed online and recorded cooking shows from media agencies. Reports from Kenya National Examination Council (KNEC) indicate that the Culinary theoretical and practical assessments are performed poorly. The study investigated the effect of CBS on the mastery of culinary competencies among secondary school students in Kakamega County. The specific objectives of the study were to: establish the computer based technologies available for CBS in the teaching and learning of culinary; establish the skill levels of the teachers in the use of computer based technologies; determine the effect of CBS on the students’ performance in culinary; determine the teachers perception in the use of CBS in the instruction of culinary; determine the learners’ perception of CBS in culinary; and to establish the challenges faced in a CBS student centered learning environment. The study was guided by the Cognitive Flexibility Theory (CFT), which mainly emphasizes on the acquisition of advanced knowledge and the mastery of skills through the use of technology to create multiple representations for self - directed learning, guided the study. The quasi-experimental methodological design was used. The study was conducted in Kakamega County; specifically in Shinyalu and Mumias sub-counties. The study used purposive sampling technique to select the government sponsored secondary boarding schools that offer Home science and are equipped with CBT tools. Eight government sponsored girls secondary boarding schools participated in the study. The study sample comprised of 8 teachers and 171 students. Eighty-nine students sampled were placed in the experimental group while 82 of the sample students were used as the control group. Data was collected through achievement tests (pretests and posttests),observation checklists, questionnaires, and the classroom observation performance schedule. The quantitative data collected was analyzed using version 21 of the Statistical Package of Social Sciences (SPSS) software to generate the independent t-test that were presented on graphs, charts. The effect was measured using the Cohens D Large size effect. The qualitative data collected was analyzed using thematic analysis and presented in written narratives. The study found that CBS enhances the learners’ ability in the mastery of culinary competencies. Secondly, the experimental group exhibited high order skills such as problem solving, analysis, application, collaboration, critical and creative thinking. Moreover, CBTs are limited for the instruction of Culinary, especially online e-materials for teaching and learning of Culinary. Teachers are skilled in the use of CBT in instruction of Culinary, however the skills could be improved on supporting learners towards mastery of competencies. Teachers and learners pointed out that CBT are important learning tools. Based on the findings, the study recommends that, secondary schools should adequately be equipped with ICT infrastructure with a variety of resources and which should be made available and accessible for the Home science students. Educational training programs should focus on equipping teachers with the techniques of CBS. Moreover, KICD should create, publish and disseminate e resources for Culinary. Lastly, some Inferences of CBS in the teaching and learning of culinary and other areas for further research are provided.
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    Fostering Students Mastery of Culinary Competencies through Computer-Based Scaffolding in Secondary Schools in Kenya
    (Universal Journal of Educational Research, 2024-02) Lusanji, Liza Minishi; Chomba, Bernard Mugo; Nafula, Elizabeth; Abuyeka, Miima Florence
    The use of computer-based scaffolding (CBS) is one of the 21st century pedagogies being embraced in education. Home Science is a practical subject taught in primary and secondary schools in Kenya. Culinary is an area of Home science which imparts learners with knowledge and skills on methods of cooking, food hygiene, food nutrients, nutritional disorders, food preservation, flour mixtures, réchauffé cookery, convenience foods, meal preparation, management and service. The competencies mastered in Culinary in primary and secondary schools empower the learner to practice principles of good health with respect to themselves and others in their environment. Moreover, the learner is enabled to manage and improvise resources, develop artistic skills and values in making of appropriate food choices. They also learn to prepare, cook, serve food and drinks from given ingredients, adhering to the principles of nutrition and individual requirements. To meet the current requirements of the rapidly shifting culinary industry, students need to be taught using modern strategies. CBS in teaching and learning of culinary concepts and skills involves the application of computer-based technologies (CBT) to engage learners in problem-based situations, through models, simulations or visualizations to introduce new knowledge. CBS employs the use of pictorials, educational cooking videos, live streams which are accessed online and recorded cooking shows from media agencies. The purpose of this study was to establish the use of computer-based scaffolding in fostering the learners’ culinary competences in secondary schools in Kenya and the sample size was drawn from the learners and teachers of Home science and Nutrition. Quasi-experimental design was adopted and the findings showed that Computer-based scaffolding in teaching and learning yielded positive results.