Browsing by Author "Magoma, Charles M."

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    Curriculum innovation in Kenya: a case of the introduction and implementation of secondary school intergrated English in Nairobi county
    (2012-04-02) Magoma, Charles M.
    This study analyzed the whole program of integrated English cuniculum since its inception to its current state and practice in second8.I)' schools. The specific objectives of the study were to: Find out the justification for initiation and introduction of secondary integrated English curriculum; Analyze the implementation process of secondary integrated English curriculum.; Find out the challenges facing effective implementation of the integrated English curriculum; and to explore how implementation of secondaJy integrated English curriculum can be improved The Study mainly used a qualitative approach in the form of a case study design and it employed questionnaire, interview and observation instruments to collect data from 101 teachers of integrated English and 20 head teachers in Nairobi North District area. Also, three heads of English - one from each of three Government agencies (KJE, MoE and KNEC) were interviewed. The researcher organized raw data collected from questionnaires, interview and observation sdJeduies into significant patterns so as to easily intapret and understand the essence of the data. It was realized from the study that integrated English curriculum was introduced to enable teachers use Integration as a teaching. approach across . the two diSciplines and between and/or among their constituent parts. Despite this good intention, it was found that 57.4 % of the teachers of integrated English did not undergo any type of in-service training before they started the actual teaching of integrated English curriculum. Therefore, they started teaching the curriculum without proper understanding as regards the implementation of integrated English curriculum. Consequently, 55.5 % of teachers of integrated English and 80 % of their head teachers faced difficulties in the process of implementing integrated English curriculum. Due to these difficulties that they faced, most of the concerned teachers (86.1 %) taught English language and Literature as separate subjects. They did DOt exploit the complementary relationship between the two subjects to teach the integrated English curriculum. Even in instances where integration was attempted, there was no meaningful and significant integration between the teaching of English language and Literature. The study concluded that there has been no effective implementation of integrated English innovation in Nairobi North District as was/is intended by the curriculum developers. To ensure effective implementation of integrated English curriculum in seconduy schools, the study recommends that proper and continuing professional support in the . form of in-service training and other activities on the implementation of integrated English curriculum should be conducted by experts. This will assist teachers and their head teachers to acquire and develop necessary skills on how to integrate English language and Literature. EqualJy, the study recommends that pre-service training in colleges and universities sbouId be reformed and an integaated approach adopted. This way, teacbcn to-be will be familiarized with the integrated approach and their competence in handling integration developed. The teachers-to-be will eventually develop great interest in the approach and this will impact positively on their teaching and evaluation once they get to the field. It is also recommended by this study that adequate teaching and learning resources should be provided to teachers such that they can teach and evaluate integrated English as expected.
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    Is The Integration of ICT in Teaching Secondary School Physics in Kenya The Magic Card
    (Kenyatta University, 2015) Mwanaszumbah, Alma R.; Magoma, Charles M.
    Physics has suffered low enrolment and performance at the Kenya Certificate of Secondary Education (KCSE). This has been attributed to students’ perception that Physics is difficult and uninteresting due to its abstract nature. Research shows that where there is adequate ICT resources, integration of ICT in Physics instruction has the capability of simplifying the abstract content as well as creating interest in learners and consequently improving the quality of education. This study sought to find out the status of ICT resources in secondary schools in Kenya. The objectives of the study were to find out how available ICT resources are in schools in Kenya and, the extent to which ICT is used in classroom instruction. The study was conducted in Nairobi County and targeted 40 schools, 40 principals and 121 Physics teachers. Descriptive survey research design was used. Random sampling technique was used to get a sample of 18 schools and 52 Physics teachers whereas purposive sampling was used to get 18 principals. Questionnaires, interview schedules and an observation schedule were used to collect data. The data was analyzed using SPSS. The study found that integration of ICT in Physics instruction in secondary schools in Nairobi County was still very low. The study recommends provision of more ICT resources and training of Physics teachers in requisite ICT integration skills.
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    The Promise of Integrated English Curriculum: Principals’ and Teachers’ Reactions and Reflections
    (Kenyatta University, 2015) Magoma, Charles M.
    The current Kenyan secondary English curriculum (2002) has adopted an integrated approach not only to teaching, but also to the assessment of English language and Literature. This re-organisation is meant to improve the standards of teaching and performance in English. However, national performance in integrated English has remained consistently below average, contrary to expectations. This paper is based on a research that was conducted in Nairobi. The study combined quantitative and qualitative data collection methods and collected data by means of a questionnaire, interviews and observation. Data was collected from 101 teachers of integrated English and 20 principals. Further, the heads of English at Kenya Institute of Curriculum Development, Directorate of Quality Assurance and Standards and Kenya National Examinations Council were interviewed. Raw data collected from questionnaires, interview and observation schedules was organised into significant patterns so as to easily interpret and understand the essence of the data. The study revealed that despite the promise of the re-organised English curriculum, teachers were teaching the integrated English curriculum without proper understanding of the methodology involved. Consequently, they faced difficulties and resorted to teaching English language and Literature as two separate subjects. The study concluded that there has been no effective implementation of integrated English curriculum in Nairobi North Sub-county as was/is intended by the curriculum developers. The study recommends that continuing professional support be given to teachers of integrated English curriculum in the form of in-service training and other forms of support for the promise to deliver.
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    Teacher Preparation and Continuing Professional Development in Kenya Learning to Teach Early Reading and Mathematics
    (2013-04-12) Bunyi, Grace W.; Wangia, Joyce I.; Magoma, Charles M.; Limboro, Charity M.
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    The Extent to Which Curriculum Support Costs Influence Students’ Gross Enrolment Ratio in Laikipia County, Kenya.
    (IJRISS, 2024-07) Kamau, Patrick Muchiri; Magoma, Charles M.; Mogaka, Malach M.
    This study was set to investigate the students’ participation in education in day secondary schools in Laikipia County as measured by gross enrolment ratios. It was necessitate by the declining enrolment ratios in day secondary schools within the county. The main objective was to analyze the extent to which curriculum support costs influence students’ gross enrolment ratio in Laikipia County. The target population was 19,065 respondents, of whom were, five subCounty directors of education; 78 principals; 7,800 form three and four parents; 8,870 form three and four students, and 312 form three and four class teachers. Census was used to select five SCDEs, stratified random sampling was used to select 25 principals and 400 students, simple random sampling to select 400 parents and 100 class teachers to make a sample size of 930 participants. Both probability and non-probability sampling methods were used to select a sample size of 930 participants. Pearson Product Moment Correlation Coefficient (r) was computed and a level of 0.87 was achieved. The research utilized tangerine electronic data collection software used for data entry and data cleaning. Statistical Package for Social Sciences (SPSS) was used to analyze quantitative data. mathematical set had a statistically significant relationship with the gross attendance ratio with ordinal rank 2, 3, 4, 5 having (b- 1.161, 1.978, 1.545, 2.194 SE 0.535, 0.451, 0.440, 472, wald 4.703, 19.221, 12.306, 21.588 and p= 0.030, <0.001, <0.001, <0.001) respectively; Mathematical set and table showed positive relationship to the gross enrolment ratio.