Browsing by Author "Muchiri, Mohamed Moses"

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    Factors hindering Geography Teachers from Designing Meaningful Pedagogical Activities in Secondary Schools, Kenya
    (International Journal of Research and Innovation in Social Science (IJRISS), 2019-10) Muchiri, Mohamed Moses; Kariuki Stephen Mwaniki
    The purpose of the study was to investigate difficulties facing Geography teachers from designing meaningful pedagogical activities when teaching and learning Geography in Secondary Schools. Like any other pedagogical issue, teaching and learning of Geography in Secondary Schools faces and poses a wide range of challenges. These challenges range from expertise, technical and logistical support from the school administrative arising from the instructional established system, practices and traditions. This study was set to establish from both the school Geography teachers and department administrators whether they were aware of any challenges that existed in the teaching and learning of Geography. The study was based on Shulman, 1987, a model of knowledge growth in teaching. It adopted a descriptive cross-sectional survey targeting public Secondary Schools Geography Heads of the Department, Geography teachers and form three and form four Geography students. Data were collected using questionnaires for Geography Teachers, interview schedules for Heads of Department and an observation checklist were used to investigate the types of instructional resources used in form three (3) and form four (4) Geography lessons. On the teaching and learning process, the respondents cited many deficiencies such inadequate duration for covering the syllabus, examinationoriented programme and cheating, understaffing and lack or inadequate instructional resources. The researcher, therefore, concluded there is little or no technical and logistical support provided to the Geography Department and in particular to Geography teachers in terms of financial resources, instructional resources, and in-service programmes to facilitate proper preparation for quality instruction. It was therefore recommended, to manage emerging pedagogical technological challenges in teaching and learning of Geography in Secondary Schools, there is a need for teachers to invest adequately on computer-aided instruction. This strategy will not only promote its quality but also make it relevant to the needs of learners and teachers of Kenya and beyond
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    Senior High Schools’ Students’ Perception of Computer-Aided Instruction in North East Region of Ghana
    (IJIRAS, 2019) Bariham, Iddrisu; Muchiri, Mohamed Moses; Ondigi, S. R.; Kiio, Mueni Ngungui
    We live in a digitized world. Presently, globally, technology drives almost all aspects of human endeavors. For instance, in the field of education, Computer-Aided Instruction (CAI) which is grounded on the principle of programmed instruction facilitates the effective learning of concepts, generates interest and curiosity of learners, fosters critical thinking, and provides learners with immediate feedback. CAI help Social Studies students develop problem-solving skills, collaborative learning, communication, emotional intelligence, problem-solving, and creativity. However, the effective implementation of CAI in schools depends on several variables including students’ perception of the CAI as tools for teaching and learning. This study was therefore conducted to investigate Senior High Schools students’ perception of CAI as tools for teaching and learning, and whether gender and school location influence students’ adoption of CAI during learning of Social Studies. The quantitative research design was adopted for the study. The data for the research was collected from 3 Junior High Schools randomly sampled from the North East Region of Ghana using Slovin’s formula for sample size determination. Two research questions and two hypotheses were formulated to direct the study. Data were collected using structured questionnaires administered to 270 students from the 3 randomly sampled schools. The questionnaire was designed with a 5-point Likert scale using closed-ended questions. To determine the reliability of the questionnaire, a pilot study was conducted. The test-retest method was used to determine the reliability of the instrument. This was carried out among 20 respondents who were not included in the research sample. The value of the coefficient of correlation “r” was found to be 0.78, which implied that the instrument was reliable. Data were analyzed using descriptive and inferential statistics. Frequencies were used to analyze data on students’ perceptions of Computer-Aided Instruction, the extent of integration. Pearson’s Chi-square was used to test the hypothesis to determine whether there was a significant difference between male and female students and young and old teachers’ application of CBI in learning of Social Studies. The study found that students’ perception of CAI was positive, however, their application of technology in learning was limited. Also, male students were using technology to learn than female students. There was no statistically significant difference between rural and urban students integration of CAI in learning. The study recommends the supply of schools with relevant digital infrastructure, training, and supply of laptops to female students, and allowing Senior High Schools students to use phones in schools purposely for learning to increase students’ performance.