Browsing by Author "Mwangi, Samuel Mwaniki"

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    Investigation of textbooks preffered by primary school science teachers in Nakuru district
    (2012-02-23) Mwangi, Samuel Mwaniki; Khatete, D. W.
    This study addresses the issues of verbal teaching behaviour in some secondary school Biology classes in Kenya at a time when concern is being expressed about the poor performance in Biology. Specifically the researcher aimed at answering the following research questions: a) What are the common teacher-student interaction patterns in secondary school biology classes? b) What type of teacher-pupil classroom interaction patterns exists in high performing schools? c) What type of teacher -pupil classroom interaction patterns exists in low performing schools? d) Is there any difference in teacher -pupil classroom interaction patterns between the high and low performing schools? This was a simple descriptive survey research and the sample was randomly selected. Data collected from 10 (ten) secondary school teachers teaching form three biology classes in Nairobi Province of Kenya. A modified Science Teaching Observation Schedule (STOS) developed by Eggleston (1975) was adapted for data collection. Marginal notes were also made of the main teaching methods and styles at the end of a lesson and other aspects not codable using STOS but thought to have some pedagogical implications. Data was analysed using descriptive statistics. The analysis revealed that teacher talk dominated the classrooms with pupils talk taking less than quarter of the total verbal interactions. There was an over emphasis on content and mainly classroom interaction was teacher dependant. The statements and question posed mainly demanded recall or application of facts and principles testing pupils hence, hindering their high level thinking process. Teachers rarely used pupils’ ideas and mainly asked questions to test what they wanted pupils to learn. Poor classroom management was also manifested by the prevalent noise making and chorus answers especially in the low performing schools. Teacher in most biology classes observed practised more of the teacher-centred than learner-centred teaching methods. However, there was a tendency for teaching in the high performing schools to use slightly more learner-centred teaching inthe high performing school to use slightly more learner-centred teaching methods than their counter parts in the low performing schools. Teacher talk domination imply an autocratic teaching behaviour that might hinder the learning process and hence the need to improve on the type of teacher-pupil interaction to enhance learning. The prevalence of teacher-centered teaching methods reduces pupil participatory experiences and is seen as not favourable to science teaching. The short and rhetorical teaching teacher quest ions reflected lack of teacher preparedness and mastery of questioning methods which may deter learner creativity. This lack of inquiry approach to teaching of biology even in the high performing schools might be the reason for failure to score the maximum possible points in the national examinations. This study recommends that: a) Teachers are inserviced to encourage and assist them increase pupil learning activities. b) Learner-centered teaching methods and classroom management be emphasized in teacher education curriculum. c) Teacher-colleagues need to observe one another in class for more self-evaluation on teaching approaches and content coverage.
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    Responsiveness of primary teacher education in Kenya to challenges of the 21st century
    (2013-08-14) Mwangi, Samuel Mwaniki
    The concern about responsiveness of education to contemporary issues is global. The literature reviewed indicated that countries have endeavoured to make their educational systems more responsive to emerging needs. In Kenya, the achievement of the national goals of education has been elusive despite various educational reforms. This arguably raises questions regarding the responsiveness of the education system in Kenya to contemporary challenges. This study focused on responsiveness of Primary Teacher Education (PTE) due to its central place in providing the foundation for acquisition of knowledge, skills and attitudes. The general purpose of this study was to assess the responsiveness of PTE in Kenya to contemporary challenges. The specific objectives of this study were to: analyse the contemporary issues to which PTE should be responsive; develop a criterion for assessing responsiveness of PTE; assess the extent to which PTE is responsive to contemporary issues; evaluate the effectiveness of PTE in equipping teachers to prepare pupils for the demands of the 21st century; identify obstacles that limit PTE’s responsiveness to contemporary challenges and suggest how PTE can be made more responsive to contemporary challenges. There were five research questions which guided the study. The Critical Theory of Knowledge, Learning and Literacy as propounded by Paul and Elder (2001) provided the theoretical framework. The research involved a field survey as well as library research. The design of this study was exploratory in nature. The target population included PTTC heads of departments, PTTC lecturers, teacher trainees, QASOs, KIE curriculum developers and practising teachers. Random sampling, stratified sampling and purposive sampling were used to identify the samples. A total of 258 respondents were involved in the study. Data collection instruments used were questionnaires, interview schedules, focus group discussion guides and observation checklists. The data obtained was analysed using descriptive methods and was organized in themes according to the research objectives. By use of descriptions, interpretations, comparisons, percentages and frequency tables, the data was collated, discussed and presented in chapter four. Analysis of statistical data was done using measures of central tendency and measures of association. Based on literature review and analysis of field data, the study found out that PTE in Kenya faces cognitive, cultural, political, social, economic, technological, environmental and religious challenges. The study found PTE to be insufficiently effective in empowering learners to learn, think critically and innovatively, develop financial, entrepreneurial and business literacy and use ICT skills. The study identified obstacles that limit PTE from being responsive in the light of which relevant suggestions and recommendations were made.