Browsing by Author "Nyamu, Florence K."

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    A Comparison of Mathematics Achievement of Learners Who Learned Using Peer Tutoring Strategy and Those Who Learned Without Using Peer Tutoring.
    (International Journal of Research and Innovation in Social Science (IJRISS), 2025-01-08) Iyamuremye, Regis; Nyamu, Florence K.; Wambasi, Aineah W.
    Peer tutoring is an instructional strategy where learners take responsibility for teaching other learners, either of the same age or different. The process can be face-to-face interaction or with teachers guiding the learning. The study's objective was to establish the difference in Mathematics achievement between learners who learned using a peer tutoring strategy and those who learned without peer tutoring. The study was guided by the Social Constructivism theory developed by Vygotsky (1978). A quasi-experimental research design was adopted. The target population was Form II learners and Mathematics Teachers from public secondary schools in Kiambu County, Kenya. A stratified random sampling was used to form a sample of four (4) public secondary schools two (2) single schools and two (2) mixed schools. The sampled schools were grouped into two (2) groups, a control group and an experimental group. Data was collected using Mathematics achievement tests, a pretest and a post-test. To ensure the validity of the instruments, two (2) senior examiners and four (4) Mathematics educators in the County reviewed a pretest and a post-test. Quantitative data from Mathematics achievement tests was analyzed using the independent samples t-test and interpreted using the statistical package of social sciences (SPSS version. 27). The findings of the study revealed that there is a statistically significant difference in Mathematics achievement tests between Form II learners who learned Mathematics through peer tutoring strategy and those who learned Mathematics without the peer tutoring strategy. The hypothesis was examined at a significance level set at α = .05. The mean score for the control group was 37.31 and a standard deviation of 4.482 which differed significantly from those in the experimental group, which had a mean score of 43.09, and the standard deviation of 5.229. The results indicated a significant statistical difference [ t(158) = 7.500, p-value = .000 < .05 ]. From the results, it is concluded that learners using peer tutoring find that, it is easier to understand the Mathematical concepts and able to complete the task given by the teachers than those colleagues who learned without using peer tutoring. It suggested that Mathematics teachers should use peer tutoring strategy in secondary schools as a way of enhancing learners' achievement in Mathematics
  • Thumbnail Image
    Item
    An Analysis of the Teaching and Learning Resources Available for Social Studies under the Competency-Based Curriculum in Public Primary Schools in Nakuru County, Kenya
    (Journal of Education, 2025-05) Kipsaat, Elias Kipkogei; Ondigi, Samson Rosana; Nyamu, Florence K.
    Instructional resources are important towards effective implementation of the Competency-based Curriculum (CBC). The study objective was to analyse the teaching and learning resources available for Social Studies in Nakuru County, Kenya. The study was guided by Constructivist Learning Theory. Study design was descriptive survey design. Target population was 4,136 respondents from four sub-Counties in Nakuru County. Yamane’s formula was used to obtain a sample size of 365 respondents. Proportionate stratified random sampling was used to obtain a sample of 23 Head Teachers, 23 Heads of Social Studies, and 315 Social Studies teachers. Purposive sampling was used to obtain a sample of four (4) Curriculum Support Officers (CSOs), and simple random sampling was used to obtain classrooms to be observed. Data collection instruments were: questionnaires, interview schedules, and classroom observation schedules. Data analysis was done using the SPSS programme version 25. Study findings indicated that 49.7% of teachers reported that videos were readily available, 47.4% of teachers reported availability of artefacts, while 39.8% reported that audio players were readily available. Findings also indicated that 87.5% of teachers did not have charts,84.5% did not have digitaldevices and 81.5% did not have pictures for teaching Social Studies. Heads of Social Studies reported that artefacts, models, and audio players were the most available teaching and learning materials. Recommendations are that adequate digital tools shouldbe provided, as well as the recruitment of resource persons, to improve learning outcomes in Social Studies and to support the learning process.