Browsing by Author "Ondigi, Samson"

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    Gender Difference in Academic Performance among Learners in Basic Design and Technology Sewing: A Case Study of Ashanti-Mampong Municipality
    (JETIR, 2023-10) Tsekpo, Peace Akosua; Ondigi, Samson; Oludhe, David
    A crucial part of the curriculum is Basic Design and Technology (BDT), which gives students practical knowledge in a variety of areas, including sewing. It is essential for encouraging students' creativity and invention while preparing them for professions in design and technology-related fields in the future. In numerous educational settings around the world, gender inequalities in academic achievement have been a topic of curiosity and concern. Designing successful educational practices and guaranteeing fair chances for all students require an understanding of these variances. In the Ashanti-Mampong Municipality, this case study seeks to identify the gender differences in academic performance among BDT sewing students. A descriptive survey that combines qualitative and quantitative methodologies was employed in the study. Various sampling techniques (stratified, purposive, and plain random) were used to determine the population and sample size. The researcher employed questionnaires, sewing proficiency exams, interviews, and a checklist for observing classes to obtain data. This aided in establishing the link between practical-based learning and its effect on students' academic progress. The majority of teachers employ practicalbased teaching and learning techniques less frequently than the other teaching strategies mentioned in this thesis, according to the findings.
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    Practical-Based Teaching and Learning and Its Influence on Academic Performance in Sewing among Junior High Schools Learners in Mampong-Ashanti Municipality, Ghana: A Review of Challenges Teachers Face in Implementing Practical-Based Teaching in BDT Sewing
    (IJNRD, 2023-09) Tsekpo, Peace Akosua; Ondigi, Samson; Oludhe, David
    The study made the claim that the use of practical-based teaching modes can improve students' learning experiences and result in academic success using pragmatism and ecological systems theory. A descriptive survey that combines qualitative and quantitative methodologies was employed in the study. Various sampling techniques (stratified, purposive, and plain random) were used to determine the population and sample size. The researcher employed questionnaires, sewing proficiency exams, interviews, and a checklist for observing classes to obtain data. This aided in establishing the link between practical-based learning and its effect on students' academic progress. The majority of teachers employ practical-based teaching and learning techniques less frequently than the other teaching strategies mentioned in this thesis, according to the findings.
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    Teacher Preparedness in the Implement of the Teacher Performance Appraisal Development Tool and its implications on Learning Outcomes in History and Government in Kwale County, Kenya
    (African Journal of Educational and Social Science Research, 2024) Isika, Leonard Mwangangi; Ondigi, Samson; Bwire, Adelheid
    Teacher performance appraisals are designed to evaluate teachers’ performance across various competencies such as lesson planning, instructional skills, classroom management, leaners assessment and professional ethics. This promotes a culture of accountability among teachers. Kenya launched the Teacher Performance Appraisal Development tool in 2016. This study sort to establish levels of teacher preparedness in the implement of the Teacher Performance Appraisal Development tool in History and Government in selected secondary schools in Kwale County. Questionnaire and Key informant interview, were utilized to collect both qualitative and quantitative data. The study targeted 61 Sub County Public Secondary Schools in Kwale County, 61 Principals, 61 Heads of Subject and 100 History and Government teachers totalling to a target population of 222 participants. The study sample size was 15 Sub County Secondary, 15 Principals 15 Heads of Subjects and 30 History and Government teachers totalling sample size of 60 participants and respondents. Piloting was conducted in two public Sub County Secondary Schools not in the sample to validate the study tools. Quantitative data was analysed using Statistical Package for the Social Sciences to generate descriptive statistics while qualitative data was run to get inferential statistics. The study finding revealed that teachers were not adequately prepared to implement the TPAD tool, gaps were identified in professional development programs. This study concluded that the TPAD tool implementation has gaps and challenges that have implications on learning outcomes. The study recommended a review of teacher preservice training to include performance appraisals, that teacher employer, collaborates with school administrators to prioritize targeted retooling, availing of sufficient resources, and reduce teacher workload to enhance preparedness.
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    Teachers’ and School Administrators’ Preparedness in Handling Students with Special Needs In Inclusive Education In Kenya
    (International Knowledge Sharing Platform, 2015) Gathumbi, Agnes; Ayot, Henry; Kimemia, John; Ondigi, Samson
    The philosophy of social inclusion is embedded in current legislation of the convention of child rights and the requirement of equal opportunities for those with disability (Salamanca Statement, 1994). Inclusive education entails taking care of all students including those with special needs like physical, mental or developmental. This paper reports the outcome of a study that assessed the level of teachers’ and school administrators’ preparedness to handle inclusive education. The participants were 140 teachers and 13 Principals of selected secondary schools in Kenya. A questionnaire, interview schedule and classroom observation tool were used for data collection. Data were analysed descriptively and using inferential statistics. Results revealed physical infrastructure and instructional resources are unsuitable to support learners with special needs. There was general lack of teacher training on pedagogy and knowledge on how to handle students with special needs. School management policies regarding learners with special needs were not comprehensive enough to cater for all students. Collaboration among teachers to support learners with special needs falls below expectation. There is need to develop knowledge base on inclusive education, to meet learning needs of individual students. Teachers should undergo periodic refresher courses to develop personalized learning approaches, skills and competences, to effectively handle the heterogeneous nature of contemporary classes.
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    Use of Information Communication and Technology and Its Influence on Performance in Landforming Processes among Secondary Schools in Lamu County, Kenya
    (International Journal of Scientific Development and Research, 2024) Wainaina, N. Lucy; Ondigi, Samson; Babusa, Hamisi
    Research shows that ICT can promote quality education by fostering a learner-centered environment, quality teaching-learning processes, and strategies, effectual, creative, motivated, collaborative, interdisciplinary, evaluative, and self-directed learning as well as the enrichment of basic skills. This study probed the use of ICT in teaching and learning land forming processes among secondary schools. The two major objectives of the study were: first, to establish types of ICT resources used in teaching and learning land forming processes, second, to establish factors influencing the choice of ICT used in teaching and learning land forming processes The study employed the Roger’s (2003) theory of Diffusion of Innovation. The study sought to investigate whether the form two geography teachers and students use ICT when teaching and learning land forming processes. The study involved a sample size of 121 students, 9 teachers, 6 HODs, and 6 Principals. Data collection instruments included students’ and teachers' questionnaires, a teaching observation checklist, and HODs’ and Principals’ semi-structured interviews. Data collected was both quantitative and qualitative. The quantitative data was analyzed by way of both descriptive and inferential statistics using SPSS software. The study concludes that while most schools have ICT tools that they can use for teaching and learning, most teachers in those schools are not fully utilizing these tools due to a number of factors including lack of a culture of using ICT tools and expertise. Accordingly, the study recommends that schools should work out ways of encouraging the development of an ICT culture