Browsing by Author "Ondigi, Samson Rosana"

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    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.
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    Audio-Visual Media Instructional Use and Its Effect on Reading Competences among Grade Two Pupils in Tharaka Nithi County, Kenya
    (2024-10) Kathurima, Betty Kiende; Ondigi, Samson Rosana; Mugo, Benard Chomba; M’Mwamba, Patrick
    The main purpose of this study was to evaluate audio visual media instructional use and its effect on reading competences among grade two pupils in Maara sub county, Tharaka Nithi County, Kenya. The study sought to identify the audio-visual resources available for teaching and learning reading competences, investigate extent to which teachers use the available audio-visual media, examine the challenges faced by teachers and learners in use of audiovisual media in teaching and learning reading competences and assess the learners reading abilities. The French Bell system Theory and a descriptive survey design were adopted in this study. Simple random and purposive sampling techniques were used to select 330 learners, 30 head teachers and 30 teachers, making a sample size of 390 respondents. The research instruments were questionnaires, interviews schedules, reading examination for grade two learners and classroom observation. Piloting of the research instruments was done in one public primary schools. The reliability of the research instruments was measured using a Cronbach's Alpha statitistic. The collected data was analyzed using Statistical package for Social Sciences (SPSS) and presented using tables, percentages frequencies and other descriptive statistics. Descriptive statistics revealed that schools have limited computers (average 2.90 per school) with a low student-to-computer ratio (1:10). Tablets are more prevalent (average 19.17 per school), but functionality issues reduce their effectiveness. Projectors and mobile phones are more commonly available but are still not sufficiently utilized in classroom learning. The data on the competence of learners to read appears to be symmetrically distributed with the competence of learners tapering off at the tail ends. This implies that most of the learners on average could read between 21-69 words per minute. However, there are significant disparities in reading abilities among learners, with a notable percentage performing below expectations. This disparity highlights the need for targeted interventions to support learners who are struggling and to bridge the competence gap across different schools. The reliability statistics for variables testing on teacher’s attitude in the use of Audio-visual media, for variables testing on challenges in the use of audio-visual media and for variables testing on the classroom observation performance indicators, were 0.969, 0.981 and 0.944 respectively. The reliability statistics on all the research instruments was 0.990. A Cronbach's Alpha of 0.70 (70%) or higher reveals a strong internal consistency of a series of questions integrated to form a single scale measured by the coefficient. The study recommends the government to integrate digital learning in schools and ensure schools are fully equipped with an access to electricity and network connectivity. Ministry of Education to develop teachers’ capacity on the use of digital devices. The study also recommends the Kenya institute of Curriculum Development to develop a curriculum in line with competency based curriculum provided in digital devices. Lastly curriculum support officers and head teachers to support teachers to make use of available audio visual resources for teaching and learning
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    Instructors’ challenges of using information communication and technology in geography instruction: case of William Vacanrat Shadrach Tubman College, Liberia
    (INTERNATIONAL JOURNAL FOR INNOVATIVE RESEARCH IN MULTIDISCIPLINARY FIELD, 2023) Pewu, Emmanuel Toll, Jr.,; Ondigi, Samson Rosana; Miima, Florence Abuyeka
    In today's digital age, ICT utilization in the classroom is crucial for students to learn and apply 21st-century skills. It significantly improves geography teaching and learning environments by allowing instructors to document students' field trips and other learning outcomes. ICT software saves time and delivers higher-quality outcomes, while the internet expands access to reliable geographic data and information sources. ICT software simplifies geographic concepts, provides easily accessible data, and improves spatial awareness and decision-making abilities. Simulations and modelling tools enhance understanding of geographical problems such as natural vegetation, weather patterns, erosion, and agriculture. ICT also enhances higher-level thinking skills, particularly for students using ICT. This article highlights instructors' opinions about the problems they encounter when integrating ICT in the classroom. A descriptive design was adopted, whereby questionnaires and interview schedules were used to collect the data. Random sampling was used to sample six (6) geography instructors and ten (10) administrators from the targeted population at the Williams V.S. College of Education in Liberia. The findings showed that ICT resources were inadequate; the respondents experienced problems of network connectivity, limited technical support, the non-existence of stable electric power supply, the absence of ICT infrastructure, poor internet connection, the unavailability of support from college administrators, and a lack of effective training. From the findings, it is recommended that all the educational stakeholders look for ways of solving the problems and challenges of effective integration of technology into schools' teaching and learning processes. The ministry of education should conduct frequent refresher courses to equip curriculum implementers with adequate and proper skills on how to utilize the available ICT resources in schools and colleges
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    Students’ attitude and its effect on academic achievement in physics among secondary schools in Narok County, Kenya
    (Online Journals Publisher, 2024-08-14) Aencha, Thomas Magati; Waititu, Michael; Ondigi, Samson Rosana
    The research was inspired by the fact that students’ positive attitude is important since attitude plays a critical role on academic achievement. The research aimed to explore the aspects of students’ attitude on academic achievement in Physics among public secondary schools in Narok County, Kenya. The study employed quasiexperimental research design with pre-test and post-test administered to control and experimental groups. The data which was generated was analyzed using both descriptive and inferential statistics. The differences between the means of the two groups were analyzed using t-test. The statistical significance was tested at a= INTRODUCTION 0.05. The findings of the study indicated that the students who were instructed through various methods attained higher scores than their counterparts who were instructed through traditional methods of teaching. Inclusion, student's attitude towards physics enhanced their academic performance. Thus, the study recommends that the research be done on other locales to establish the effect of students' attitude towards learning school Physics on academic achievement.
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    Use of Communicative Approach Implications for Teaching and Learning Vocabulary in Composition Writing in Public Secondary Schools, Kitui County, Kenya
    (International Journal for Multidisciplinary Research (IJFMR), 2025-04) Mutune, Jane Mwende; Ondigi, Samson Rosana; Munyao, Harrison Mulwa
    Various approaches have been employed to teach vocabulary to students in the context of English composition writing. Among these, the Communicative Approach has emerged as vital for enhancing both language learning and teaching efficiency. However, this approach has often been overlooked in composition writing instruction, adversely affecting students' performance, particularly in national exams like the Kenya Certificate of Secondary Education (KCSE). This oversight is concerning as it hampers students' ability to excel in English composition and discourages the use of creative vocabulary. The Kenya National Examination Council (KNEC) has consistently highlighted this issue in KCSE results. This study investigated the Communicative Approach and its implications on the teaching of vocabulary in English composition writing in public schools in Kitui County, Kenya. Specific objectives were to: establish the Communicative Approaches used by teachers of English in teaching of vocabulary in composition writing, investigate the extent to which Communicative Approaches are used in teaching vocabulary in composition in English, establish the extent to which the learners can utilize the vocabulary learnt in composition writing in English, establish the challenges the teachers of English face while teaching vocabulary in writing composition using Communicative Approaches. A descriptive research design was adopted. In this study that targeted 33 public secondary schools, 4,770 Form Three students, and 90 English teachers in Kitui West Sub-County. A combination of stratified, simple, and purposive sampling techniques was used to select the sample population, which included four public secondary schools and 477 Form Three students (representing 10% of the target population), as well as nine randomly selected English teachers. Data collection methods used in the study included surveys, observation schedules, and structured interviews. A pilot study was conducted in one of the schools within Kitui West Sub-County prior to the main study. Both quantitative and qualitative data analysis methods were employed. Qualitative data from questionnaires were analyzed thematically and categorized, while quantitative data were analyzed using descriptive statistics, including frequencies and percentages. The findings revealed that teachers predominantly used genre- based strategies, traditional methods, and the Communicative Approach, with a focus on language acquisition, fostering creativity in paragraph development, and guiding students in writing different types of compositions. Teachers occasionally utilized the Communicative Approach to teach vocabulary in composition writing. They employed this approach in various ways to encourage vocabulary use among students. However, the study found that there were insufficient resources available in classrooms to support the Communicative Approach during composition writing lessons. Other challenges included limited time and large class sizes, which hindered effective student management. Pearson’s Product Moment Correlation Coefficients was applied in the testing of reliability of the research instruments used in the study and yielded 0.71 and 0.75 for the teacher’s questionnaire and students' questionnaires respectively A Pearson’s coefficient above 0.70 (70%)r reveals a strong internal consistency of a series of questions integrated to form a single scale measured by the coefficient. The study recommends that the Ministry of Education provide secondary schools with adequate resources to support teaching and learning strategies, including the Communicative Approach. Additionally, teachers should plan materials in advance to optimize time use, and school management should allocate more time for instruction using the Communicative Approach. Organizing workshops to equip teachers with skills in the Communicative Approach is also advised.