Browsing by Author "Waititu, Michael"

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    The effect of using multimedia cases on prospective teachers self-efficacy belief
    (2015-07) Rugano, Peter; Twoli, N. W.; Waititu, Michael
    The study explores how the use of multimedia cases affects the science teaching self-efficacy of prospective teachers in one university in Kenya. Chemistry and physics prospective teachers (N = 42) explored questioning and lesson introduction strategies using multimedia cases filmed in Kenyan classrooms. The changes in their self-efficacy was analyzed by looking at the difference in their scores in a pre-test and a post-test on a popular science teaching efficacy beliefs instrument developed by Enochs and Riggs, (1990). The results show that the use of multimedia cases created a cognitive dissonance that led to a decrease in the personal science teaching efficacy (PSTE) and no significant change on the science teaching outcome expectancy (STOE). These findings point to the effectiveness of multimedia cases in challenging the beliefs of prospective teachers during the methods courses. Keywords: Self-efficacy, Multimedia Cases, Prospective Teachers, Sub-Saharan Teacher Education Programs
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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.