Browsing by Author "Waititu, Michael Muchoki"

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    Impact of Integrating Basic Science Process Skills on Students Performance in Biology Practical in Vihiga County, Kenya
    (IJRSS, 2025-01) Kadenyi, Mercy Osotsi; Wambasi, Aineah Wang’anya; Waititu, Michael Muchoki
    The study investigated impact of Integrating Basic Science Process Skills on students’ performance in Biology practical. Research study objective was to determine students level of mastery of Basic Science Process Skills in learning of Biology practical. Form Three students were involved in the study. The study adopted Constructivism theory and Quasi experimental research design. Data was collected using Biology Achievement Test. The tests consisted of both pretest and posttest. The students target population was 4560 Form Three students. A sample size of 384 Form Three students was obtained from the target population using Yamane’s formula. Twelve participating schools were selected by applying Stratified and Simple random sampling method. Six experimental and six control group of schools were created using Purposive sampling method. Experimental group were taught using practical activities while control group focused on teacher centered activities. Data was analyzed using Statistical Package for Social Science version 27. Descriptive statistics was used to analyze mean, standard deviation and median. Inferential statistics were used to determine significance of results. Content validity was determined by piloting the study instruments. Internal consistency reliability of the tests was determined using Kuder-Richardson 20 formula (=.978). A two-way ANOVA indicated that there was a significant difference in learners’ performance in Biology practical in both experimental group and control group at p<.05.
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    Influence of teacher instructional practices on students' engagement in learning physics in coeducational Secondary schools of Murang'a County, Kenya
    (Kenyatta University, 2015-11) Waititu, Michael Muchoki; Twoli, N. W.; Maundu, J. N.
    Gender equity in enrolment and achievement in secondary school physics remains a matter of pedagogic concern. Studies carried out elsewhere in the world clearly document a myriad of reasons to account for the disparity. This study purposed to investigate how teacher instructional practices influence boys' and girls' engagement in learning of physics in Kenyan co-educational secondary schools. It was guided by feminist pedagogical theory, which is predicated on four learnercentred pedagogy components: creating participatory learning environments, validating learners' ideas and experiences; encouraging social understanding and inspiring application of learned insights in the larger world; and fostering critical thinking and disposition. It applied an exploratory study design to identify nature of instructional practices; to determine underpinnings for the instructional practices; to establish teachers' experiences; and to investigate students' perceptions of frequency of gender inclusive practices in the teaching of physics. Data were collected from 14 out of 19 physics teachers and 1910ut of 25 8 students in 14 co-educational schools in Murang'a County. The data were gathered using classroom observation schedule; survey questionnaire for students; and interview protocol for teachers. Qualitative data were analysed through the method of constant comparison. For the quantitative data, mean scale ratings of perceived frequency of gender inclusive instructional practices were computed and t-test applied to evaluate significance of difference between the boys' and girls' perceptions. Data analysis revealed that teaching of physics in the schools was mostly through expository methods. The teachers applied these methods in disregard of their high professional qualifications; with low achievement expectations for their learners, and more particularly for the girls and; in excuse of inadequate resources. The gap between teaching qualifications and practices in the classroom was further supported by teachers' feeling that they had a high teaching workload and that the syllabus was overloaded. The study further revealed that both the boys and the girls perceived that there was low frequency of gender inclusive instructional practices. Difference in the boys' and girl' perceptions were statistically significant at a = 0.05 for majority of the questionnaire items. Findings of the study would help teachers to reflect about their pedagogical practices for the benefit of the students. Furthermore, the findings would be useful in review of gender-equity training in teacher education programs. In addition, the findings would be valuable to all stakeholders concerned with promoting gender equity and addressing issues of excellence in the teaching and learning of physics.
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    Teachers' Perceptions of Digital Game Utilisation in Teaching and Learning Physics Concepts in Secondary Schools of Murang’a County,Kenya
    (Journal of Education, 2025-04) Gakime, Richard Githinji; Waititu, Michael Muchoki; Mwangi, Francis Gichuki
    This study investigated physics teachers' perceptions regarding the utilisation of Digital Game-Based Learning in secondary schools within Murang'a County, Kenya. The research specifically examined teachers' comfort levels with digital games, perceived usefulness, implementation intentions, and specific attitudes toward game-based instruction in physics education. Employing a mixed-methods approach through a descriptive survey design, the study collected data from 11 purposively selected physics teachers using structured questionnaires and semi-structured interviews. The findings revealed that while 45.5% of teachers expressed comfort with DGBL, significant barriers to adoption persisted. Teachers strongly recognized DGBL's potential benefits, particularly in visualization (M=4.18) and student engagement (M=4.27), but expressed concerns about technical issues (M=3.73) and classroom management challenges (M=3.45). The study identified a notable gap between perceived usefulness and implementation intentions, with moderate confidence levels (M=3.18) in game integration abilities suggesting a need for enhanced technological pedagogical content knowledge. Qualitative data illuminated how teachers negotiate between perceived benefits and practical constraints, highlighting the critical role of institutional support and professional development in successful DGBL implementation. The research concludes that while teachers generally maintain positive dispositions toward DGBL, addressing technical infrastructure, providing targeted professional development, and ensuring curriculum alignment are essential for effective integration