RP-Department of Educational Communication and Technology

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Privatising the public: marketisation as a strategy in public university transformation
(Taylor & Francis, 2008-03) Munene, Ishmael I.
In this study, the transformation of a Kenyan public university through marketisation and privatisation was investigated qualitatively. By focusing on senior university administrators, deans, department heads, union leaders, student leaders and senior scholars at Kenyatta University the study identified the reasons for, and strategies used to achieve, marketisation and the consequences. External factors – pressure by multilateral financial institutions and global trends in favour of the market place and private finance in higher education – and internal factors, including social demand for higher education alongside the government’s budget rationalisation agenda, were the impetus for the transformation. Strategies used in marketisation included the corporatisation of university management through the de-politicisation of the university chancellorship, competitive recruitment of the vice-chancellor, administrative reconfigurations involving mergers and downsizing, registration of unions and revitalisation of student leadership and commercialisation of learning. These developments resulted in role conflicts over various offices, insider recruitment, administrative misalignment, loss of faculty power in governance, collective bargaining failure and disruption of learning and institutional instability.
Globalisation of university programmes and community linkages: a case of two Kenyan Universities
(Centre for Promotin g Ideas, USA, 2011-03) Ondigi, S. R.
The history of university education and training goes back to such varied roots and staid of development that it is impossible to present it in its entirety, with all its aspects, unless one is prepared to sacrifice its clarity in a single publication. The university in general is regarded as an educational hub that creates knowledge and skills necessary in promoting the socio-economic and political development of a nation. The more important questions that this study addressed were:[i] Why provide education and training, and [ii] How does this education and training best suit the global technological challenges and the future of the university student generation. Indeed, the programmes offered by universities must have a global perspective and a special connection with the communities around the world given today's technological know-how. This was a descriptive survey study on the system of university education and training in Kenya, the nature of their global programs, challenges experienced and influence on the socio-economic, political and cultural development of the communities. Two sets of respondents were targeted, that is, university lecturers and students in the public universities in Kenya. Questionnaire instruments were used to collect data from the respondents. The findings indicated that despite these undertakings, employers and more particularly industrialists have expressed reservations on the type of graduates from our universities, for some have very little information technology knowledge. Important to note is the rate of unemployment among the university graduates, which perhaps could be attributed to the nature of education obtained at school. The study therefore recommends that Kenyan Universities should be a leading example in assisting the government in producing manpower relevant to the socio-economic and political development of the country and course the entire world.
Vocationalization of education in Kenya: the ClassroomPractice and the Learners‟ Responsibilities for Change inthe 21 st Century
(International Journal of Learning & Development, 2011-11-28) Ondigi, S. R.; Oyot, H. O.; Mueni N. Kiio; Nasibi, M.
The essence of education is to prepare an individual for lifelong experiences after schooling. Education as offered in schools today is expected to give the teacher a chance to impart knowledge and skills in the learner, and for the learner to be informed and be able to put into practice what has been gained in the course of time. The Kenyan curriculum and goals of education are clearly stipulated if followed to the latter. Basically, the classroom practice by both the teachers and the learners exhibit an academic rather than a dual system that is expected to meet the needs of both the individual and those of the communities which form subsets of the society at large. It is upon this premise that education of a given country must prepare its individuals in schools so as to meet the goals of education at any one given time of a country’s history. This paper looks at the perspective of vocationalization of education in Kenyan at this century. The history of education ever since independence in 1963 by focusing on the Ominde commission through the Koech report of 1999 have been emphatic that education must meet the national goals of education as stipulated in the curriculum. But what is edging the practice that has not revolutionalized the socio-economic, cultural and political development of Kenya? Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classroom aimed at achieving diversified learning and common practices in the career. The challenges herein are: where have we gone wrong as a nation, what is the practice in the classroom, when can the nation be out of this dilemma, who is to blame for the status quo and finally what is the way forward? By addressing these questions, the education system will be responsive to the changes in time and Kenya will be on the path to successful recovery.
The Role Of Research In Teaching And Learning Processes In Kenyan Universities
(2012-09-25) Ondigi, S. R.; Ondigi, Alice N.
Research in teaching and learning processes should be understood to mean digging deep into knowledge or existing issues so as to have enough knowledge and clear understanding of the subject area. In essence, research helps lecturers to interrogate aspects of their teaching practices and evaluate learning processes with a greater understanding of its relevance to their careers. It helps in assessment of particular situations in order to conform to the practices required in the pedagogical field. As a result of this, teaching/learning process becomes enjoyable and meaningful and in addition, it enhances symbiotic relationships between and among both the lecturers and the students. In this case, there should not be strains and tension in the teaching/learning process. In the long run, the quality of education in the universities is guaranteed. This paper explores ways in which the research is used to enhance teaching, training and learning in universities in Kenya.
Role of Geography and Pedagogical Approaches used in the Training of Pre-service Teachers in Kenyan Universities: A Case of Kenyatta University, Kenya
(Human Resource Management Academic Research Society, 2012-10) Ondigi, S. R.
In which countries are elephants found! The discipline of Geography is as big as an elephant and as thick as the equatorial forest. The question of how Geography should be taught has been an agonizing pedagogical issue among educators of the discipline. Geography is an important discipline in the school curriculum and its connectedness with other disciplines taught in schools outweighs its role in educating the young in schools today. If taught to meet the said objectives of teaching Geography, then the discipline enables learners to meet the national goals of education, equips the learners with useful life skills and professional attitude that meets the global labor market demands. This paper seeks to establish the role of Geography, the existing pedagogical strategies and methods of training that teacher training institutions in Kenya use to prepare novice teachers who teach in secondary schools. It further examines the framework of conceptualizing school Geography within the school curriculum in order to prepare learners for challenges that befall them long after schooling. School Geography therefore as it applies in a learning context means: learnt concepts, knowledge and skills within the national goals of educational and levels of assignment designed to prepare the learner for the future world of work as well as the learner having knowledge to relate with the environment. The study used an exploratory survey approach to collect data from 435 pre-service teacher trainees at Kenyatta University. The current pedagogical strategies used have not achieved the high global levels of training that adequately equip the teachers for their professional works that is meant to equip the learners with content and high level skills that meet the global labor market demands and the expected threshold in society. It is important to note that this paper further establishes numerous challenges experienced in the course of training and acquisition of knowledge and skills. The study has proposed the use of American Humane Association model for adaption in the training of pre-service teachers in the Kenyan Universities. In essence, Geography plays an important role in education for sustainable socio-economic, cultural and political development of societies in the world. Therefore, Geography is like an elephant that is extremely big and intelligent and so never gets lost. The discipline should be given the approach it deserves in order for it to make its contributions in the creation of knowledge and skills in the field of education and beyond
Towards Comprehensive Professional Development of Teachers: The Case of Kenya
(Academy of Process Educators, 2013) Gathumbi, Agnes W.; Mungai, Njoroge J.; Hintze, Denna L.
The quality of the teacher is vital in any country as the teacher not only embodies the sociocultural ethos of the country, but, in practices within the classroom, ensures its continuation and potential improvement. It is also said that no people can rise above the level of its teachers. Developing countries like Kenya peg their development agenda mainly on the provision of quality education. One approach to improving education is through in-service training of teachers, both novice and experienced. Ideally, in-service training programs are professional development programs committed to improving educator practices and growing their facilitation skills. It is through in-service training that educational institutions realize multiple goals, ranging from training teachers in the use of the latest technology, to helping them grow their skills in implementing pedagogical best practices, and sometimes even aiding educators as they innovate in pursuit of improved educational outcomes. This level of professional development requires the support not only of educational institutions, but of cultures and governments as well. For this reason, this paper supports the institutionalization of in-service training as a method of implementing a comprehensive policy for promoting ongoing professional development for educators. This is a position paper drawing largely from literature and the professional development experiences of teachers, which highlights key challenges worthy of attention by policy makers in order to create a comprehensive policy institutionalizing in-service training in Kenya. It is our stand that a comprehensive policy addressing these challenges would transform in-service training programs from their current ad hoc and local tendencies which generally focus on generic aspects of teaching into highly professional development programs which focus on measures such as student learning outcomes.
Attitudes of students toward studying history and government in some selected secondary schools in Mosocho Division, Kisii County. Kenya
(2013) Nyamwembe, Eric Osoro; Ondigi, S. R.; Kiio, Mueni
The purpose of this study was to investigate students’ attitudes towards studying History and Government in selected secondary schools of Mosocho division, Kisii County The study was conducted in both purposively and simple random sampled private and public secondary schools in Mosocho division, Kisii County. Mosocho division was purposively chosen because it was the only division in the District that is comprised of categories chosen by the researcher. The target population was form two (2) students and their respective History and Government teachers. Data were collected using teachers and students questionnaires. The teachers’ questionnaire comprised of both open ended and closed items. The students’ questionnaire used a 5 point-likert scale ranging from strongly agree to strongly disagree. The data collected was analyzed by use of descriptive statistics and presented with the aid of tables, percentage and, graphs. From the analyzed data major discussions were made and reported. Most of the students were found to be having negative attitude towards studying History and Government and Heuristic strategies of teaching were suggested and many other more
An analysis of History Teaching Methodology in High schools: A case of Tigania and Igembe districts, Meru County, Kenya
(The International Institute for Science, Technology and Education (IISTE), 2014) Mwathwana, M. I.; Mungai, C.; Gathumbi, Agnes W.; George, G.E.
This is a part of a larger study that was set out to establish pedagogical and other factors which influenced academic performance in Kenya Certificate of Secondary Education (KCSE) History examination in Tigania and Igembe Districts, Meru County Kenya. This study was aimed at establishing History teaching methods which influenced academic performance in Kenya Certificate of Secondary Education (KCSE) History examination in Tigania and Igembe Districts, Meru County Kenya. The study was carried out using descriptive survey design. The study used probability sampling where simple random sampling was used. Data collection employed questionnaires for teachers, and focus group discussion for the form three History students. The respondents for the study included forty (40) teachers, and four hundred (400) students who formed sixty (60) groups. The data was analyzed using statistical package for social sciences (SPSS) computer program and descriptive statistics. Chi square was used to test the null hypotheses. Although some teaching methods were found to be commonly used while others were often or rarely used, the impact of teaching methods on KCSE History examination performance was only significant for debate, brainstorming and panel methods
The impact of History teaching/learning resources on student performance in KCSE History examinations: A case of Tigania and Igembe districts Meru County, Kenya
(2014) Muriira, Isabella Mwathwana; Chegge Mungai; Gathumbi, Agnes W.; Gongera Enock George
This study set to establish the impact which influenced academic performance in Kenya Certificate of Secondary Education (KCSE) History examination in Tigania and Igembe Districts, Meru County Kenya. This study aimed at establishing how learning and teaching resources impact on performance in Kenya Certificate of Secondary Education (KCSE) History examination in Tigania and Igembe Districts, Meru County Kenya. The study covered the period between 2005 and 2009. It involved public and private secondary schools (mixed and single sex, boarding and day school). The study was conducted using descriptive survey design. The study used probability sampling where simple random sampling was employed. The collection of data was done using questionnaires for head teachers and teachers, interview guide for parents, and focus group discussion with form three History students. The data was analyzed using statistical package for social sciences (SPSS) computer program and descriptive statistics. Chi square was used to test the null hypotheses. It was found that teachinglearning resources are statistically significant in learning and teaching of History. From the findings, most schools in the two districts (75%) lacked a library and of those schools which have a library only 18.2% are adequately stocked with History learning /teaching resources.
Stakeholder Patronage as Influencers Of Micro-Enterprise Growth At Kamukunji In Nairobi, Kenya
(University of Nairobi, 2014) Oroko, Huldah K.; Ondigi, S. R.; Kibas, Peter B.
Several studies show that significant relationship exists between stakeholder patronage and micro-enterprise growth. Although the roles of factors such as family, friends, debtors, employees, and partners have been widely studied, their influences on growth of sales, employees, departments, and divisions have been generally ignored. To bridge this gap, the paper investigates how stakeholder patronage of 354 micro-enterprises sampled from Kamukunji Jua Kali Association membership register impacts positively or negatively on vertical and horizontal growth. Data were collected using in a face-toface interview using a self-administered structured questionnaire and analysed by factor and multi-level analyses. Results indicate that stakeholder patronage model (65.33 percent variance explained), Kaiser-Meyer-Olkin measure of sampling adequacy (KMO = .87) and Bartlett s test of sphericity (.001) remain conceptually valid. Tests of 13 hypotheses indicates that stakeholder patronage of 76.92 percent acceptance moderately influence growth.
Gender Differences in Parental Involvement in Children’s Learning in Public Secondary Schools: A Case of Kieni-West District, Nyeri County - Kenya
(Innovative Space of Scientific Research Journals, 2014) Ondigi, S. R.; Ndirangu, Lydiah
The attitudes and aspirations of parents and of children themselves predict later educational achievement. International evidence suggests that parents with high aspirations are also more involved in their children’s education (Gutman & Akerman, 2008). This study was set to investigate gender differences in parents’ involvement in their children’s learning in public secondary schools in Kieni-West District Nyeri County-Kenya. The objectives of the study were to: (i) Investigate gender difference in the nature of parental involvement in their children’s learning; (ii) Establish gender differences in factors influencing extent of involvement children’s learning and to (iii) Explore parents’ views towards the teachers in their involvement in learning. One hundred and ten parents who had their children in public secondary schools were randomly selected. The research study employed a mixed method approach using both qualitative and quantitative techniques in collecting and analyzing data. The study used face to face interviews with fathers and mothers. The findings of the study indicated that 89% of the mothers participated in school events and activities compared to 83% of the fathers. Further findings indicated that 70% of the fathers communicated to their children in mother tongue while at home compared to 61% of the mothers. Majority of the fathers had attained secondary education while majority of the mothers had primary education. The study revealed that mothers experienced painful experiences during their time than the fathers. Major recommendations include among others attending parents teachers’ conferences and encouraging parents to communicate to their children in English.
Pedagogical Practices that Hamper Effective Teaching and Learning of Biology in Secondary Schools in Migori District, Kenya
(NARPUB, 2014) Eunice, O. A.; Khatete, D. W.; Ondigi, S. R.
Biology is a very potent tool for social and economic changes in the contemporary world. However, students constantly display low achievement in the subject at KCSE level countrywide and majorly in Migori district. Teaching techniques are an important focus of national and local policy. Reforms and actions aim to promote high-quality teaching in classrooms and team work both at school level and nationally. In order to tailor policies and interventions to the needs of different stakeholders and to improve teaching and learning of students, it is important to understand comprehensively what is happening in the classroom and schools in general. This study aimed at contributing to this knowledge base. The study employed a descriptive survey design and a sample size of 28% and three hundred and eighty five (385) respondents. The research instruments used included questionnaires for Biology teachers and students, interview schedules for principals and Disrict Education Officer and observation checklists for theory and practical lessons. The theoretical framework of the study was based on the knowledge that modified human behavior leads to prediction and control over performance and learning. The data was analyzed using descriptive statistics; frequencies and percentages were used to describe the findings according to the various variables under study. The findings of the study established use of inappropriate teaching techniques to be one of the major factors contributing to poor achievement in Biology in Migori district. Therefore, the following recommendations were made: more practical activities be carried out in the teaching of the subject in the schools, school administration to provide for the resources in the school budgets, seminars, workshops, and other in-service courses should be intensified by the Ministry of Education to encourage Biology teachers’ creativity and innovation in teaching and that teachers to be consistent in the use of resources.
Towards the Utilization of Instructional Media for Effective Teaching and Learning of English in Kenya
(International Knowledge Sharing Platform, 2014) Wamalwa, Erastus Juma; Wamalwa, Eric W.
Although English language is a compulsory subject in the Kenyan school curriculum, its teaching faces enhancement challenges. English language has been allotted more time for effective teaching and learning, this is however, not reflected in students’ performance results in many public secondary schools in Kenya. In assessing the cause of this poor performance, teachers are said to have absconded their duties. Most teachers in public schools are said to absent themselves from school, while those who attend classes do not carry out their responsibilities when teaching. Moreover, since the introduction of free primary education in 2002, the number of pupils joining schools increased tremendously. This has seen an increased number of primary level graduates transit to secondary schools whereas the number of teachers remained the same. The huge numbers of students in classes has posed a great challenge to effective teaching and instruction and to the use of teaching resources available. In many instances, teachers have reverted to using only the traditional methods of teaching and instruction. Thus, this paper assesses the place and role of instructional media in enhancing teaching and learning of English language subject in Kenya. The paper urges for a renewed emphasis towards the use of Instructional Media by teachers and stakeholders. The paper proposes for a mandatory use of instructional media while teaching to enhance learning English language subject in Kenya.
Instructional Practices And Challenges In Secondary English Language Teaching: Implications For Development Of Benchmarks In Kenya
(Research Journal, 2014-11) Gathumbi, Agnes M. W.; Bwire, Adelheid M.; Roy-Campbell, Zaline M.
There have been concerns about the declining standards of English in Kenyan secondary schools. A study was conducted to generate baseline data that would guide development of English language benchmarks. Its aim was to identify difficulties or challenges teachers of English face when teaching English and areas of focus for improving the teaching and learning of English in Kenyan secondary schools. The study also aimed at establishing areas of learners’ weaknesses. Data were collected using a questionnaire. Findings indicated teaching and learning of English would improve if based on set standards. There is also need to revisit teacher preparation and professional development programmes, with the aim of improving teacher training and addressing the identified challenges. Teacher educators’ training capacity is lacking in some skills and needs to be developed further.
Graffiti Writing: Its Likely Influence on English Language Learning in Selected Secondary Schools in Laikipia East District, Kenya
(elixirpublishers, 2015) Mwangi, Francis Gichuki; Bwire, Adelheid M.; Gathumbi, Agnes W.
Graffiti takes the form of written language whose authorship always remains anonymous. It precisely refers to any wall writing, pictures and symbols or markings of any kind on any surface anywhere no matter what motivates the writer. Most graffiti are viewed as illegal or vandalism of property by those in authority. Secondary school students use graffiti as a form of communication when they feel other channels to express themselves, have been blocked by those in authority. The study at aimed at identifying the communicative strategies employed in graffiti writing and the influence of graffiti on learning of English language and classroom learning environment in our schools. Graffiti texts were collected in ten secondary schools purposively sampled in the Larger Laikipia East District in Laikipia County. Out of one thousand graffiti texts collected, two hundred were randomly sampled for analysis. Twenty English teachers were purposively sampled to take part in an interview. One hundred students were randomly sampled to fill in questionnaires. A Focused Group Discussion (FGD) was carried out with another group of five students randomly sampled across the classes in each school. The data collected from this exercise were analyzed qualitatively and quantitatively to arrive at inferences and conclusions. The study used a sociolinguistic approach to the study of graffiti. The study was guided by General System Theory. The findings of the study were that students used varied communicative strategies like humour, symbolism, irony, short forms, acronyms and abbreviations in their graffiti writings. It was also established that teachers expressed varied opinions that graffiti influenced learning of English language and classroom learning environment in secondary schools. The findings of this research may contribute to the study of sociolinguistics in general and communication in schools in particular. It has been established that students use graffiti to communicate a lot of information that would be beneficial to the head teachers, quality assurance officers, students‘ counsellors, policy makers and other stakeholders. Classroom teachers may also use graffiti to establish the unspoken students problems and behaviour and thus prevent entropy of the school system.
Information Technology Support Staff’s Competency Level in E-Learning Implementation: A Comparative Study of Kenyatta University, Kenya and University of Cape Coast, Ghana
(Asia Pacific Institute of Advanced Research, 2015) Gathumbi, Agnes W.; Nyagorme, Paul
E-learning is an area that has been embraced by many universities and other institutions of higher learning in many developing countries. An attempt to install and use e-Learning equipment and facilities has been met by many challenges. These are in hardware, software and manpower development to meet the needs of the students and staff. Provision of sustained technical support to the end-users is an area that has been overlooked in the adoption of e-learning platforms across the higher education institutions of developing countries. This was a comparative study that assessed Information Communication and Technology (ICT) competency level of Information Technology Support Staff (ITSS) of Kenyatta University (KU), Kenya and University of Cape Coast (UCC), Ghana. Descriptive survey design was used for the study. Purposive sampling technique was employed to select 68 ITSS for the study. Six hypotheses were formulated and tested using independent sample t-test. The study found that the ITSS in the two universities have low proficiency in the area of information system management, software application functions and hardware troubleshooting of the network facilities. The study further found that there exist statistically significant differences in the ICT basic literacy and patch management proficiency, between ITSS of UCC and KU. However, no statistically significant differences were established in the competency levels of system security administration, storage management, service directory administration and output management functions. Other conclusions and recommendations have been made for both universities.
Improving Student Teaching for Quality Teacher Preparation: A Kenyan University Case
(AJOTE, 2015) Ochanji, Moses; Ayot, Henry O.; Kamina, Penina; Ondigi, S. R.; Kimemia, John N.
This study on teaching practice experience was conducted at a Kenyan University by researchers from both the USA and Kenya through a partnership project to build capacity through quality teacher preparation. The portion of this study presented here used survey techniques and specifically addressed the student teachers’ perspectives on the preparation processes, and ability to plan, instruct and use feedback to improve instruction in teaching practice. Stratified sampling of student teachers (n=360) and supervisor (n=240) was used. The student teacher questionnaire covered several educational components such, as professionalism, lesson material preparation, content knowledge, teaching performance skills, and reflection based on classroom observation feedback. The major findings were student teachers inability to integrate Information Communication Technology (ICT) in teaching, a gap in the teacher education curriculum on the role of ICT in teacher education, and lack of supportive supervisory feedback to the teacher candidates during teaching practice. The study recommends mapping of teacher education courses to ensure that ICT and expert feedback are covered before teaching practice by offering coursework on modern accessible ICT and facilitating rigorous microteaching experiences. Also, programs should train enough teaching practice supervisors, strategically plan school placements, and ensure timely posting of student teachers.
Learning conditions and students’ characteristics that enhance Effective Teaching and Learning of Biology in Secondary Schools in Migori District, Kenya
(Merit Research Journals, 2015) Owiti, Eunice Atieno
Biology is a very potent tool for social and economic changes in the contemporary world. However, students constantly display low achievement in the subject at KCSE level countrywide and majorly in Migori district. Learning environment and students’ characteristics are important focus of national and local policy. Reforms and actions aim to promote quality teaching, learning and achievement both at school level and nationally. In order to tailor policies and interventions to the needs of different stakeholders and to improve the learning conditions of students, it is important to understand comprehensively what is happening in the classroom and school environments in general. This study aimed at contributing to this knowledge base. The study employed a descriptive survey design and a sample size of 28% and three hundred and eighty five (385) respondents. The research instruments used included questionnaires for Biology teachers and students, interview schedules for principals and District Education Officer and observation checklists for theory and practical lessons. The theoretical framework of the study was based on the knowledge that conducive learning environments lead to prediction and control over performance and learning. The data was analyzed using descriptive statistics; frequencies and percentages were used to describe the findings according to the various variables under study. The findings of the study established congested and crowded classrooms to be one of the major factors contributing to poor achievement in Biology in Migori district. Therefore, the following recommendation was made; school administration to provide for the resources and facilities in the school budgets, seminars, workshops, and other in-service courses should be intensified by the Ministry of Education to encourage Biology teachers’ creativity and innovation in teaching and consistency in the use of resources.
Education for social transformation: the role of History and Government in Secondary School Curriculum in Kenya
(GLOBEEDU Group, 2015-01) Nasibi, M. W.
The development of any nation is peaked upon the type of education offered and its relevance to the needs and aspirations of the people it serves. It should not only bring up individual development, but also the desired change, while preserving the culture and values of the society. The history curriculum is well placed to contribute to societal transformation because it deals with a whole range of human and global issues. The subject is relevant in Kenya which is beset with many problems ranging from governance, health, high inflation, environmental degradation and poverty among others. This is a disturbing scenario given that history has been a subject in the secondary school curriculum since the establishment of colonial rule. This paper contends that, if the right historical knowledge is transmitted to the majority of the youth, history will not only transform the Kenyan society but the entire African continent. Its importance lies in cementing the society, giving one a sense of identity and preparation for citizenship and membership, while training in democratic principles and morality. It is recommended that certain aspects of history should be compulsory at secondary and university levels because of the subject’s uniqueness and concerns with the reconstruction of the past.
Enhancement of Science Performance through Computer -Assisted Instruction among Selected Secondary School Learners in Kenya
(Kentucky Journal of Excellence in College Teaching and Learning, 2015-06) Jesse, Samuel N.; Twoli, Nicholas V.; Maundu, John N.
The performance of learners in Science in Kenyan secondary schools has been consistently low over the years. Many factors contribute to this poor performance and among them is the inappropriate teaching approaches that are teachercentered rather than learner-centered. The purpose of the present study was to investigate the influence of instructional methods on efficiency of content delivery to the learner and eventually the learner’s improved performance in science. Quasi-experimental design was used, based on the performance in science when the Conventional Instructional Techniques (CIT) are used and when a combination of computer-assisted instruction (CAI) and conventional instructional methods are used. Biology, Chemistry and Physics teachers and Form Two learners from six provincial secondary schools situated in the greater Embu district were involved the research. Data collected using Standard Students Assessment Tests (SSAT) was analyzed in order to uncover whether there was a significant difference in learners’ science performance before and after the treatment. The study found out that learners taught through CAI performed significantly better than learners taught through CIT in science. Based on this study, it was concluded that use of computer-assisted instruction improves secondary school learners’ performance in science. This paper ends with some recommendations for further research.

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