CW-Department of Educational Communication and Technology

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Contribution of Ineffective Teaching and Learning of Mathematics to Regional Disparities in Socio Economic Development in Africa
(Kenyatta University, 2003) Rukangu, S. M.
Causes of diversified curriculum changes in US.A, Europe and Russia have basically been technological compared to other regions. Yet, mathematics has consistently remained a central and important subject in all school curriculum levels. Its immense relationship with other subject areas has created not only pressure on students 'performance in various examinations but also acts as "frustrating belts" for their future careers. Various policy changes, threatening demands for specific entries into the different career training institutions emphasize on mathematical grades . . Direct employment requirements and teaching styles for teachers have often used mathematics for selection purposes. Yet, real mathematical knowledge for socioeconomic development is least solicited from individuals. Priorities for alleviating poor results in mathematics have been identified in various African countries such as Kenya, Zimbabwe and Namibia. Nevertheless, the improvement, if any, is minimal while socio-economic development continues to drop. Poor socioeconomic development can be linked to poor learning in mathematics. Currently the subject s learning procedures produce few individuals with good grades in mathematics and majority with poor grades. It is important to note that good grades per se are not sufficient to enhance socioeconomic development in Africa. There are other mathematical issues that are closely related to such development, which the teaching and learning of mathematics must address. This paper addresses such issues including problem solving and equity for mathematical education. Others are issues relating to poverty, politics and forming a wider learning environment for mathematics education in schools. Unless such issues, and the equity in mathematics in particular are fully addressed, the students' endless poor performance will continue to form a strong base for poor socioeconomic performance in Africa. This is the essence of this paper at this forum
The African Universities' Response to the Undergraduate Students' Need for Independent Learning and Critical Thinking Skills
(Kenyatta University, 2003) Ndethiu, Sophia M.
In this paper, the author challenges leaders, teachers and other stakeholders in institutions of higher learning in Africa to give the promotion of independent learning and critical thinking skills the seriousness that it deserves. Many students that join university do so with only "lower-order" learning abilities so that higher institutions of learning need to respond by stepping in specific measures to bridge this gap. Universities have to be prepared to equip students with "high-order" learning abilities that will guarantee independence, engender intellectual stimulation and encourage independent scholarship while at the same time preparing them for life-long learning and critical thinking that are the defining attributes of life in an information based society. It challenges those universities that already have academic interventions for first-year students to interrogate the role being played by these structures with a goal to strengthening their core aims and missions. The role that universities can play to meet this very noble end is extrapolated against the current trends and realities within the teaching/learning environments of African universities. The paper proposes that African universities should adopt the "constructivist learning paradigm" which could guide our pedagogical choices if we are to develop learners with greater capacities for learning now and in the future. It ends by offering some recommendations
Context-based primary teacher training model: the way forward for Kenya
(2011) Mwangi, Suleiman Kairu; Twoli, N. W.; Maundu, J. N.
Teacher quality is a continuing interest to most teacher education reform discourses in many countries. Armour and Booth (1999), Feiman-Nemser (2001) and Hoban (2005) argue that most teacher education graduates in many countries often feel inadequate in their preparation for classroom teaching. In Kenya, the Sessional paper No. 1 of 2005, the Kenya Education Sector Support Programme document of 2005-2010 and Wanzare (2002) cite low quality primary teacher education as a major impediment to education reforms. This is attributed to the traditional content-based pedagogical primary teacher education model that lacks adequate learner involvement, presents a fragmented view of learning and has little connection between theory and practice. This study sought to establish whether context-based learning through focus group discussions on teaching and classroom practice improves teachers’ teaching effectiveness and aimed at developing a suitable pre-service primary teacher education model for Kenya. A Quasi-Experimental research design in form of a pre-test/post-test longitudinal panel control group was used. It involved a stratified random sample of 80 first year pre-service teachers from Meru and Egoji colleges (40 for experimental and 40 for control groups). The experimental group was sub-divided into groups of ten of equal gender proportions that held discussions under the facilitation of the researcher once per week during teaching practice sessions. A classroom observation schedule, a focus group discussion schedule and a reflective diary were used to collect data. The findings obtained through the use of a t-test for independent means revealed that there were significant differences between the two groups on instructional systems planning, teacher-student interactions, students’ motivation and use of instructional resources except on teachers’ classroom management.
Towards effective management in education: the case of school quality assuarance and standards officer (QASO) in Kenya
(2011) Kimemia, J. N.
The management of Education like the other sectors of national development is crucial particularly in this era of inadequate resources and competing dynamics in politics, social and economic arena. There are specifically designed levels and institutions charged with the responsibilities and duties of managing education. Among these institutions is the Inspectorate and the officers (QASO) working in it as professionals and educational managers. At national level, the school QASO are viewed as watchdogs, semi-administrators and professionals to advise and manage schools comprising the teachers, parents, students and the wider community (nation) served by these institutions. This paper attempts to define effective management in education and focuses on the role of school QASO in the management scene. The conceptualization of the pre-requisites in terms of skills and competencies expected from the QASO are highlighted. Consequently, the prevailing mismatches between their advisory and assessment roles are explained. As one scholar rightly questions: Are school QASO Friends or Foes? (Godia: 1984). This question is not resolved because school QASO are involved in managing education within multi-faceted professional conflicts identified in the paper. The recommendation from this study is that these professional conflicts should not be ignored but should be effectively managed.
Teacher preparation for the 21st century
(2011) Mbugua, W.
Teacher quality affects the quality of the education curriculum, its implementation, assessment and evaluation, making preparation of teachers a very important aspect of any education system in the world. However, most social systems do not treat teacher education as a serious endeavor and so do not improve conditions to make success a possibility. For example, the teacher education curriculum has remained more or less the same over the years. Again, besides the initial training, most teachers have minimal opportunities for any further professional development. As countries continue to experience education reforms in tune with the demands for the 21stcentury competitive workforce, social cohesion and individual growth, it is imperative to have a teacher education program well planned to fit in the rapidly changing world. Thus this paper, proposes a teacher education program suitable to meet the exigencies of the 21st century. The paper argues that teacher education preparation needs to have strong knowledge based pedagogy incorporating clinical schools and information communication technology (ICT). Through it, teachers’ practice will be informed and guided by reflective practice, research and professional development to ensure lifelong learning. Ultimately, the 21stcentury teacher is one who is going to be able to unlearn, learn and relearn in order to influence positive student outcome. As a result, active learning that is constructivist in nature will be encouraged in the classrooms, moving away from the commonly used transmission mode of education.
Teacher competencies in accessing online content: a study of Igembe south district
(2011) Mukami, E.; Mwirigi, L.; muriithi, N.
ICTs have impacted the way people think and live. With the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more important. Providers of education are reviewing their programs so as to match the changing trends in the world. They have integrated ICT in education. The use of ICT in classroom set ups has impacted on the content and how the learners learn. The integration of ICT in classroom teaching in Kenya has faced many challenges. In this paper we look at the teacher competencies in accessing online content. The objective of this study was to explore teachers’ knowledge and ability to access online content. This study was conducted in Igembe South District of Meru County. The respondents to this study were 100 secondary school teachers. This study was quantitative and adopted a descriptive survey design to gather data. Data collection was carried out using questionnaires. The findings of this study indicate that many teachers do not have access to computers in their schools, they do not access the internet daily and for those who access the internet, they do not plan their searches and are not able to download the content for future use. The main recommendation of this study is, further studies to be conducted on this aspect of ICT in order to come up with a uniform framework for evaluating teachers’ competencies in accessing online content.
Purpose and structure of tests in secondary school chemistry: the teachers’ response.
(2011) Ituma, Monica Gakii; Twoli, N. W.
Much time and resources are invested in frequent testing of students at secondary school level. This is done with an understanding that testing brings improved learning and therefore better performance. This perceived link between testing and performance seems to be the driving force in the testing process. This is much so in the subjects which have traditionally been perceived as difficult and these include mathematics and sciences. This paper discusses some aspects of testing in secondary schools and particularly focuses on one of the science subject which is chemistry. The impetus to focus on chemistry is drawn from consistence posting of poor results at the end of the course in the national examinations. It was envisaged that some views from the teachers would reveal possible weaknesses and strengths that could be shared with other partners with the aim of bringing higher gains in the performance of chemistry and possibly other science subjects. The data discussed in this paper was generated from a survey study which was conducted among a cluster of teachers of secondary schools near Nairobi in Kenya. A total of thirty four (34) teachers from fifteen (15) schools were involved in the study which used mainly questionnaires, interviews and document analysis to collect data. The results indicate that teachers of chemistry take testing as an important process that can bring improvement in learning. Teachers also recognize that only quality tests and proper administration can bring desired effects. Frequency in testing stood out as a feature which emphasized the notion that ‘frequency in testing is proportional to improvement in learning’. Theory test papers were dominant and tested a range of content in the science domains. Chemistry teachers also recognized that skills are important and these were accommodated by practical tests especially in higher classes. Results from tests can be very important to a chemistry teacher or any other teacher in providing ‘feedback for improved instruction’. Results can also be used to compare with other subjects in the school, local schools in the same subjects and can also be used for prediction in the National Examinations. Despite government’s emphasis on improved performance in science, it has no firm guiding policy on test management in schools.
An investigation of utilization of teaching techniques that enhance integration of the four basic English language skills in secondary schools in Kenya
(2011) Gathumbi, Agnes W.; Ogalo, M. O.
English language in Kenya is taught as a second language and it is also the country’s official language, as well as the language of instruction (LOI) in secondary schools. It is through English that all the other subject contents are taught and examined (except for other languages). This scenario implies that proficiency in the LOI is essential if learners are expected to advance to institutions of higher learning for tertiary education. The four basic language skills that were of interest in this study are listening, speaking, reading and writing; grammar and vocabulary are embedded in these four. These skills are expected to be integrated during the actual classroom teaching. Performance in English language in Kenya Certificate of Secondary Education (KCSE) examinations (terminal secondary school examinations) has been going down, year after year. There was a need, therefore, to find out if teachers used the integrative approach when teaching English. Use of teaching techniques that promote integration of language skills is expected to improve language learning. The study was conducted in ten secondary schools in Gatundu district of Kenya. The sample comprised 20 English language teachers who teach Form three students and 10 Heads of English department. Instruments for collection of raw data were a questionnaire, a classroom observation schedule and an interview schedule. The SPSS program was used to analyze the generated qualitative data, which were presented descriptively using basic statistics. Research findings showed that most teachers found integration of language skills during teaching, a challenge. Classrooms were teacher-centered rather than learner-centered. A negative backwash effect was evident as 80% of the teachers said they ignored listening and speaking skills as they are not tested in KCSE examinations. Conclusions have been drawn and recommendations made.
Case study of university of Nairobi and Kenyatta University
(2011) Kithinji, C. T.; Mburugu, K. G.; Kimemia, J. N.
This study had sought to identify the nature and types of mentoring programs in our universities; to identify the challenges/problems encountered by staff and students in the process of mentoring; to find out the coping mechanisms and resolutions of conflicts arising from students, unrest, drug use and abuse as well as deviant misbehaviuors in higher learning institutions and to suggest ways of improving mentoring programs in institutions of higher learning. The analysis and description of mentoring and development strategies as an integral component in youth empowerment and social emancipation was based on the theory of Mentoring Mosaic by Darling (1990). The study population was drawn from two Kenyan public universities namely; Kenyatta University, and University of Nairobi. Using the purposive sampling technique, the researchers selected twenty five students per institution. The data from respondents was classified according to the variables and the variable was then related to the research objectives. This research exposes the problem of mismatch between the expectations of a mentoring programme and the situation in practice. This includes: lack of a clear method of matching of mentor and the mentoree, low level of motivation of both mentors and mentorees among others. The administrators do not have a clear guideline on how to match mentors and mentorees and focus more on coordination. T he study recommends that a mechanism of matching mentors and mentorees be put up.; management to motivate mentors and mentorees ; set a day when each mentor is not occupied with any official duty so as to meet the mentorees ; create awareness of the existence of mentoring programmme to both students and staff and increase both administrators and mentors.
Challenges facing teachers in integrating educational technology into Kiswahili teaching. a case of selected secondary schools in Kisii county, Kenya.
(2011) Omariba, A.; Ondigi, S. R.; Oyot, H. O.
Information and Communication Technology (ICT) has brought about profound changes in this 21stcentury era.ICT has changed the way people communicate and do business. In education, the role of ICT and whether or not it positively influences the learners’ attitudes to work and particularly in language (Kiswahili) has been a matter of much debate. Globally, Kiswahili is taught as a language in universities such as Harvard, Yale, Germany, Osaka-Japan, China, South Korea, South Africa, Ghana and Nigeria just to mention a few. Further, the African Union meetings recognize Kiswahili as one of the languages of communication. The use of ICT creates an environment which moves away from the traditional teacher-centered approaches that have been devoid of learner enjoyment and explorativeness which are important characteristics of effective and meaningful learning. ICT allows learners to create, collect, store, use knowledge and information; and it enables learners to connect with people and resources all over the world (Alberta Learning, 2000). The emphasis of teaching Kiswahili language in Kenya is becoming commonplace. The professional development of teachers on the use of ICT enables them develop and update themselves on the ever changing trends and techniques of integrating Educational Technology (ICT-based ) in teaching. The Ministry of Education in Kenya as in many countries in the world realized and accepted the importance of ICT in teaching. It was with this regard that New Partnership for Africa Development (NEPAD) a pilot project was started with an aim of trying to find out the possibility of realizing the dream of integrating ICT in teaching in secondary schools. However, like any new project, there is a possibility of certain challenges such as students’ attitudes and how to impart knowledge and skills which may first need to be addressed in order to guarantee full implementation and success of the project in Kenyan secondary schools. The presenters of this paper did a study of selected secondary schools in Kisii County Kenya. The purpose of the study was to investigate the professional preparedness of the Kiswahili teachers in integrating educational technology into the teaching of the language and establish challenges teachers face while trying to integrate technology into Kiswahili instructional process. The findings have important implications for the future integration of educational technology in the teaching of Kiswahili in Kenya. Will this dream come true? The presenters will share their findings and experience.
Effective teaching practice as the professional familiarity with varying abilities and classroom control
(2011) Oyot, H. O.
This paper looks at the theories of education as inculcation of knowledge from the known into the unknown. To help the student teacher to develop the abilities and interests in teaching and learning. It helps the student teacher to seek to satisfy the needs of student by providing the necessary and relevant information to the student. It is intended to equip student teacher with competence in giving relevant information, giving the guidance, motivation and environment with positive interaction with students in a controlled classroom situation. Practical advice is provided on classroom procedures and on the ways of creating maximum utilization of facilities at any given classroom situation. The feedback in forms of regular tests and examinations become part and partial of teaching practice and essential component in evaluation of the learning process. Teaching practice helps in providing important feedback to the teacher in reviewing the teaching tasks. The paper is intended to describe and analyse the whole process of teaching practice and the rationale for its institution for teacher trainers. Concrete description will be made of all arrangements that must be made with the practising school or colleges; the role of subject supervisors; area supervisor and co-operating teachers in the whole programme. The duties of the student teacher in the teaching practice both in the classroom and extracurricular activities will be examined. The student teacher to identify himself with the new environment and meet the challenges of teaching practice. The rationale of teaching practice is to provide a neutral environment for the enforcement of theories of education learned in the university. It is a forum for assessment in professional ethics and skills and lesson material preparation. Thus the paper will look at all areas of teaching practice to provide information and assessment for both the student and the subject; supervision and the need for proper communication among all concerned.
Vocationalization of education in Kenya: the classroom practice and the learners’ responsibilities for change in the 21st century
(2011) Oyot, H. O.; Ondigi, S. R.; 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.
Graffiti Writing and its Likely Influence on English Language Learning in Selected Secondary Schools in the Larger Laikipia East District, Laikipia County, Kenya
(Kenyatta University, 2015) Mwangi, Francis G.; Gathumbi, Agnes W.; Bwire, Adelheid M.
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.
Effect of practical work in physics on the students’ performance in physics
(2015-07) Muchai, Augustine N.; Twoli, N. W.
Science knowledge and skills are being regarded as very important in national development. Physics as one of the science subjects is useful in developing the upcoming engineers and medical doctors for any nation. An important component of the knowledge in these professions are skills which are acquired mainly through practical situations. This study explored the effect of practical work in physics among secondary school students in central part of Kenya. A quasi-experimental design was applied in the study. The experimental group was taught using a practical approach for one term while the control group followed the conventional or traditional approach. A pre-test was given to both groups at the start to determine their equivalence in ability. After the 12 weeks, a post – test, which was a physics achievements test, was administered to both groups. The results revealed that there was a significant difference in performance between the control and the experimental group, with the experimental group performing a lot better (𝑥 =30.70) than the control group (𝑥 =27.25). The results were significant at (𝑥 =0.05) level. This outcome showed that practical approach does reinforce the understanding of concepts in physics and thus boosts achievement. Keywords: Practical, Physics, Performance, Student
Student, teacher and school related variables as determinants of chemistry achievement in Kenya: a case of the mole concept
(2015-07) Wanjala, Nicholas T.; Akala, Janet B.; Khatete, D. W.
The Mole Concept is a threshold Concept and has often been referred to as an area of troublesome knowledge. The study constructed and tested a model for providing a causal explanation of secondary school achievements in Mole Concept area of chemistry in terms of student variables which emphasized gender, spatial ability, mathematical ability, socioeconomic status, attitude; teacher’s variables considered as mode of instruction, teaching experience, teaching qualifications, teacher attendance of inset while School variables included resources. A descriptive survey design was adopted for the study. The population was made up of three hundred and eighty four form four secondary school students and their teachers from thirty stratified selected schools. Five sets of instrument were used and these included Chemistry Teachers’ Questionnaire (CTQ), Mole Concept Students Attitude Scale (MCSAS), Mole Concept Achievement Test (MCAT), Mole Concept Document Analysis Sheet (MCDAS) and Mole Concept Lesson Observation Schedule (MCLOS). The results showed that 62.30% of the variability in students’ achievement in chemistry (X11) was accounted for by all the ten predictor variables when taken together. Recommendations based on the importance of these variables were then highlighted particularly the abilities in Spatial and Mathematical abilities. Keywords: Student Variables, Teacher Variables, School Variables, Mole Concept
How does notational competence affect student understanding and performance in mathematics?
(2015-07) Geteregechi, Joash Mochogi; Miheso-O’Connor, Marguerite; Ondigi, S. R.
Mathematics is a discipline that communicates using a highly specialized language. This language makes use of notations and symbols in unique ways that require thorough understanding by those studying it. This study was designed to measure how student mastery of the notations relates to their performance in mathematics. The study used a correlational study design where competence in notations was correlated with performance. Competence in notations and performance in mathematics were measured using tests designed to measure the two. The findings indicate that student mastery of notations highly correlates with their performance in the subject thus recommending that they should be taken more seriously by teachers and authors of mathematics textbooks. Key words: Mathematical Notation, Mathematical Language, Symbolism, Notational Competence and Mathematics Performance.
Physics classroom discourse favors boys more than girls: a myth or reality?
(2015-07) Wambua, Joseph M.; Twoli, N. W.; Maundu, J. N.
Mode of instruction used in teaching is key to the understanding of the concepts and skills to be learned. Instruction in classrooms is controlled to a larger extend by the interaction patterns involving teachers, learners and resources. Some interaction patterns seem to promote learning especially science subjects. In Kenya, enrolment and performance of girls in Physics has been comparatively low for a long period of time when compared to their male counterparts. This concern was one of the objectives that prompted a study on interactions in Physics lessons with the aim of determining the common patterns that can aid in drawing possible inferences on the effects of instruction in Physics. The study was descriptive in nature and five schools in Matungulu district (Kenya) were used. The main instrument was modified Flanders’ Interaction Analysis Categories (FIAC) that was used in Physics lessons. Data was analyzed using ratios, percentages and chi-square. It was observed that there exists a significant difference in the teachers’ verbal behavior patterns in the boys’ and girls’ schools. Teachers in girls’ schools used patterns related to ‘direct’ methods that created autocratic climate in class and hence limited participation in girls during lessons. On the other hand, patterns in the boys’ schools related to ‘indirect’ methods which encouraged boys to ask questions and interact with resources more, thus creating a more democratic learning climate. It is therefore important for teachers to give equal attention during classroom discourse in Physics to both boys and girls.
Information communication technology integration in biology instructional process in secondary schools in Migori County, Kenya
(2015-07) Khatete, D. W.; Owiti, Eunice; Maundu, J. N.
This paper studied constraints to integration of Information Communication and Technology (ICT) in the teaching and learning of biology in secondary schools in Migori County, Kenya. It employed descriptive survey design that utilized stratified, simple random and purposive sampling techniques. The study targeted education officers, all the secondary schools, all head teachers, all Form Three Biology teachers and all Form Three Biology students. The study was guided by the research question; what challenges do teachers and students identify in relation to ICT integration in biology? The study used a sample size of twenty-four (24) secondary schools. Research instruments included; questionnaires for use by biology students, structured interviews for biology teachers, head teachers, SCEOs and CDE, Observation schedules for biology lessons and ICT resource checklists. Data was analyzed through Descriptive and Inferential statistical procedures. The findings were presented in tables, frequencies and percentages. Keywords: Integration, Constraints, Instructional Process, Secondary Biology
Use of computers in teaching and learning business studies in secondary schools: Westlands District, Kenya
(2015-07) Kiarie, Bernadette K.; Kerich, Wilson; Ondigi, S. R.
Computers have permeated our everyday life in ways that were inconceivable twenty years ago. These multifaceted machines have changed the manner in which we do things including teaching and learning. In the developed world, using computers in classrooms has proved to be a worthwhile experience leading to a push for provision of computers for schools in developing nations such as Kenya. Policies have been laid out and frameworks developed to cater for provision of computers in schools. The agenda of providing computers for schools is articulated in Kenya’s long term economic plan - Vision 2030; where Kenya hopes to be a regional centre for research and development in new technologies. This study sought to establish the availability of computers and where they are available establish whether Business Studies teachers and learners employ them for teaching and learning purpose. Keywords: Computers, ICT, Teaching, Learning
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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