RP-Department of Educational Communication and Technology

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Browsing RP-Department of Educational Communication and Technology by Subject "Achievement"

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    Influence of Curriculum Digital Content Utilisation on Learners’ Assessment and Achievement in Biology among Secondary Schools in Kenya
    (International Educative Research Foundation and Publisher, 2018-07) Jesse, Samuel N.; Maundu, John N.; Twoli, Nicholas W.
    The curriculum support materials used in an instructional process may influence assessment and achievement of learners. Curriculum support materials are both print andelectronic in nature. One of the main electronic curriculum support materials used in schools is interactive digital content. In recent years, there has been rapid expansion in curriculum digital content access and utilization in Kenyan schools. However, little has been done to establish how utilization of curriculum digital content in the instructional process influences learners’ assessment and achievement. The study reported in this paper therefore investigated the influence of curriculum digital content utilisation on secondary school learners’ assessment and achievement in Biology. It was guided by two specific objectives including to: investigate the influence of the utilisation of Biology digital content on learners’ assessment and examine the influence of the utilisation of Biology digital content on learners’ achievement. A mixed methods approach that employed triangulation design was used in this study. Data was obtained from fifteen Economic Stimulus Programme-ICT phase 1 secondary schools in Nairobi County. Three instruments including Biology teacher questionnaire, learners’ focus group discussion guide and documents analysis sheet were used for data collection. The collected data was analyzed using both descriptive and inferential statistics and presented in form of notes, tables, and graphics. This study found out that most assessment aspects improved with curriculum digital content utilization. In addition, utilisation of curriculum digital content had a positive influence on the achievement of secondary school learners in Biology. The study recommended that all schools, and not only ESP-ICT schools, be provided with proper infrastructure to enable learners and teachers access and utilize curriculum digital content in the instructional process. This would enhance assessment modes and learners achievement in secondary schools in Kenya
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    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.
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    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.