MST-School of Education

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This collections contains bibliographic information and abstracts of Master theses and dissertation in the School of Education held in Kenyatta University Library

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Browsing MST-School of Education by Subject "academic achievement"

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    Transformative instructional methods effects on pupils’ academic achievement in lower primary schools in Kirinyaga County, Kenya
    (Kenyatta university, 2023-06) Njogu, Janet Wanjira; John aluko orodho; Norbert ogeta
    There has been tremendous development of classroom pedagogies especially for the young learners in lower primary schools during the last five decades. Despite the fact that transformative instructional methods is one such approaches used to help students transition from knowledge based to competency based approaches of learning, a knowledge gap still exists regarding its effectiveness. The purpose of this study was to investigate the effect transformative pedagogy on learners educational outcomes. The study had four objectives ,namely : i) To determine the effect of i)play on pupils learning outcome, ii)group work on pupils learning outcome, iii) centers of interest on pupils learning outcome, and iv) determine the factors hindering effective use of transformative learner-centered instructional methods in lower primary schools. Descriptive research design was utilized. From the targeted population of 845, Slovene’s estimation formula used to compute a sample size yielded 271 participants. The study used validated semi-structured questionnaires and interviews to collect data. The instruments were piloted using a panel of three academic staff experts from the Department of Educational Management, Policy and Curriculum Development. The reliability was determined using a test-retest approach. The data collection involved administering questionnaires, interviews with teachers and head teachers, and lesson observation. Data were analyzed and presented using charts, tables and direct quotes. The first objective revealed that multiple elements have intertwined and led to prevention of majority of teachers from employing transformative learner-centered teaching. It was observed that play could have been more effective but was thwarted by inadequate play materials. The second objective revealed that despite teachers' awareness that group work was crucial in influencing positive learning outcomes, especially numeracy, and literacy, it needed to be used to the required standard. The third objective on using centers of interest could have been more utilized had basic resources been available. The factors that constrained effective use centered around inadequate training, overloaded teachers, lack of infrastructure, and low teacher morale. It was concluded that teachers in lower primary schools attempted to use transformative methods despite the combination of inhibiting factors. The study recommended that teachers should not only be equipped to use various pedagogies, but should also be provided with adequate equipment for curriculum implementation, Further research should also be conducted using a larger sample and covering more counties to determine how transformative instructional pedagogy is being implemented in schools, especially at the lower primary school level.