RP-Department of Educational Communication and Technology

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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
Analysis of the Ability Levels of Biology Teachers to Implement Inquiry-Based Approach in Secondary Schools in Kiambu County, Kenya
(EdinBurg, 2023) Doboyou, Jackson T.; Nyamu, Florence K.
The ability levels of teachers to implement an Inquiry-Based Approach (IBA) during teaching corresponds to the ability of teachers to prepare and present inquiry activities, possess pedagogical content knowledge, engage students in critical thinking and questioning skills, understand teaching inquiry using the levels of inquiry effectively, and providing guidance for students during inquiry. Inquiry-based classroom requires building a scientific environment similar to that of scientists which requires asking questions, observing, experimenting, and communicating results. This study investigated the ability levels of Biology Teachers to implement an Inquiry-Based Approach. The study adopted the descriptive survey design which involved qualitative and quantitative data with a target population of 1,194 students from Form 3, 29 Biology teachers, and 37 secondary schools. Data was collected using Biology teachers’ questionnaires, Form 3 students’ questionnaires, and classroom observation schedules. Data was analyzed using descriptive and thematic analysis. The findings show that majority of the teachers understand IBA and can implement IBA during teaching. However, Biology teachers pointed out that, students’ preparedness, inadequate teachers’ training in IBA, limited time, and students’ weak entry behavior in Biology posed challenges to their ability to implement IBA. The study recommends training programs should be organized for Biology teachers to enable them to implement IBA. The study also recommends that the Biology curriculum should have an extended time to enable Biology teachers to implement IBA frequently.
Animation Integration in Teaching of Physics and Its Effect on Secondary School Learners’ Academic Performance in Makueni County, Kenya
(International Journal of Multidisciplinary Research and Growth Evaluation, 2023) Muinde, NK; Waititu, MM; Oludhe, DO
This study investigated impact of instructional integration of animation on achievement in Physics of secondary school learners in Makueni County. Pre- and post-test quasi-experimental study design was used with two County schools, one for each of male and female students and two sub county (mixed) schools. The county schools do report better performance in Physics Kenya Certificate of secondary Education (KCSE) examination than the Sub-County schools, and generally the male students do outperform girls in the same examination in Physics. The study found that sub-county schools demonstrated comparable more gain in post-test performance than the County. It also emerged from the study that female students in county schools outshone their male counterparts by 1.827% in the post-test, while, in sub-county schools there was a 0.25% gap in favor of the girls. From these findings it is clear that the presumed underachievers, the female students, and the student in the sub-county schools gained more from instructional use of animations. However, the findings do not demonstrate any disadvantage of instructional use of animation towards county schools and the male students. Instructional use of animation therefore is useful in enhancing performance of otherwise presumed underachievers without any drawback to the presumed achievers.
Application of Audio Visual Resources in Teaching and Learning Pronunciation in Kiswahili Language among Secondary School Students in Kiambu County, Kenya
(IJIRAS, 2023-11) Osore, Joy Lodenyi; Ondigi, Samson Rossana; Miima, Florence Abuyeka
Teaching pronunciation entails how a sound or a word is pronounced or how a person pronounces words. Teaching pronunciation enhances students’ ability in listening and speaking. Use of audio visual resources in teaching has been regarded worldwide as an appropriate method of facilitating lesson delivery. Teaching and learning pronunciation is also a pillar for transforming language learning in schools. Teachers within and outside Kenya have been criticized for failing to include audio visual resources in teaching and learning. It is against this background that this study was designed to investigate how application of audio visual resources facilitates teaching and learning Kiswahili language pronunciations among secondary school students. This study was guided by two objectives as follows: to examine how audio visual resources are applied by teachers and learners in teaching and learning Kiswahili language pronunciations and to examine the attitude of teachers and learners towards use of audio visual resources in teaching and learning pronunciations in Kiswahili. This study was anchored on the constructivism theory advanced by Bruner (1990). Quasi experimental research design was applied and the participants were divided into experimental and control groups. The targeted population comprised of 108 Kiswahili teachers and 2150 students who were taken from 36 schools. Data collection tools included questionnaires, observation schedules, and students’ examinations. Piloting of the research tools was done and the tools were confirmed to be valid and reliable instruments for collecting data. Data analysis was done with the aid of SPSS program. Findings indicated that application of audio visual resources in teaching pronunciations in Kiswahili positively impacted the performance in Kiswahili examination among students who were in the experimental group. Teachers and students were found to have a positive attitude towards use of audio visual resources in teaching and learning. The necessary recommendations are given.
The Application of Referent Authority by Teachers in Enhancement of Classroom Role Performance: A Case of Machakos County in Kenya
(EdinBurg, 2024-01) Anthoniammal, Arulappan Mariapragasam; Kiende, Hellen; Nyaga, Peter
Teachers’ classroom authority is fundamental for their successful role performance. Traditionally, teachers enjoyed legitimacy over the students, but that has been challenged by educational policy reforms and technology to a two-way social relationship with students referred to as referent authority. Unfortunately, school policies and school rules and regulations do not attract the use of personal characteristics in class as teachers are supposed to wield legitimacy. On the other hand, school curricula advocate for use of hidden curriculum as a way of achieving the whole personal performance. This article endeavored to establish the extent to which teachers used referent authority and the influence it had on their classroom role performance in Machakos County. A descriptive survey research design was employed. The target population was 369 principals, 4365 teachers, and 63973 form two and form Three students in 369 public secondary schools in the County. A total of 619 respondents were sampled using systematic, stratified, simple random and proportional sampling techniques. An interview schedule was used to collect data from the principals and questionnaires were used to gather data from teachers and students. Analyzed data from both teachers and students showed that they strongly agreed that teachers applied referent authority. Inferential statistics showed that referent authority had a significant influence on the role performance of teachers. This was also supported by head teacher responses who concluded that teachers who used referent authority in class influenced to a larger extent their performance. The study concluded that when teachers use more referent authority practices, their performance in the classroom improved more as compared to when they used the other three authority types. This study recommended that the Ministry of Education, universities/colleges and TSC need to review teacher training curricula to equip teachers in the use of practices and approaches that lead to referent authority.
Assessment of Access of Reading Resources in Bolstering Extensive Reading Habits and Composition Writing Skills in Secondary Schools in Kenya
(International Educative Research Foundation and Publisher (IERFP), 2020) Mwangi, Francis G.
Reading resources in schools can help in inculcating the reading culture and reading proficiency amongst students. This may help learners develop rational skills that are crucial in dealing with the current unpredictable and dynamic world. There has been a concern from educationist and researchers about the declining reading interest among secondary school learners in Kenya and one of the causes could be unavailability of reading resources amongst other determiners. This study was prompted by the lack of adequate reading resources that can bolster and sustain reading interest among secondary school learners in Laikipia County in Kenya. The study therefore sought to establish whether there existed any relationship between availability and access of extensive reading resources and development of extensive reading habits evidenced in composition writing amongst learners. The study was guided by Piaget's (1952)) Schema Theory. The study used descriptive survey research design. Fifteen secondary schools in Laikipia County were sampled using proportional stratified sampling technique in five sub-counties across the County. Purposive sampling was used to sample 30 out of 80 (37.5%) teachers of English language. A Simple random sampling technique was used to sample 327 students out of approximately 2670 students (12.24%) in form 2 and 3 in the County. The research instruments used for data collection included: questionnaire for students, interview guides for teachers and composition writing test. A pilot study of the instruments was done to ensure their validity and reliability in a co-educational secondary school in the neighbouring county that was not involved in the study. The reliability of the questionnaire and interview guide was estimated using Cronbach’s alpha coefficient as 0.871 which met the recommended threshold of 0.7 and above. Analysis of data was done using descriptive statistics such as frequency, tables and percentages. T-test was done at 95% confidence level (F(2) = 80.933, P = .001) to establish whether there was statistically significance difference between availability of reading resources and development of extensive reading habits captured in composition writing mean scores of different categories of school using (SPSS) version 17. Qualitative data were organized according to the study themes and presented descriptively on the basis of the study objective. It was established that learners in secondary schools with adequate extensive reading resources performed better in composition writing than those who did not. Therefore, it was established that inadequate supply of reading resources in schools had a negative impact on development of reading interest amongst learners. The study recommended that schools should collaborate with various stakeholders to solicit reading resources so as to promote access of reading materials and reading culture in schools and consequently improve learners’ composition writing skills.
An Assessment of Basic Schools Teachers’ Integration of Computer Based Instruction into Social Studies Teaching in West Mamprusi Municipality; Implications for Further Development of Computer Based Instruction Use in Ghanaian Schools
(Research and Scientific Innovation Society, 2019) Bariham, Iddrisu; Ayot, Henry Okello; Ondigi, S. R.; Kiio, Mueni Ngungui; Nyamemba, Nyakundi Patrick
This quantitative study was conducted in West Mamprusi Municipality to explore the integration of Computer Based Instruction in Social Studies instructional processes among basic schools; opportunities, challenges and implications for policy reforms. The study forms part of an ongoing PhD research which focuses schools preparedness for the integration of Computer Based Instructions in teaching and learning of Social Studies in Northern Region of Ghana. Three research questions and one hypothesis were formulated to guide the study. The research was anchored on the technology acceptance model developed by Davis, Bagozzi and Warshaw, (1989). The correlational research design was employed for the research. The design enabled the researchers to observe two or more variables at a point in time and also useful for describing a relationship between two or more variables in the study. Ten (10) Junior High Schools and 15 primary schools were randomly sampled for the study using proportional allocation formula developed by Yamane (1967). Data were collected by means of structured survey questionnaire constructed with close-ended questions. The questionnaires were pre-testedto ensure reliability using Cronbach’s Alpha formula. The questionnaires yielded an alpha of 0.79 which was within the acceptable standard and hence was adopted for the study. Data were analyzed using descriptive and inferential statistics. The t-test was used to test the hypothesis to determine whether there was a significant relationship between teachers’ gender, age, experience and location in their application of ICT resources during Social Studies instruction. The findings discovered that teachers’ had positive attitudes towards the application of Computer Based Instructions CBIs) as tools for teaching and learning of Social Studies. However, teachers’ do not incorporate CBI in instructions due to lack of digital infrastructure, lack of internet, poor teachers’ ICT skills, limited time, lack of technical support for the teachers’, unstable power supply and lack of school based ICT policies. Teachers’ variables such as age, gender, experience and location were found to have significance mean difference on the extent of integration of Computer Based Instruction in instructional processes. This means that the null hypothesis of no influence of teachers’ characteristics on their level of CBI integration should be rejected. However, teachers’ qualification did not significantly influence the extent to which they incorporated CBI in Social Studies instructions. Based on the findings, the study recommends the Government of Ghana to supply basic schools with appropriate digital infrastructure including internet, in-service training for teachers and increasing budgetary support for schools to operate and sustain the CBI innovation in schools to improve on students’ learning outcomes.
Assessment of Influence of Inquiry-Based Approach on Student’s Attitudes towards Biology in Secondary Schools in Kiambu County, Kenya
(SARC Publisher, 2023-09-23) Doboyou, Jackson T.; Nyamu, Florence K.
Research evidence shows that students' interest in a subject, their motivation to study, career choice, participation in extracurricular activities, teaching methods, and teachers' level of experience, are a range of variables that influence students' attitudes and performance. Use of a student-centred approach such as inquiry-based approach (IBA), will influence the development of students’ interests and attitudes in the subject, thereby improving their performance. According to research evidence, students’ attitudes are related to achievement. It was recommended that teachers should implement effective teaching strategies that influence development of positive attitudes towards Biology. The purpose of this study was to establish the influence of inquiry-based approach on the attitudes of students towards Biology. The target population was 37 public secondary schools, 1,194 Form 3 students and 29 Biology teachers. The study adopted simple random and purposive sampling techniques to select 11 secondary schools, 14 Biology teachers and 344 students. Questionnaires and interview schedule were used for data collection. Data was analysed using descriptive analysis with the help of Statistical Package of Social Sciences (SPSS) version 25. On the basis of the findings, it was found that implementation of IBA influenced the attitudes of Form 3 students. Students collaborated to create their own knowledge and engaged in practical activities. However, it was found that a variety of factors, including the availability of resources such as computers and internet access, are critical to assisting students in understanding challenging topics and conducting research. This will increase their interest to engage into the learning activities. It is recommended that Biology teachers implement more of IBA during teaching, since it motivates students, engages them into thinking and reasoning, and asking questions. Teachers should also engage students into more of group work, since it fosters collaboration among students and allows them to handle and manipulate apparatus during practical.
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
Augmented Instructional Role of the Teacher and Learner Characteristics in Computer Assisted Science Lessons among Secondary Schools in Kenya.
(International Research Journal of Management and Social Sciences, 2016-07) Jesse, Samuel N.; Maundu, John N.; Twoli, Nicholas W.
Teacher-centered instructional methods where learners are placed in a passive role is undesirable, yet such is the norm in the majority of classrooms in Kenya. The teaching technique that a teacher adopts may affect learners’ performance and therefore applying an appropriate teaching method is critical to the successful science instructional process. The study reported in this paper sought to investigate the influence of instructional methods on the role of the teacher and learners’ characteristics in science lessons. Biology, Chemistry and Physics (Science) teachers and Form Two learners from six secondary schools situated in Embu County in Kenya were involved in the research. The Form Two classes in three of the six secondary schools were randomly assigned group one while the Form Two classes in the remaining three schools were assigned group two. Group one was taught through computer assisted instruction (CAI) while in group two, conventional instructional methods (CIM) were used. The lessons were observed and data collected using Classroom Observation Schedule (COS). The obtained data were then analyzed using descriptive statistics with the help of SPSS version 20.0. The study found out that use of CAI in teaching science subjects promotes a more active role of the learners such as interacting with learning resources and consulting one another (collaboration) leading to more interest and attention of the learners. The instructional process was found to be more learner-centered with the teacher remaining as a facilitator or a guide to the learners. Various recommendations based on this study were therefore made including ensuring that CAI is implemented in secondary schools, need to provide secondary schools with appropriate ICT infrastructure, organizing CAI inservice courses, seminars and workshops for teachers as well as incorporating CAI inTeachers Training Colleges and university curriculum for pre-service teachers.
Automatic Student Affective State Detection from Plain Text
(International Scientific Research and Researchers Association, 2021) Dan, O. Anne; Chepkemoi, Agnes; Maina, Elizaphan
We explore the concept of automatic detection of affective state of a learner in an e learning environment. We propose a model to detect the emotion from learners’ text. We employ machine learning algorithms with ISEAR data and twitter data from Kaggle data repository. We follow the conventional steps of natural language processing; text preparation, feature extraction and emotion detection and classification. For text preparation we use processes of tokenization and segmentation, noise removal and segmentation. We extract features using count vectors and term frequency -inverse document frequency. For classification compare varied machine leaning algorithms. Results show that Linear SVM using Count Vectors accuracy gave an accuracy of 79% which is encouraging. We deduce that we can extract the affective states of the learners automatically from text during their interaction with e-learning environment. This will help in understanding the learners needs and help in enhancing adaptability
Availability of ICT Resources for Teaching and Learning Biology in Secondary Schools in the Southern Region, Eritrea
(International Peer Reviewed Journals and Books (IPRJB) ·, 2020) Belay, Mehari Tesfamariam; Khatete, David Wanyonyi; Mugo, Bernard Chomba
Purpose: The purpose of the research was to determine the availability of ICT resources for teaching and learning Biology in secondary schools in the Southern Region, Eritrea. Methods: The study was carried out in secondary schools of the southern region, Eritrea. A descriptive survey research design was adopted. The study targeted 27 public secondary schools in the region. Stratified random sampling technique was used to get a sample of 12 secondary schools from 12 sub-regions. The sample of respondents of the study was drawn from these 12 secondary schools of 12 sub-regions. The respondents were 12 school directors, 34 Biology teachers and 175 grade eleven students. Questionnaires, interview and observation schedules were used as instruments for data collection. Questionnaire for Biology teachers and students, Interview Schedule for school Directors, were employed. Piloting and consultation were conducted to establish validity and reliability before the instruments were used for the actual data collection. The data collected included both qualitative and quantitative data. The quantitative data were analyzed using Statistical Package for Social Sciences (SPSS) version 22. The qualitative data obtained from the open-ended questions were analyzed thematically based on research objectives. Results: The study found that that most of the sampled schools had inadequate ICT resources like computers, computer laboratories, projectors, televisions, video players, digital content, and the internet. These resources were not enough or available for use by Biology teachers in teaching and learning. Unique Contribution to Theory, Practice and Policy: The researcher recommended that the Adequate ICT resources, including the internet, need to be provided in schools for teaching and learning Biology and other subjects
Bridging the Distance in Distance E-Learning Lessons from Dadaab and Kakuma Refugee Camps in Kenya
(Msingi Journal, 2019) Kiguru, Gatitu; Mwangi, Phyllis; Nthiga, Purity
The United Nations High Commissioner for Refugees (UNHCR) and other humanitarian organisations now categorize the provision of education in emergencies as a humanitarian response to disaster. However, the very nature of an emergency situation makes the provision of education a daunting task. When entire populations are displaced and forced to live in camps as refugees in a host country, they are unlikely to have access to the physical infrastructure and other resources required for education, especially higher education. An innovative way of availing higher education opportunities to refugee populations is through distance education programmes, particularly those delivered through online e-learning platforms. As universities continue to embrace the role of humanitarian actors, they are increasingly recognizing that distance education programmes, more so e-learning ones, have the potential of reaching a wider population of refugees, enabling them access to education without requiring institutions to have a physical presence in a refugee camp. The actualization of this potential in a refugee camp setting, however, is not without challenges. Drawing on experiences from facilitating and managing a joint online certificate course targeted at refugees living in the Kakuma and Dadaab refugee camps in Kenya, this paper seeks to show that the challenges, ranging from physical distance to lack of computer skills, are doubly pronounced in refugee settings. Further, the paper highlights the innovative solutions that were used to mitigate the said challenges and shows how they can be adopted when designing distance e-learning programmes for both emergency and non-emergency situations in Africa.
Challenges affecting adoption of e-learning in public Universities in Kenya
(SAGE Publications, 2016) Makokha, G.L.; Mutisya, D.N.
Public universities in Kenya are, today, turning to the use of e-learning in an attempt to cope with the rapidly increasing demand for university education. This research was conducted between February 2012 and February 2014 to determine the challenges affecting the adoption of e-learning in these institutions of higher learning. Data were collected using questionnaires administered to 420 lecturers and 210 students, and analysed through the use of simple descriptive statistics. Lecturers ranked heavy workloads the most serious challenge affecting the adoption of e-learning, followed by: insufficient Internet connectivity, denial of copyrights for their developed e-learning modules, limited information and communication technology (ICT) skills, lack of incentives, shortage of computers/laptops, inadequate computer laboratories, and insufficient time for online interaction. Students, on the other hand, ranked insufficient Internet connectivity the numberone challenge, followed by: lack of computers/laptops, inadequate computer laboratories, limited ICT skills, and insufficient time for online interaction. The paper concludes that as a result of these challenges, the adoption of e-learning is slow and still at its infancy stage in public universities in Kenya. It recommends that universities should invest heavily in the improvement of e-learning infrastructure, e-learning content development, capacity building, attitude change, and enhancement of e-learning awareness. Keywords: E-learning, public universities, challenges, university education, lecturers, students
Challenges Facing Teachers in Integrating Educational Technology into Kiswahili Teaching. A Case of Selected Secondary Schools in Kisii County.
(International Educative Research Foundation and Publisher, 2016) Omariba, Alice; Ondigi, S. R.; Ayot, Henry Okello
Information and Communication Technology (ICT) has brought about profound changes in this 21st century 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.
Challenges of Adopting Open Educational Resources (OER) in Kenyan Secondary Schools: The Case of Open Resources for English Language Teaching (ORELT)
(Journal of Learning for Development, 2018) Orwenjo, Daniel Ochieng; Erastus, Fridah Kanana
Kenya, like many African countries, has faced enormous challenges in the production of and access to quality relevant teaching and learning materials and resources in her primary and secondary school classrooms. This has been occasioned by a plethora of factors which include, but are not limited to a lack of finances, tradition, competence, and experience to develop such resources. Such a situation has persisted despite the existence and availability of many Open Educational Resources (OERs) that have been developed by many education stakeholders at enormous costs. Such freely available resources could potentially improve the quality of existing resources or help to develop new courses. Yet, their uptake and reuse in secondary and primary schools in Kenya continues to be very low. This paper reports the findings of a study in which Open Resources for English Language Teaching (ORELT) developed by the Commonwealth of Learning (COL), Canada, were piloted in sampled fifty (50) Kenyan secondary schools. The study applied the Model 1 – Distance and Dependence (Zhao et al 2002) model to investigate the challenges that hinder instructors to adopt and use ORELT materials. The study reported that poor infrastructure, negative attitudes, lack of ICT competencies, and other skill gaps among teachers and lack of administrative support are some of the implementation challenges that have continued to dog the implementation, adoption and use of OERs in Kenyan schools. The findings of the present study will go a long way in providing useful insights to the developers of OERs and Kenyan education stakeholders in devising strategies of maximum utilisation of OERs in the Kenyan school system.
Classroom Discourse Patterns in the Teaching of Mathematics in Secondary Schools in Nakuru District, Kenya
(2016-09) Nyambura, Gladys; Rukangu, S. M.
Students’ poor performance in mathematics in national examinations remains a major concern worldwide and Kenya in particular. Teachers, students, parents, curriculum developers and the public have tended to blame one another for the poor performance in mathematics at secondary school level. In an attempt to respond to this problem, the Kenyan mathematics scholars have carried out many studies in mathematics education. Despite these studies, students’ performance is still poor. This means that the main reason for this poor performance has not been established. Specifically, the study aimed at determining the type of teacher-student discourse patterns in mathematics classrooms. The study was a cross-sectional descriptive survey focusing on form 3 students and their mathematics teachers. Disproportionate Stratified sampling technique was used to select 9 secondary schools from 67 public schools of Nakuru District. Form 3 students were selected purposively. Simple random sampling used to select a form 3 stream from each of the sampled school where there is more than one stream; otherwise the stream was purposively selected. Quantitative analysis made use of descriptive statistics such as means percentages, and frequencies and Analysis of Variance (ANOVA) values. The data analyzed revealed that mathematics teachers use different discourse patterns in their classes. Keywords: classroom, discourse patterns, teaching, mathematics, Kenya
Collaborative Learning and Role of Nonviolent Pedagogy in Promoting 21st Century Skills: A Theoretical Perspective
(Indiana publication, 2021) Ndethiu, Sophia M.
Collaboration is indisputably being recognized as one of the most important attributes in defining personal, academic and professional success in the context of a globalizing world. Among the other 21st century skills (critical thinking, creativity and communication, the ability to work in teams (collaboration) has become one of the most sought after skills. In order to achieve the SDG goals, collaborative skills will be critically instrumental in promoting the emotional and social wellbeing of all learners, in realizing inclusive, equitable and innovative learning environments, for promoting gender equality, building peaceful and inclusive societies as well as global partnerships. Through improved collaborative skills in all graduates, great steps can be made that would engender achievement of all SDGs as nations strive to work together. Two problems however stare many education stakeholders in the face: the education system has not succeeded in producing graduates with the level of collaborative skills needed to succeed on the job, let alone in the communities where they live. This chapter looks at the enormous potential of nonviolent pedagogy in promoting collaboration in 21st century classrooms. It examines the notions of violence and nonviolence, defines nonviolent communication and discusses how practice in nonviolent pedagogy can support learners in boosting their collaborative skills. In order to ensure any level of success with nonviolent pedagogy, the chapter recommends innovative teacher education and a curriculum that reconceptualizes a critical nonviolent pedagogy with focus on teaching and assessing of collaborative skills.
Computer 3D Animation Use and Its Effect on Secondary School Students’ Conceptual Understanding of Mammalian Circulatory System in Kiambu County, Kenya
(IJRISS, 2023) Rogers, Hassan Bob; Orado, Grace M.; Nasibi, Mary
When students lack the basic information required to appreciate specific biological issues, they may believe biology is a difficult subject to learn. It may be easier to teach abstract biological processes or concepts in biology classes with the help of 3D computer animation, which may improve students’ recall and retention of knowledge of the lesson being taught and increase motivation and engagement in the learning process. The main objective of this study was to determine the effect of computer 3D animation in enhancing students ’conceptual understanding of the mammalian circulatory system: structures, functions, and blood circulation in the mammalian heart. The study design was quasi-experimental. In order to gather data before and after treatment, pretests and posttests were given to students placed in the experimental and control groups. One hundred sixty students, eighty in each group, comprised the study’s sample size. The performance of students in the experimental group showed that computerized 3D animation treatment was effective in improving students’ conceptual understanding of the mammalian circulatory system as well as their retention of key biological terminologies as compared to students in the control group taught using conventional techniques, which resulted in no significant change in performance-conceptual understanding. Pretest and post-test items were reviewed by biology teachers and subject experts before being administered to students to validate test items. Additionally, it is advised that teachers be given the fundamental training necessary to operate or handle C3D animations and that C3D animations be made available to teachers and students in school libraries.
Computer Assisted Learning and Its Effect on Secondary School Students’ Achievement in Chemistry, Case of Makueni County, Kenya
(Reviewed Journal of Education Practice, 2023) Katuku, Kivuva Jenniffer; Twoli, Nicholas W.; Waititu, Michael M.
This study investigated the impact of Computer Assisted Learning (CAL) on students’ achievement in Chemistry in public secondary schools in Mbooni East Sub-County, Makueni County, Kenya. The study was guided by the following objectives: determine the difference in achievement in Chemical Bonding between learners introduced to CAL and those taught using conventional methods (CM), establish the gender effect on achievement of learners introduced to CAL, determine the perceptions of learners towards CAL and determine the perceptions of teachers of Chemistry towards CAL. Quasi-experimental design was used in which 180 Form 2 students and 4 Chemistry teachers who administered the treatment in the 4 selected schools with ICT infrastructure participated. The 4 selected schools were categorized either as control or experimental groups, 2 in each case. The experimental group was introduced to CAL using Computer instructional materials developed by Computers for Schools Kenya (CFSK) for 3 weeks while the control group was taught using CM. Data collection was done using Pre-test Chemistry Achievement Test (PRCAT), Post-test Chemistry Achievement Test (POCAT), Learners’ motivational scale and teachers’ interview schedule. Quantitative data was analyzed using both descriptive and inferential statistics in the form of means and t-test. Qualitative data was analyzed using Frequency distribution, means, Chi-square and thematic approach, where the results from Chemistry teachers’ interviews were organized into themes consistent with the study objectives. The findings showed that there was a significant difference in achievement between the students in the control and experimental group (p= 0.001<0.05). However, gender was found to have insignificant influence on the CAL strategy to teaching and learning of Chemistry (p=0.927>0.05) therefore both boys and girls benefit equally when taught using CAL. The use of CAL was also reported by the majority of learners to be enjoyable making learning of abstract concepts easy. The teachers perceived the use of CAL to be a better alternative instructional method with the potential to improve student performance compared to conventional methods. Following the findings, the study recommended intensive application of CAL in the classroom instruction due to the advantage it offers over conventional methods in improving learners’ performance.

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