MST-Department of Educational Communication and Technology

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Acquisition and use of teaching AIDS in home science education: a survey of selected secondary schools in Nairobi, Kenya
(1989-08) Otieno, Rose Bujehela
This study was a survey of how teaching aids are acquired and used in the teaching of Home Science education in secondary schools in Nairobi Province, Kenya. The main objectives of this study were to find out the types of teaching aids used in Home Science in secondary schools' and how they are acquired and used for the teaching of the subject. Data was collected by means of teachers' and students' questionnaires, headteachers' interview schedule and classroom observation schedule for Home Science teachers. The population for the study consisted of secondary schools offering Home Science in the 8-4-4 System of Education in Nairobi Province. A sample of ten maintained and assisted secondary schools were randomly selected from the province. Twenty five form one students and the same numbers of form three students in each school, responded to the students' questionnaire. In all, 410 students participated in this study. Two teachers from each school responded to the teachers' questionnaire and were also observed in the use of teaching aids. Eight headteachers and two deputy headteachers were interviewed. De~criptive statistics mainly tables and percentages were used in data analysis and presentation. According to' the findings, all the Home Science' teachers were females of high academic and professional calibre. Despite their qualifications, these teachers did not use as many teaching aids as had been expected. Many teaching aids such as projectors were missing in most of the schools. Schools had few teacher-made and student-made teaching aids. The Ministry of Education supplied very few teaching aids to schools. Most teaching aids were purchased by tne schools. While cost, durability and simplicity were given priority when choosing teaching aids, attractiveness and size were not considered by most Home Science teachers. Results revealed that the teaching aids that teachers used most were textbooks, diagrams, chalkboards and pens. Among other recommendations, the researcher suggested regular in-service training for Home (xiii) Science teachers so that new knowledge in preparation and use of teaching aids could be made available to teachers. Regular appraisal of teaching aids is therefore necessary. Alternative sources especially community-based materials should be sought. The establishment of resource centres was recommended so that a cluster of schools could be served by such centres. There is also need for further" research in areas related to teaching aids in Home Science,for example, teachers' attitudes towards preparation and use of teaching aids.
Adequacy and sustainability of secondary schools' computerization in meeting instructional needs in selected schools in Kitui County, Kenya
(2013-11-25) Ndirangu, Joseph Kamau
One of the main problems in deployment of computer technology in Kenyan schoolsis unclear objectives and misplaced priorities. Many schools have initiated expensivecomputer projects, whose sustainability is questionable. The software installed in thesemachines might not be tailored to meet specific instructional needs and therefore computersare likely to be underused and unappreciated by those they were meant to benefit. This studysought to assess the sustainability of these projects and their appropriateness in meetingteaching and learning needs in Kitui County, Kenya. Users" accessibility to computers,project costs, specific instructional needs and user-friendliness of hardware and softwarewas investigated. To achieve these objectives, the study investigated a host of indicatorsidentified during the literature review. These indicators included financing initiatives, thenature and numbers of computers, availability of digital content, and the level of ICTskills among teachers .The study employed survey design. Quantitative and qualitativeapproaches were used in the collection and the analysis of data. The target populationconsisted of teachers, students and administrators in provincial secondary schools. Sixout of 19 provincial secondary schools were purposively selected. A sample size of 120Studies and 163 students participated in the study. The researcher used questionnaires, interview schedules, checklists and document analysis in data collection. Collected datawas scrutinized for completeness and analysed using MS-excel for quantitative and CDCEZ-text software for qualitative data. It ~as then presented by using relevant themes, tablesand percentages. The findings of the survey revealed that Schools lack a comprehensiveICT policy to guide acquisition, use and sustenance of computerisation. Consequently,they did not have reliable financing arrangements to set up and run computerization. Thestudy observed that this inadequate funding impacted negatively on the number of use ablemachines and the availability of up-to-date user-friendly software, severely hamperingaccess to the machines and digital content. In addition, the study found out that althoughthe teachers and learners are aware of their ICT instructional needs, there is little contentin schools that can be integrated in teaching and learning. The study concluded thatsecondary school computerization is neither adequate nor sustainable in its current state.The researcher recommends that the government should get more involved in establishingICT centres in schools and in conducting a sensitization campaign to equip teacherswith knowledge on ICT integration into their daily instruction tasks. The findings ofthe study have implications for teachers practices and the policy approach to secondary computerization. These results can be used by school administrators as a benchmark forimproving ICT policies in their schools and to facilitate optimum access to and productive use of available computers. These results can also be used by the government to improve e-preparedness of schools as we move towards the realization of computerization of all schools by the year 2012. Finally, suggestions for further research are made.
Analysis of factors influencing effective implementation of home science curriculum in Kenyan secondary schools: a case study of Nairobi and Murang'a districts
(Kenyatta University, 1989-09) Rombo, Dorothy Owino; Gitau, N.; Digolo, P.O.
Home Science is one of the practical subjects which recently acquired it's long overdue emphasis in the Kenyan School CUrriculum. Raising of funds for the construction of Home Science Workshop is a common activity in many Schools, both Primary and Secondary. For some Schools it is an old subject which has broadened dimensions in the 8.4.4 System, for others it is totally new. This Study aimed at analysing factors that influence the effective implementation of . ) Home Science Curriculum in Nairobi. and Muranga Schools. Specifically the Study aimed at fulfilling the following objectives;
An analysis of factors influencing students' performance in Kenya certificate of secondary education mathematics in Borabu district, Nyamira County, Kenya
(2014-09-05) Maina, Arege Peter
Mathematics is one of the subjects offered in secondary schools in Kenya that is poorly performed. On average, 61.3% of candidates in Borabu District, Nyarnira County scored below D (plain) in the K.C.S.E examination from the year 2006 to 2010. The purpose of this study was to analyze the factors influencing K.C.S.E performance in mathematics among secondary school students in Borabu District, Nyamira County, Kenya. The specific objectives of the study were to determine; teacher-related factors, school-related factors, assessment practices and student-related factors that influence students' performance in Mathematics at K.C.S.E level. The study adopted the descriptive survey research design. The target population constituted 23 secondary schools in Borabu District with a total population of 5,200 students, 53 mathematics teachers and 23 principals. Stratified random sampling was used to sample 12 schools while simple random sampling was used to select 240 form three student respondents, 20 from each of the participating schools. In addition, 30 mathematics teachers and 6 principals were purposively selected to participate in the study. Data collection instruments were students' and teachers' questionnaires and an interview schedule for the principals. The collected data was coded and analyzed both qualitatively and quantitatively using the Statistical Package for Social Scientists (SPSS). computer software. Quantitative information was summarized and presented in percentages and frequency distribution tables while the hypotheses were tested using Pearson Product Moment Correlations (PPMC) and tested at alpha 0.05 set apriori. The study established that there was a significant, positive relationship between teaching experience (r = 0.402, n=30, p < .05); teacher's promotion of personal and professional growth (r= 0.516, n=30,p < .01); school-related factors (r= 0.743, n=30.fJ <.0 I); assessment practices (r = 0.46, n=240, p < .0 I) and student-related factors (r > 0.423,n=240, p < .01) and performance in Mathematics at K.C.S.E level. The study concluded that teacher's promotion of personal and professional growth, teaching experience, teaching approaches, the school's human resources, teaching/learning facilities and class size significantly influenced students' performance in mathematics at K.C.S.E level. Student's assessment approaches in mathematics significantly influenced their ultimate performance in the subject. The study recommended that teachers should be provided with opportunities to attend workshops/seminars to equip them with modern mathematics teaching skills.
An analysis of learner-problems in the development of English language reading comprehension among secondary school students in Vihiga District Kenya
(Kenyatta University, 2016) Wanjala, T. Thomas; Gathumbi, Agnes W.; Ndethiu, Sophia M.
This study was undertaken with the aim of providing information on the levels of ability of the students of secondary schools on reading comprehension in English language in Vihiga District in Western Province of Kenya. It was meant to determine the factors that influence reading comprehension, the knowledge they have about reading comprehension skills, reading activities organized for their own reading development and problems they encounter in reading and answering questions in reading comprehension. Few studies have been carried out on the strategy students use to answer comprehension questions in English and comprehensions still present a number of problems to students at the KCSE level as evidenced in the final scores over the years. Vihiga district was selected for the study mainly because the schools from the district have consistently performed poorly in English at National examinations. The mode of answering questions in reading comprehension could be one of the factors contributing to this poor performance. In addition, the study investigated the relationship in performance between boys and girls in answering reading comprehension questions. A sample of six hundred and seventy eight (678) students and fifty (50) teachers in sixteen (16) randomly selected secondary schools were selected. Two main instruments were used in this study. The first was a reading comprehension passage for students to determine the problems they encounter. The second instrument was a teacher questionnaire to draw out some highlights about procedures and skills teachers use in teaching reading comprehension. The instruments were piloted and adjusted as necessary before the main study. The data from the main study was analyzed mainly using descriptive and basic statistics, which are the means, frequency distributions and percentages. The data was interpreted, discussed and recommendations made. The main findings from the study indicate that teachers experience limited reading materials in schools and this seems to impact on reading habits and competence of learner’s comprehension. The overall performance as the comprehension test was rather average and in terms of gender the boys (x=59.53%) performed slightly better than girls (x=56.56%). The comprehension skills showed varying performance. The skills on word reading, word context, multiple strings, making judgment and metaphor interpretation were performed better than those on literal abilities, inference and salient ideas. The students showed some potential and with adequate support in resources and instructional techniques there can be improvement. Some recommendations were made for further studies especially in the area of further exploration of other comprehension skills such as those associated with cloze tests.
Analysis of school based Chemistry assessment used in secondary schools in Kajiado North District, Kenya
(2012-11-07) Ituma, Monica Gakii
Assessment is a crucial part of teaching and learning. In school Chemistry assessment can be done in various ways, the most common one being through school based teacher made tests. This study investigated the nature of assessment tests that are made and used by teachers to assess learners in Chemistry in Kenyan secondary schools. The study described the present situation as regards the practice of testing In the schools. The study investigated various aspects of school based chemistry testing which included: teachers' reasons for testing; the process of testing; testing techniques; frequency of testing; science domains tested; policies that govern testing and teachers' general views on testing. The research used descriptive survey approach. Stratified random sampling was used to obtain the study sample. The study population of forty three (43) schools in Kajiado North district was divided into three strata; mixed schools, girls' schools and boys' schools. Random sampling was used to select the desired number of respondents from each stratum on proportionate basis. The study used questionnaires to collect data from chemistry teachers in the selected schools to provide information on the testing practices in the schools. Questionnaires were also administered to Form Three Chemistry students to determine the purpose of tests from students' point of view. Interviews with heads of science department (H.O.Ds) in the schools were conducted. Document analysis schedule was used to analyse samples of practical and theory test papers formerly used to test form three students. Data was analysed using descriptive statistics and presented in appropriate tables, charts and graphs. The fmdings showed that the purposes of school based chemistry testing were: to provide feedback to learners; determine learners' achievement; prepare learners for final examination; motivate learners and evaluate the effectiveness of teaching methods used. Testing was mainly done for formative and summative purposes but rarely for diagnostic purpose. It was found that tests constructed by the teachers assessed various domains for science learning but creativity and affective domains were rarely tested. Teachers frequently used written tests, practical tests, assignments and oral questions. The procedures regarding setting, administration, marking and grading of tests followed school policies but no national policies were in place. Teachers and learners viewed tests as a means of improving Chemistry learning. The recommendations of the study were that in- service and pre-service training should emphasize assessment methods especially those directed towards diagnostic evaluation and assessment of attitude and creativity domains. Kenya National Examination Council (KNEC) should emphasize project work in schools by examining project work at end -of- course chemistry examinations. KNEC should also develop a policy to govern school based Chemistry testing, and the curriculum developers should revise Chemistry syllabus content to enhance development and assessment of all science domains.
Analysis of tests made and used by physics teachers in the assessment of physics in secondary schools of Kakamega district, Kenya
(2012-04-04) Ochanji, Moses Keya
The study focused on the assessment practices of physics teachers at the secondary school level in Kakamega district. It examined the nature of tests made and used by physics teachers in the assessment of their students. The study limited its scope to describing the present situation as regards these tests. The choice of the topic was influenced by the increased emphasis on continuous assessment tests (CATS) at the school level, despite the emphasis and the much time spent on assessment performance in physics has remained low. Secondly, recent worldwide trends indicated a shift from terminal examinations to the use of teacher based assessment results in the evaluation of students. There was need, therefore, to study the assessment situation in Kenyan schools so as to describe this situation in view of the tests made and used by the teachers in the assessment of their students. In carrying out this study, a questionnaire was used to collect data from the teachers about their assessment practices and a checklist for the analysis of the tests. The questionnaire was administered to form three physics teachers in sampled schools and test papers previously used to assess students in physics were collected from sampled teachers for analysis. The percentages of the various responses to various questionnaire items were calculated and presented in appropriate tables. From the test papers the percentage of question items assessing various domains of science learning were also calculated and tabled. The study investigated five aspects of assessment; teachers' reasons for assessment, methods of assessment, domains of science learning that are assessed, methods used to assess each of the domains and response to the trends in assessment. Each aspect was discussed separately and conclusions made from the emerging findings. The findings showed that the teachers engaged in assessment for various reasons. Evaluation was done for formative and summative reasons. Diagnostic evaluation of students before the instructions process was, however, very low. It was also found that most teachers are aware of and are using a variety of methods in the assessment of their students. However, project work, which is key to assessment of creativity and process skills domains of science, was rarely used by the teachers. As a result the creative domain was also rarely assessed. It was also found that assessment in the affective domain was low. On trends in assessment, it was observed that teachers realized the importance of process skills in science. Assessment in this domain was more dominant and criterion referenced assessment dominated over norm-referenced assessment. The implications of these findings towards improved performance in physics and the use of teachers' assessment results in national evaluation were discussed and recommendations made. The key recommendation was the need to have a national policy to govern assessment in schools so as to make the practices similar. This should make it possible for the national examination body to reliably draw conclusions about the use of teachers' assessment records in the evaluation and grading of students.
An analysis of the factors influencing achievement in mathematics geometry among secondary school students in Makadara Sub-County, Nairobi County
(2016-06) Musyimi, Dorcas Ndinda
This study investigated thefactorsinfluencing achievement in mathematics geometry among secondary schools student in Makadara sub-county, Nairobi county. The aim of the study was to find out the factors contributing to poor performance in Mathematics and provide a way of improving the students performance specically in geometry. The study was guided by the following objectives: effects of teaching strategies on the students level of achievement in geometry in secondary schools, to examine the effect of student study habits on the level of achievement in geometry, to assess the effect of curriculum implementation on the students level of achievement in geometry, to examine theffects of evaluation on the students level of achievenment on geometry and to determine some of the problems students encounter in learning of geometry. Two hundred and fourty students selected randomly from six schools in the district participated in the study. Student level of geometricalachievement was tested using mathematics geometric achievement test (M.G.A.T), and different teaching and learning strategies explored. The key issues postulated in the study revolved around teaching strategies, student study habit, curriculum implementation, assessment and evaluation criteria on the level of achievement geometry. Data were collected using a questionnaires and the M.G.A.T. Descriptive and inferential statistics were used to establish the relationship between the aforementioned factors and the understanding of geometry among the students. The findings of this study showed that teaching strategies, students study habits, curriculum implementation and evaluation had positive and significant relationship with the level of achievement in geometry The finding showed that 79% of the students and teachers in this study indicated poor attitude toward geometry among students was the major problem among students while 65.9% indicated lack of adequate learning resources, 62.7% indicated lack of practical sessions, 55.5% of the respondents indicated poor learning strategies used by teachers. Only 38.6% of the respondents indicated lack of enough trained and experienced teacher. The study concluded that strategies used by teachers in learning/teaching geometry contribute to the level of performance in geometry test. Teachers used strategies that don‟t motivate students to excel in geometry. This study further concluded that the performance of students within the study region in geometry tests was still very poor. This can be attributed to poor attitude among students, lack of adequate learning resources and poor learning strategies used by teachers, lack of practical sessions. Lack of enough trained and experienced teacher was the least problem that affected the learning/teaching of geometry.
An analysis of the methods and resources used in the teaching of history and government in selected schools of Thika district
(2012-04-04) Mburu, Paul Kimani; Ayot, Henry O.; Twoli, N. W.
Instructional strategies and resources are some of the most important tools at the teacher’s disposal in the process of achieving the set out objectives of teaching any subject in the curriculum, history inclusive. In spite of their very fundamental role, literature shows that the manner of teaching the subject, which includes the use of instructional strategies and resources, has been criticized as being a major contributing factor to the perceived problems facing the subject. There was however little empirical evidence to show the contribution of instructional strategies and resources against the achievement of the stated objectives of teaching the subject, hence the need for this study. The primary purpose of this study was to find out the instructional methods and resources employed in the subject. A secondary purpose was to investigate the extent of participation of history teachers in professional growth activities, factors that determine choice of instructional supervision and guidance, and the usefulness of the Kenya National Examinations Council (KCSE) reports as a feedback mechanism for improving history teachers' approach to different topics in the History syllabus. The data for this study were collected from fifty-seven history teachers from Thika district using a questionnaire, while ten history teachers were observed during history lessons using a classroom observation schedule, basically to supplement the questionnaire for in depth information. Descriptive statistics, mainly frequencies and percentage distributions were used to analyze the data. With respect to the instructional strategies in the teaching of the subject, the results show that history teachers were greatly inclined to the use of mostly expository methods of teaching. Factors that influenced history teachers' choice of instructional methods of teaching. Factors that influenced history teachers' choice of instructional methods were mainly external to the teaching-learning process. With regard to the available resources in the subject, the results suggest that there was a shortage of instructional resources for the teaching of the subject, while at the same time there appeared to be a wide range of resources though under-utilized. Majority of the teachers were rarely involved in activities of professional growth, and the frequency of instructional supervision and guidance was at a very low level. With respect to the usefulness of KNEC (KCSE) reports as a feedback mechanism for history teachers, results show that they were ineffective, as most of the teachers indicated that they were not available in their institutions. The conclusions reached highlight the importance of making the learner the centre of the teaching-learning process and the crucial role to be played by various variables towards achieving the objective of making the methods used in teaching history more participatory by nature.
Application of Abagusii cultural practices into teaching and learning of mathematics in secondary schools in Masaba north Sub-county, Kenya
(Kenyatta University, 2018-03) Bundi, Daniel Momanyi
ABSTRACT Every community has certain kind of mathematical knowledge which can be used in the formal mathematics curriculum. This study sought to investigate the application of Abagusii cultural practices into the teaching and learning of mathematics in secondary schools in Masaba North Sub-County, Kenya. The main objectives of the study were; to identify areas in Abagusii culture which use mathematical concepts, to find out whether both teachers and learners are aware of the applications of mathematical concepts in Abagusii culture, to establish the teachers’ opinion on transfer of learning from Abagusii culture to mathematics to support learning and finally to establish how teachers can integrate Abagusii cultural practices into the teaching and learning of mathematics. The study was based on constructivist theory by Jean Piaget and John Dewey. The study adopted a descriptive survey design. Data was collected using Mathematics Teachers’ Questionnaire (MTQ) for teachers and Mathematics students’ Questionnaire (MSQ) for students. The target population included 86 teachers and 1741 form four students. Stratified random sampling was used to select six schools (19.35%) for the study. The strata were the divisions in the sub-county. From the six schools, purposive sampling was used to select 16 (19.36%) mathematics teachers and 274(15.72%) students. Piloting of instruments was done using split-half method followed by Spearman-Brown formula. The reliability of Mathematics Teachers’ Questionnaires was (0.70),and Students’ Mathematics Questionnaire (0.75). Reliability coefficient of 0.73 was obtained and considered to fulfill the required degree of consistency. Instrument validity was determined through appraisal by experts. Data collected was subjected to Statistical Package for Social Science (SPSS) for analysis. Statistical data was presented using frequency distribution tables and analysis used percentages. The study found out that Abagusii culture has mathematical concepts that can be used in teaching and learning of mathematics. Majority of the teachers and students are aware that Abagusii culture has mathematical concepts. Teachers also agreed to the integration of culture into the mathematics curriculum. The study recommended that curriculum developers and teachers should set up mathematical resource centers in every county. In these centers charts showing mathematical concepts can be illustrated. Equally, textbooks should use content from a culture based on students’ background.
Application of mathematical concepts in the teaching and learning of physical education in secondary schools in former Lugari district, Kakamega county; Kenya
(2013-07-22) Osundwa, Fatuma Shaban
In school, activities in each subject area can identify and draw upon experiences in other subjects; hence mathematics also identifies experiences in other subjects. This study sought to investigate the application of mathematical concepts in physical education in Secondary schools in former Lugari District, Kakamega county; Kenya. Physical education is a popular subject. The same cannot be said about mathematics, yet there is a lot of mathematics in their world. In the teaching and learning of physical education, the mathematics involved is not explicitly mentioned. Students learn physical education in the classroom or on the fields of play and move on to the next classroom for the following lesson which could be mathematics. By delivering the curriculum in this format, subjects lack coherence and students become disconnected. The main objectives of the study were to establish mathematical concepts applied in physical education, after this to investigate teachers’ and students’ awareness of these concepts and the opinion of teachers to integration of physical education and mathematics to support teaching and learning. The study was based on the connectionist theory of learning by Edward L. Thorndike which states that “When any response has been connected with many different situations alike in the presence of one element and different in other respects the response is thereby bound to that element so that when that element appears, even in a totally different situation, it will tend to evoke that response.” Transfer of learning occurs when a person’s learning in one situation influences his learning and performance in other situations. In the literature review the researcher read through books to find the application of mathematics across the curriculum and application of mathematical concepts in physical education. This study adopted a descriptive survey. Qualitative research used interviews to collect information on teachers’ opinions and attitude at connection and integration of mathematics and physical education to support learning. Quantitative research used questionnaires to determine awareness of the mathematical concepts applied in physical education. The target population for this study included teachers and students. Purposive sampling was used to select ten schools for the study because the schools were those teaching at least four ball games. From the ten schools, stratified sampling was used to select four physical education teachers and four mathematics teachers from each school and eight students for each ball game in each of the school. Statistical data was presented using frequency distribution tables and charts and analysis used percentages and mean. The study found out that Mathematical concepts are applied in the teaching and learning of Physical Education and teachers are aware of these Mathematical concepts. However a small percentage of students are aware of the Mathematical concepts meaning that teachers do not draw the attention of learners to the important role of Mathematics in Physical Education, hence the two subjects are taught in isolation. The study recommended that curriculum developers and teachers should come up with ways of making Mathematics more practical and interesting by associating it to Physical Education. Through workshops, teachers should come up with ways of integrating Mathematics with other subjects in the curriculum for learners to realize its crucial importance
Assessment of Errors Made by Secondary School Student’s That Influence Achievement in Solving Word Problems in Mathematics in Gatanga Sub-County, Kenya
(Kenyatta University, 2015-10) Ngigi, Stephen Chege
The purpose of this study was to analyze and establish the errors made by secondary school students that influence achievement in solving word problems in mathematics in Gatanga sub-county, Murang’a County, Kenya. The objectives of the study were to: establish the errors made by secondary school students; investigate the sources of these errors; identify the gender differences in the errors made and determine the methods used to remediate these errors in solving word problems in mathematics. The study hypotheses were: Ho1: There is no significant relationship between errors made by students and type of school they attend in solving word problems in mathematics; Ho2: There is no significant relationship between the errors made by students and their sources in solving word problems in mathematics. H03: There is no significant relationship between errors made and gender of student in solving word problems in mathematics. The literature review highlighted studies, opinions, suggestions and recommendations on errors made and their effects on achievement in solving word problems in mathematics. The research adopted a cross-sectional descriptive survey employing correlation methods. A total of thirty two secondary schools and fifty eight trained mathematics teachers were targeted for the study. Nine secondary schools were selected using stratified sampling. Two hundred and seventy eight students and twenty four teachers were selected for the study using random sampling. Students’ Mathematics Test, Trained Mathematics Teachers Questionnaire and Interview schedule for students were used to collect data on errors made in solving word problems in mathematics in Gatanga sub-county. Data was analyzed by use of SPSS (Statistical Package for Social Sciences). Data obtained was presented in tabular and graphical forms. The findings of this study showed that students made a variety of errors in solving mathematics word problems. These errors included computational errors, wrong equations, wrong facts, premature approximations and wrong formulation. A chi square test revealed that there was no significant relationship between errors made and the gender of the students in solving word problems in mathematics (χ2 (4, N=278) = 3.22, p<0.522).However, there was significant relationship between errors made by the students and the types of schools they attended. The study concluded that student’s ability to master basic facts, concept attainment, prerequisite skills, false generalizations and ability to carry out multi-step calculations were areas of concern. Most students made errors due to inability to give adequate interpretation to the word expressions, the language of the problem as well as use of incorrect mathematical operations that were required for a particular transformation of a mathematical statement into its equivalent algebraic equation. The study recommended remediation of errors which should be based upon careful analysis of students’ errors, in the light of specific identified errors. Word problems given out to students should be attended to, by mathematics teachers through immediate scoring, identification of particular errors made and giving adequate corrections to students in form of feedback. KNEC should ensure that the yearly reports on performance of national examinations with details of the students’ errors reach all the secondary schools on time. Kenya Institute of Curriculum Development should ensure that teaching resources such as textbooks are designed in such a way that those activities that would enhance word problem interpretation are suggested at the end of every topic. This would help in learning of mathematics in secondary school and would guide students to solve word problems with minimum or no errors.
Assessment of factors influencing perfomance in primary school science in Kisumu East Sub-County, Kisumu County, Kenya
(Kenyatta University, 2016-11) Ochieng, Domnic Deka; Maundu, J. N.; Twoli, N. W.
The prime purpose of this study was to examine the factors that influence the performance in primary school science. The objectives of the study were to investigate the pupil related factors influencing academic performance in school science, to examine the school related factors affecting the learning of science in primary schools in Kisumu East Sub-county, to determine the teacher related factors influencing the learning of science in primary schools in Kisumu East subcounty and to establish the ways of improving pupil's performance in primary science in Kisumu East sub-county. The study used the General systems theory on which the conceptual framework was anchored; it is also from this that the variables were drawn. The study locale was Kisumu East Sub-County where 62 public primary schools were targeted for the study. The study was based on a wide and extensive literature review on what other scholars had researched. This study was enacted to fill the existing gap on pupil performance in school science. The study sample was limited to 10 schools selected by use of Systematic Sampling method based on academic performance in previous National Examinations. The research identified 200 learners randomly selected from a population of 6000 pupils. It also involved Standard Six to Eight learner respondents and Science teachers in the sampled schools. Data for the study was obtained by use of two sets of questionnaires, one for the learners and the other for science teachers. Additional data was obtained by use of interview schedules for Headteachers and Zonal Education officers. The researcher also used an observation schedule to collect data on the state of physical facilities and science instructional resources available in the schools, classroom procedures used during science lessons and improvisation of learning materials in the sampled schools. The data collected were edited, coded and then analysed using MS Excel. The results cbtained were presented in tables, graphs and pie-charts depicting frequency distribution and percentages. Descriptive statistics technique was used to examine, analyse and describe data. The formula of spearman coefficient of correlation was used during piloting to determine the reliability of the research instruments. The following were the findings of the study; augmented classroom population, unavailability and underutilization of teaching and learning resources in schools, congested science curriculum and inadequate teaching time among other factors. The following were among the important recommendations of the study: That the government should I' invest in learning materials and resources for- science to facilitate academic performance, develop capacity building programmes for education officers, headteachers and science teachers to help them know how to apply and evaluate their pedagogical skills in teaching and handling of scientific issues. The researcher also suggests that curriculum developers should seek opinion fromthe learners, teachers, headteachers and other officers to provide inclusive ideas on science content arrangement and re- evaluate the curriculum to ensure that the current scientific issues are entrenched in the curriculum for comprehensive coverage. Teachers Training Institutions should also develop and adopt ways of helping science teachers overcome the identified challenges. Equally, teachers are advised to employ heuristic teaching and learning methods to ensure proper participation by learners and hands-on practices during science lessons.
Attitudes of primary school pupils towards science and science related subjects: a study of gender differences in Kisumu municipality
(2012-05-14) Onyango, N. A.; Achola, P. P. W.
This research project aimed at finding out the gender differences in attitudes towards science and science related subjects in four aspects of enjoyment of science and freedom from fear of science. Three schools in Kisumu Municipality were purposely sampled from low (Kanyamedha), middle (Bhayani) and high (Aga Khan) socio-economic status schools. Boys and girls from Standard 6 and7 were targeted for the study. The sample size was 180 but only 169 completed to the questionnaire items. From each school, 60 respondents, 15 boys and 15 girls were systematically sampled using their class registers. In Bhayani and Aga Khan, respondents came from randomly selected streams (Classes). The major findings of the study were: (1) All boys and girls had positive attitudes towards science as portrayed by their high mean scores in every aspect of science examined. (2) Socio-economic status rather than gender was found to be a factor affecting differences in attitudes towards science. (3) Boys and girls from a similar socio-economic status school regarded science as important, motivating, enjoyable and were free from fearing science. (4) There were marked differences on the attitudes of girls pupils from the low socio-economic status school and boy pupils from the high socio-economic status school on the four aspects of science examined. (5) Girl pupils from the high socio-economic status school significantly differed with their colleagues in importance of science, in the rest of the aspects, they had almost similar attitudes. (6) Boy pupils from the middle socio-economic status school scored higher than the girl pupils in the low socio-economic status school. This difference was however only found statistically significant in the importance of science aspect. (7) Boy and girl pupils from the high and middle socio-economic status schools had almost similar attitudes in all the aspects of science examined except, boys from the middle socio-economic status school were more free from the fear of science than their female colleagues in the high socio-economic status school. It has been recommended that socio-economic disparity, which affects attitudes towards science, may be reduced by establishing a science resource center managed by the Municipal Education Office. This could be funded by the Municipality, Parents and Charitable Organizations. There should also be an inter-school collaboration in the use of facilities. Seminars should be organized by the Municipal Education Office where in-service programmes can be held to help in updating teachers’ knowledge of teaching methods and techniques, and reform or develop positive attitudes towards girl pupils studying science and science related subjects. This research may be replicated using a larger sample or in a wider geographical area for more comprehensive findings and generalizations. Perhaps, someone should conduct a research to find out the trend in girls’ attitudes towards science, whether these become more or less positive as they move further in the academic ladder.
Attitudes of students toward studying history and government in some selected secondary schools of Mosocho division,Kisii central district,Kenya
(2013-09-03) Nyamwembe Osoro, Erick
The purpose of this study was to investigate student attitudes towards studying History and Government in some selected secondary schools of Mosocho Division, Kisii Central District, Nyanza Province, Kenya. The study was conducted in both purposively and simple randomly sampled private and public secondary schools in Mosocho division, Kisii Central District. Mosocho division was purposively chosen because it was the only division in the district that comprised categor.ies chosen by the researcher. The target popula.tion was form two (2) students and their respective History and Government teachers. Data were collected using teachers and students questionnaires. The teacher questionnaire comprised both open-ended and closed items. The student questionnaire used a 5 pointlikert scale ranging from strongly agrees to strongly disagree. The data collected were analyzed using descriptive statistics. Data were presented with the aid of tables, percentages 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. It was established that there were several factors like the teaching methods, teachers themselves, events and dates for memorization and availability of job opportu.nities that influenced the student attitudes. towards studying History and Government. The findings of this study helped the investigator to give suggestions and recommendations. The teachers should take the initiative to sensitize the students that all the subjects in the school curriculum contribute to different training careers in the future. Teachers should avoid using methods like the lecture and note taking because it is contrary for the students to sit, passive and inactive during lessons for long.Finally the students should be offered an opportunity to become researchers of History.
Attitudes towards learning and performance in mathematics among students in selected secondary schools in Bureti district, Kenya
(2011-08-09) Mutai, Kipronoh Jackson
The purpose of this study was to investigate the attitudes' influence towards learning and performance in mathematics by students in secondary schools in Bureti District. The objectives of the study were: a) to determine the attitudes formed by the students towards learning and performance in mathematics, b) to find out whether such attitudes contributed to inappropriate learning of mathematics and consequently poor performance in secondary schools and c) to establish factors which influence attitudes towards learning and performance of mathematics among secondary school students. The study adopted a descriptive survey design and data was largely descriptive by nature. Data was collected using Mathematics Teachers Questionnaires (MTQ) for teachers and Mathematics Students Questionnaires (MSQ) for students. These were administered on a sample of 24 teachers and 359 students respectively selected from six secondary schools in Bureti district. Data collected were coded and subjected to a Statistical Package for Social Science (SPSS) analysis Findings indicated that the major problem associated with attitudes in the learning of mathematics in the secondary schools included lack of confidence and interest in the ability to learn and perform well in mathematics as reported by 45% of the respondents. Lack of interest in mathematics was mentioned by 24% of the respondents. With regards to attitudes towards mathematics as a subject, 56% of the respondents strongly agreed that they enjoyed learning mathematics as a subject. In addition, the same percentage (56%) strongly disagreed that Mathematics classes/lessons were not interesting. Out of the students respondents 49% of them strongly agreed that they would like to continue doing mathematics after secondary school. Only 38% of the respondents strongly disagreed that understanding mathematics was difficult while 70% of the respondents strongly agreed that Mathematics was a very useful subject in life. The following recommendations are made from the study: a) positive attitudes towards learning and performing well in mathematics are necessary ingredients in secondary school mathematics education. There is need for teachers, parents, and any other education stake holder to enhance these positive attitudes, b) there is a successive connection between attitudes, Iearning, performance and practical utility of mathematics. This connection should be established early enough in students' mathematics education curriculum ;C) mathematics teachers particularly should know precisely how students learn mathematics. This will help them organize and plan for effective teaching and learning of any mathematical concept. d) Language used while students learn mathematics should be purposively geared towards enhancing favourable attitudes towards mathematics education, e) mathematics departmental counseling should be undertaken regularly to assist students with persistent negative attitudes towards learning and performance in mathematics. The unfavourable attitudes should be curtailed professionally and early enough before students utterly drop learning and/or performance in mathematics, f) mathematics teachers should wisely utilize available learning resources to enhance positive attitudes, reinforce neutral attitudes, if any, and neutralize any negative attitudes towards learning and performance of mathematics, g) efforts should be made to ensure gender does not hinder learning and/or performance in mathematics among students. Teachers, parents and siblings of the students should encourage both the female and male learners to equally embrace mathematics.
Audio-Visual Resources Influence on Performance of Students in Art and Design in Secondary Schools in Kakamega County, Kenya.
(Kenyatta University, 2023-11) Muteshi, Ruth; Bernard Mugo Chomba; David Oludhe; Samson Rossana Ondigi
Abstract
Audio-Visual Resources Influence on Performance of Students in Art and Design in Secondary Schools in Kakamega County, Kenya.
(Kenyatta University, 2023) Muteshi, Ruth; Bernard Mugo Chomba; David Oludhe; Samson Rossana Ondigi
Art and Design (AD) is one of the elective subjects taught in secondary schools in Kenya. In the electives, the learners are presumed to perform exemplary well but that has not been the case in the secondary school in Kenya, Kakamega County included. Documentary evidence from KNEC report 2019;2018;2017;2016; indicates that the subject has had an unimpressive performance of scoring below tertiary level entry requirement. To curb this, one remedy explored among others is the use of Audio-Visual resources (AV) in the instruction process that has proven to enhance understanding, innovation and creativity among learners. These are key aspects in AD subject that can enable learners to improve in performance. The purpose of the study was therefore to investigate the influence of AV resources on students‘ performance in AD in secondary schools in Kakamega county, Kenya. To achieve this, this study was guided by the following specific objectives; establish the type of AV resources used in the instruction of Art and Design, establish the extent to which AV resources are used in the instruction of Art and Design, assess the influence of AV resources on the performance of students in Art and Design and establish gender difference in Art and Design academic performance when students are taught using AV resources. The cognitive load theory provided the theoretical guideline for this study. The research methodology used was mixed method for gathering the qualitative and quantitative data. The design was quasi-experiment of the Solomon four non-equivalent control group. Schools were purposively sampled, grouped in strata then randomly sampled to make up the four secondary schools consisting of two boys‘ and girls. Sixty form two AD students, four teachers, and two principals made up the study's respondent. The experiment group was taught using the AV resources while the control group was taught using the traditional method. Both groups were pre-tested prior to intervention and later post-tested. The gathering tools included: tests, teachers‘ questionnaires, interviews, and a checklist. The data was analyzed using both descriptive and inferential statistics. The differences between the group means were analyzed using the t-test, and the Chi-Square technique. The statistical significance was tested at α = 0.05. The finding of this revealed that AV resources there was a significant difference in performance between the experimental groups and control groups with students of the experimental group obtaining higher scores than the control group. When gender in performance was compared, it revealed no statistical significance. The study further revealed that available AV resources in schools were included chalkboards, charts, textbooks, and very little modern AV resources such as computers, projectors, laptops, smartphones, and cameras. The schools also had electricity and internet infrastructure. Despite having these resources, there was low level of utilization in the instruction of AD. Based on the findings, the study recommended adequate funding for the acquisition of modern AV resources and their accessories such as internet and power, refine teachers‘ pedagogical skills through regular retooling on new trends in classroom instruction such as use of AV resources in order to realize acquisition of 21st century in learners and Formulate policies and measures that confines teachers towards utilization of AV resources in the classroom instruction.
Availability acquisition and utiliation of Art and Craft resources in Embu Municipality Schools
(2013-10-05) Mugambi, Lucy Ruguru
Teaching learning resources are instrumental in motivating both learners and the teachers. Art and craft teaching and learning resources have been a major problem in most primary schools in Kenya Since Art/craft is a practical subject it helps the children to express their feelings in socially acceptable ways hence creating a much happier school environment. Therefore a lot of emphasis should be given to this subject. However without the necessary teaching and learning resources, the teaching of this subject cannot be effective. Instructional resources enhance understanding and retention of content. Therefore the researcher has sought to investigate their availability and use in primary schools in Embu Municipality. A questionnaire with closed-ended and open-ended items wasused to gather data. Also there was use of an interview schedule. The data is later analysed by use of frequency tables and percentages. The results indicate that there is inadequacy of Art/craft teaching learning resources in Embu Municipality. The available teaching learning resources are not properly used an d maintained du e to lack of skilled man power in the field of Art/craft. Based on the study the researcher has recommend. Refresher courses and Art and Craft workshops for the Art/Craft teachers in the field. The learning resource centers and teacher advisory centers should be made more useful to the teachers.
Availability and use of teaching and learning resources in public diploma teachers' training colleges in Kenya.
(2011-08-03) Kinyua, Gladys Wanjiru
The Purpose of this study was to determine the availability and use of teaching and learning resources in public diploma teachers' training colleges in Kenya. In the study, aspects of adequacy, accessibility. Frequency of use, maintenance and replenishment of the teaching and learning resources were investigated. The study was necessitated by the gap identified by external assessment reports of the directorate of quality assurance and standards in the Ministry of Education on the observed usage of the resources by diploma teacher trainees during teaching practice. Two questionnaires, one for the lecturers and the other for student teachers were used as the instruments for data collection alongside interview schedules, observation checklists and classroom observation schedule. The questionnaires focused on issues of availability, accessibility, adequacy, use and maintenance of the teaching and learning resources in Public Diploma Teachers' Training Colleges. Data was analyzed using descriptive statistics. Statistical analysis Qualitative data revealed that among the projected audio-visual resources, overhead projectors were mostly available with a prevalence rate of 70%. There was however, a depressed availability of modem equipment such as LCDs and other computer based equipment. This scenario was replicated among the non-projected resources. Here, the traditional resources such as textbooks, chalkboard and models were significantly well availed to the colleges. Duplicating equipment and community based resources were fairly available and well utilized. On the usage of the teaching and learning resources, over 65 per cent of the lecturers reported that they rarely used the non-projected ones. This however contrasted the usage of duplicating and community based resources that were significantly utilized. Despite the average availability of teaching and learning resources in the public diploma teachers' training institutions, the study revealed that their maintenance was not adequate. There was, therefore, need to strengthen the maintenance regime of the available equipment. Effective use of the resources arid their adequate acquisitions was found to be hindered by lack of funds, administrative commitment and requisite training among the lecturers on how to handle some of the equipment. Lessons that were conducted as experiments and demonstrations were found to encourage the usage of the teaching and learning resources as opposed to the lessons based on the lecture method. Improvisation was found to be significantly muted with only one observed lesson found to use improvised items.