CW-School of Education

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    21st Century Students’ Knowledge, Skills and Attitudes: Implication for Teacher Education Reform
    (Kenyatta University, 2015) Mwebi, Bosire Monari
    The world in which today’s students will graduate is fundamentally different from the world in which we grew up. Unlike before, education must prepare students for the world where opportunities for success require the ability to compete and possess 21st century skills. Global education reform movements identify the 21st century students graduating skills to include global awareness, civic, business, financial, entrepreneurial, health, and environment literacy. They also require students to develop skills of creativity and innovation, critical thinking and problem solving, communication and collaboration, information, media, and technology skills. This paper explores ways Canadian education systems have responded to the needs of 21st century. Education reform in Canada in many aspects reflects reform processes occurring globally. Canada provinces have continued to target their energy and resources to significantly increase student learning and achievement levels. Education reforms have identified competencies or statements describing the knowledge, skills, and attitudes expected of all students who graduate from their public school system. Achievement of these competencies will prepare students to continue to learn throughout their lives. These 21st century competencies identified in Canadian education include critical thinking and problem solving, creativity and innovation, social and cultural responsibility, global and environmental awareness, communication, digital literacy, lifelong learning, self-direction, collaboration, leadership, and aesthetic expression. The implications of these 21st students’ competencies on education reforms are discussed.
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    Access to information resources by the visually impared using assistive technology: sharing the experience of Kenyatta University Library
    (2013-08-16) Maryanne Muiruri-Gichuhi; Mulwa, Margaret; Gitonga, Martin; Mwiti, Beatrice K.
    As we think of the 21st Century library user, we cannot be oblivious of the pivotal role of technology and its requisite inclusion in the library, if the library is to be of benefit to the all users. This presentation looks into the aspects of library inclusion, innovation and access to digital and print information resources for library users – keenly focusing on the visually impaired (VI) ( partially/low vision and totally blind) users- as pivotal in realization of the 21st Century library. How can the visually impaired students access the information resources that their able peers can access and conduct relevant studies and research with ease and efficiency? With the vast growth of digital libraries, it is easy for the visually impaired to miss out on vital information which is available in digital format. Kenyatta University Post Modern Library has immensely supported use of digital resources for the VI by putting in place assistive technology. Assistive technology encompasses use of student-centered computer adapted software and active process of interactive data exploration for the visually impaired non-visually. The Library has witnessed major transformation, from the archaic modes of recording via cassette and use of microfiche for reading and storage. Modern technology is availing journals, books and coursework in digital format for access by the VI using Jaws and NVDA software. Other facilities which contribute greatly to the academic standards of this category of users are recording using computer recording technology and note-taking facilities using speech-to-text recognition facilities. Braille is also used as external memory aid to prevent high mental workload levels and speech synthesis is used to access detailed information on demand. By offering both tactile and audio techniques to extract information efficiently, the students with visual impairment will function independently and effectively while accessing information library.
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    An Adaptive Gamification Model for E-Learning
    (IST-Africa 2020 Conference Proceedings, 2020) Kamunya, Samuel; Mirirti, Evans; Oboko, Robert; Maina, Elizaphan
    Gamification has gained currency in the recent past and has widely being deployed in various disciplines such as health, education, marketing amongst others. The main driving factor of deploying gamification is due to its motivational element. Gamification, particularly in education, has been used to motivate and elicit engagement in learners. However the implementation of gamification within elearning platforms has been of the "One size fits all" i.e., uniform application of gamification elements to all learners, albeit learners possess different characters which are distinct from each other. The need to embrace the "One size does not fit all" approach necessitates introduction of adaptive gamification. This study sought to develop an adaptive gamification model. The study used the Design science research methodology (DSRM) using the problem instantiation approach to develop the adaptive gamification model, which can be used to guide and implement adaptivity within e-learning platforms. In the development of the model the study reviewed 15 adaptive gamification studies from which the key components of an adaptive gamification model were synthesized and a final model proposed.
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    Addressing Curriculum Implementation for Improved Learning Outcomes in Primary Schools in Kenya
    (Kenyatta University, 2015-05) Kisirkoi, F. K.
    Education in Kenya requires rethinking as the country prepares to face the demands of transformations of the 21st century. The first general objective of primary education in Kenya is that primary education should provide the learner with opportunities to acquire literacy, numeracy, creativity and communication skills. There is evidence from research that the objective has not been fully met. A number of learners go through the primary school course without acquiring the basic literacy skills which negates the focus of the country to develop a knowledge based economy. This paper is based on a study whose first objective was to find out the teaching learning approaches employed in the primary classroom. The methodology adopted was survey research design. A total of 490 primary school teachers from five counties across the country were purposively sampled for the study; 70 were observed while teaching and 420 filled in a questionnaire. A total of 93% of the teachers observed while teaching used teacher-centred teaching learning approaches with little learner involvement. The majority, 61.4% of those who filled in the questionnaire indicated that they used teacher centred teaching learning approaches. Only 11% of the 70 teachers observed in class were rated ‘good’ in use of teaching learning resources. It was found that teaching and learning approaches employed in the classroom by most teachers was teacher-centred and encouraged rote learning, hence was faulty and required redress. It was recommended that there should be sustained school based teacher professional development activities specifically addressing pedagogy for improved curriculum implementation.
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    The African Universities' Response to the Undergraduate Students' Need for Independent Learning and Critical Thinking Skills
    (Kenyatta University, 2003) Ndethiu, Sophia M.
    In this paper, the author challenges leaders, teachers and other stakeholders in institutions of higher learning in Africa to give the promotion of independent learning and critical thinking skills the seriousness that it deserves. Many students that join university do so with only "lower-order" learning abilities so that higher institutions of learning need to respond by stepping in specific measures to bridge this gap. Universities have to be prepared to equip students with "high-order" learning abilities that will guarantee independence, engender intellectual stimulation and encourage independent scholarship while at the same time preparing them for life-long learning and critical thinking that are the defining attributes of life in an information based society. It challenges those universities that already have academic interventions for first-year students to interrogate the role being played by these structures with a goal to strengthening their core aims and missions. The role that universities can play to meet this very noble end is extrapolated against the current trends and realities within the teaching/learning environments of African universities. The paper proposes that African universities should adopt the "constructivist learning paradigm" which could guide our pedagogical choices if we are to develop learners with greater capacities for learning now and in the future. It ends by offering some recommendations
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    Are Qualified Teachers Really of Good Quality? Rethinking Teacher Quality in Kenya
    (Kenyatta University, 2015-05) Munyaka, L. W.
    Despite general agreement about the importance of high-quality teachers, researchers, policy makers, and the public are unable to reach consensus on specific characteristics of secondary school teachers contributing to desirable educational outcomes. Policy makers are left with many questions surrounding what counts as a quality teacher—information that could be valuable in guiding policies regarding whom to hire, whom to reward, and how best to distribute teachers across schools and classrooms. Answers to these questions have potentially important implications for the efficiency and equity of public education for sustainable development. Failure by policy makers to define teacher characteristics linked to desirable education outcomes will be detrimental to educational quality trends in Kenya. This paper explores what the most important teacher characteristics are with special focus on qualification, subject matter knowledge and pedagogical content knowledge
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    Assessment of Policies and Plans on Disaster Management for Computer-Based Information Systems in Selected University Libraries in Kenya
    (Kenyatta University, 2015-05) Njoroge, R. W.; Wambiri, D.; Ogeta, N.
    This study was carried out at a time when the introduction of Information and Communication Technology (ICT) in higher education institutions had become a key issue for service delivery. The need to provide access to information for learning, teaching and research had necessitated academic libraries to incorporate Information Technology (IT) to facilitate efficient and effective operations in libraries. This therefore, calls for development of policies and plans that provide direction on actions geared towards protection of the integrity, availability, and confidentiality of the electronic data held within the organization’s system. The study aimed to find out the availability of disaster management policies and plans for Computer-based Information Systems (CBIS) in academic libraries as well as assess issues addressed by the available policies and plans. The study was carried out in selected academic libraries in Kenya which included two public and two private chartered universities within Nairobi County and its neighboring counties. Data was collected using interviews and document reviews. Analysis, interpretation and presentation were done using qualitative methods. The study revealed that most (3 out of 4) of the institutions studied had not developed policies and plans that addressed disaster management for CBIS. The study recommends development of disaster management policies and plans that guide on disaster management for CBIS in libraries. Further research was recommended on impact of lack of disaster management policies and plans for CBIS in libraries.
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    Baseline survey on the quality and efficiency of teaching Practice in middle level colleges: the case of Kenya Technical Teachers College, Nairobi, Kenya
    (2015-07) Mwancha, Benedicto; Ondigi, S. R.; Khatete, D. W.
    This is a survey carried out in 2014. The main objective was to determine the important indicators against which the quality and efficiency of future Teaching Practice will be compared. There were 256 students on teaching practice. A sample of 141students was randomly selected representing 54% of the population. All the assessment reports for all the students were used to determine the student performance. A sample of 10 heads of institutions and 31 Heads of departments and cooperating teachers supplied some needed data. Data was also generated from 11 external assessors. Questionnaires were used for data collection except for the case of heads of institutions where an interview schedule was used. The relevant documents available in college were also used as data sources. All the instruments were tested and validated by using experts for both content and technical accuracy. Quantitative data analysis was done by using SPSS. The means were worked out and where there was need to establish significance of differences, the “t” and “F” tests were carried out. The indicators for quality and efficiency of teaching practice were as follows: Average number of assessments per student was 2.9; Average performance was 72.14%; Overall Cost per student was Ksh. 25,507; Mileage per student was 120.516Km; Fuel consumption per student was 16.121 liters; Fuel cost per student was 1797.98 Ksh; Completion rate was 97.7% and TP student satisfaction 87.37%. Other findings included: The use of teaching aids and scheming are performed poorly. The components of self-presentation and learning environment have the highest score. The females have a higher mean performance than the males; the students’ grades are not dependent on the gender of the assessor. The higher the job groups of the assessors, the higher the mean score. The TP customers are highly satisfied with the services they receive. TP costs, placement, transport, frequent changes in timetables are some of the challenges facing the exercise. It is safely concluded that Kenya Technical Teachers College has maintained high standards in the management of teaching practice. The following recommendations are made: The approaches used in training students in scheming and lesson planning should be re-examined; the media should be better equipped in order to train students better in the development and use of teaching aids.
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    Being young, Kenyan and gendered: the outcomes of schooling and transitions to adulthood in poor urban and rural settings
    (2009-09) Chege, Fatuma N.; Arnot, M.; Wainaina, Paul K.
    This paper which is derived from findings of the Education, Youth, Gender and Citizenship (YGC) project1 foregrounds the experiences and outcomes of schooling as constructed through the voices of young female and male Kenyan youth aged between 18 and 25 years who lived in conditions of relative material poverty in one of the urban communities of the study2. Using qualitative data mainly from interviews, the paper demonstrates how young men and women from impoverished families and communities constructed the outcomes of their schooling, demonstrating the realities of how they negotiated their daily lives and experiences that were build upon some broken promise from a formal education that had failed to deliver them –and their families- out of the cycle of poverty. The expressed need to transform their lives by break out of the cycle of poverty while at the same retaining a sense of belonging to their families and local communities - ‘home and family’ – formed the dominant discourse in the voices of the young women and men –most of who seemed eager to project and be heard. The study findings capture articulations of the value attached to formal education as a communal and individual investment even when the experience of schooling was itself portrayed as a failure in delivering the economic expectations of this young generation of hopeful Kenyan women and men. The explicit difference between young people’s educational aspirations and expectations of schooling vis-àvis the realities of its outcomes as experienced in their daily lives provided the young people a point of departure in interrogating other non-economic benefits of schooling – which in one way or another enhanced their well-being and made them different from the non-schooled peers. Findings demonstrated that the level of schooling –primary and secondary- influenced the articulation of non-economic (social and human development) outcomes of schooling. Gender also seemed to influenced the manner in which the social and human development outcomes of schooling were played out among the youth with the young men presenting themselves as community focused in terms of seeking ways to transforming their environments while the young women were keen in changing their own lives and of their offspring. Thus, the route for escaping poverty was constructed differently between the women and the men while articulation of the means of escape was considerably more concretised among the youth with secondary education. It is in this context that this paper interrogates the implications of different levels of schooling among young Kenyan women and men who live in poor urban settlements.
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    Beyond Access: the Role of Non Formal Schools in Provision of Quality Primary Education in Urban Informal Settlements in Kenya
    (Kenyatta University, 2015-05) Kaugi, E.; Bunyi, G.
    During the past several years, Kenya has implemented policies that focused on expansion of education through improving access. One of such policies that have had great impact is the policy for alternative provision of basic education and training, which introduced an alternative mode of primary education delivery through non-formal schools. As a result the country has made significant progress in improving access to primary education, especially for poor children from urban informal settlements. Since the Dakar framework for action (2000) committed nations to provision of quality primary education and all nations were asked to improve all aspects of education quality. This research study sought to evaluate three aspects of quality of education provided by Non-formal schools in Nairobi’s informal settlements, namely; 1) the quality of learning environments 2) quality of educational processes; and 3) the quality of educational outcomes. Study findings showed that non-formal schools experience considerable shortage of physical facilities and instructional materials and a majority of teachers in the non-formal schools were untrained. The quality of outcome in the non-formal schools was good as demonstrated in fairly good performance in the Kenya Certificate of Primary Education. The paper concludes with recommendations on how provision of education through non-formal schools can be improved.
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    Bridging the Digital Divide in Secondary Schools in Kenya: A Critical Analysis of Personal Characteristics of Principals, Teachers and Students on Readiness to Adopt E-Learning in Secondary Schools in Kitui County
    (Kenyatta University, 2015-05) Mulwa, A. S.; Kyalo, D. N.; Matula, D. P.; Ndaita, J.
    The paper is based on a study carried out to establish the influence of personal characteristics of the principals, teachers and students on the readiness to adopt e-learning in public secondary schools in Kitui County, Kenya. The study was guided by three objectives and three hypotheses related to the objectives. The objectives were: to establish the extent to which principals’ personal characteristics influence the readiness to adopt e-learning in secondary schools in Kitui District; to determine the extent to which teachers’ personal characteristics influence the readiness to adopt e-learning in secondary schools in Kitui District; and to establish the influence of students’ personal characteristics on readiness to adopt e-earning in secondary schools. Cross–sectional survey research design was adopted for the study. The target population included principals, teachers and students from public secondary schools in Kitui District, which had a Form Three class as at January, 2010. A sample of 66 principals, 66 teachers and 347 students was selected from 66 public secondary schools out of a total of 80 schools to represent teachers and learners; and to serve as a basis for analysis of their main characteristics and their contribution to the readiness of the institutions to adopt e-learning. Data was collected using questionnaires and an observation schedule. The resultant information was analyzed by employing the quantitative approach which involved descriptive and inferential statistical procedures. The study established that the readiness to adopt e-learning in secondary schools is influenced by the personal characteristics of principals, teachers and students. Level of education of both the principals and teachers had the greatest influence on the readiness to adopt e-learning, while the most influential personal characteristic of students was the type of school they attended. The study recommends that the government should plan to address the issue of e-learning infrastructure by availing e-learning equipment, enhancing connection to reliable sources of power, improving connectivity to various internet services and augmenting human resource capacity by organizing training programmes for principals, teachers and students.
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    Case study of university of Nairobi and Kenyatta University
    (2011) Kithinji, C. T.; Mburugu, K. G.; Kimemia, J. N.
    This study had sought to identify the nature and types of mentoring programs in our universities; to identify the challenges/problems encountered by staff and students in the process of mentoring; to find out the coping mechanisms and resolutions of conflicts arising from students, unrest, drug use and abuse as well as deviant misbehaviuors in higher learning institutions and to suggest ways of improving mentoring programs in institutions of higher learning. The analysis and description of mentoring and development strategies as an integral component in youth empowerment and social emancipation was based on the theory of Mentoring Mosaic by Darling (1990). The study population was drawn from two Kenyan public universities namely; Kenyatta University, and University of Nairobi. Using the purposive sampling technique, the researchers selected twenty five students per institution. The data from respondents was classified according to the variables and the variable was then related to the research objectives. This research exposes the problem of mismatch between the expectations of a mentoring programme and the situation in practice. This includes: lack of a clear method of matching of mentor and the mentoree, low level of motivation of both mentors and mentorees among others. The administrators do not have a clear guideline on how to match mentors and mentorees and focus more on coordination. T he study recommends that a mechanism of matching mentors and mentorees be put up.; management to motivate mentors and mentorees ; set a day when each mentor is not occupied with any official duty so as to meet the mentorees ; create awareness of the existence of mentoring programmme to both students and staff and increase both administrators and mentors.
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    Challenges and Opportunities for International Higher Education Collaboration for Africa’s Sustainable Development
    (Kenyatta University, 2015-05) Nagao, M.; Mutisya, E.
    This paper argues that the role of higher education in Africa’s sustainable development is crucial and concerted efforts should be made to promote universities’ international collaboration to enhance this role. Most African universities today, however, lack resources, capacities and institutional basis even to maintain their existing operation, and the international collaboration they have sought with industrialized country donors and universities have not helped redress this situation either. This is in essence because the collaboration is skewed towards benefitting partner universities in industrialized countries, with the uneven movements of students and faculty members in favour of these countries. Given the global shift in development discourse and international cooperation, seriously-disposed universities in these countries would respond positively by instituting internal reforms to encourage intra-university and international collaboration thus increasing their contribution to sustainable development. This is because stakeholder collaboration for knowledge mobilization to solve practical problems is the essence of sustainable development effort. Higher education institutions have a key role to play in this respect as they are in a position to create knowledge through research, to distribute knowledge through education and training, to utilize knowledge through public outreach service, and combining all these functions in an integrated manner to assume leadership for the promotion of sustainable development. This paper argues for the promotion of international collaboration of African universities for sustainable development.
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    Challenges Encountered by Field Supervisors of Kenyan University Students’ Undertaking Practicum Attachment
    (Kenyatta University, 2015-05) Ogola, L. K.; VanLeeuwen, C.; Muriithi, J.; Weeks, L. E.
    There is little published research that explores or documents the practicum supervision experience of field supervisors of university students in Kenya. Practicum provides students with an opportunity for experiential learning and hands-on work experience during their university education. The aim of this study was to identify the challenges encountered by field supervisors of students during practicum in organizations dealing with community issues. Fifteen organizations that had hosted third year students from the Department of Community Resource Management and Extension at Kenyatta University during their practicum attachment were sampled using purposive sampling. Data was collected using fifteen key informant interviews with field supervisors. Data was analyzed using NVivo software for qualitative analysis. Thematic analysis resulted in the identification of key themes related to clarity of learning objectives of the practicum and the supervision challenges encountered by field supervisors during practicum. Key findings indicate that the supervisors largely lacked a clear understanding of practicum expectations and the academic preparation of students in the Community Resource Management & Extension program. The main supervision challenge fundamentally revolved around orientation of students to community-based field work as they endeavored to link theory to practice. It is anticipated that a greater understanding of the challenges that field supervisors face could be utilized to enhance the practicum experience of university students through additional support provided to the host organizations. Consequently, the students will be more likely to optimize the intended benefits of the attachment as a result of the host organizations enhancing the quality of field-based learning.
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    Challenges facing teachers in integrating educational technology into Kiswahili teaching. a case of selected secondary schools in Kisii county, Kenya.
    (2011) Omariba, A.; Ondigi, S. R.; Oyot, H. O.
    Information and Communication Technology (ICT) has brought about profound changes in this 21stcentury era.ICT has changed the way people communicate and do business. In education, the role of ICT and whether or not it positively influences the learners’ attitudes to work and particularly in language (Kiswahili) has been a matter of much debate. Globally, Kiswahili is taught as a language in universities such as Harvard, Yale, Germany, Osaka-Japan, China, South Korea, South Africa, Ghana and Nigeria just to mention a few. Further, the African Union meetings recognize Kiswahili as one of the languages of communication. The use of ICT creates an environment which moves away from the traditional teacher-centered approaches that have been devoid of learner enjoyment and explorativeness which are important characteristics of effective and meaningful learning. ICT allows learners to create, collect, store, use knowledge and information; and it enables learners to connect with people and resources all over the world (Alberta Learning, 2000). The emphasis of teaching Kiswahili language in Kenya is becoming commonplace. The professional development of teachers on the use of ICT enables them develop and update themselves on the ever changing trends and techniques of integrating Educational Technology (ICT-based ) in teaching. The Ministry of Education in Kenya as in many countries in the world realized and accepted the importance of ICT in teaching. It was with this regard that New Partnership for Africa Development (NEPAD) a pilot project was started with an aim of trying to find out the possibility of realizing the dream of integrating ICT in teaching in secondary schools. However, like any new project, there is a possibility of certain challenges such as students’ attitudes and how to impart knowledge and skills which may first need to be addressed in order to guarantee full implementation and success of the project in Kenyan secondary schools. The presenters of this paper did a study of selected secondary schools in Kisii County Kenya. The purpose of the study was to investigate the professional preparedness of the Kiswahili teachers in integrating educational technology into the teaching of the language and establish challenges teachers face while trying to integrate technology into Kiswahili instructional process. The findings have important implications for the future integration of educational technology in the teaching of Kiswahili in Kenya. Will this dream come true? The presenters will share their findings and experience.
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    Chemistry teachers’ role in changing practical work from “hands on” activities to “minds on” activities
    (2015-07) Ituma, Monica Gakii; Twoli, N. W.
    Practical work is important in the effective learning of Chemistry. In most Kenyan secondary schools practical work mainly involves ‘hands on’ activities where learners follow laid down procedures to arrive at a predetermined outcome. This may lead to working without much thought of the actions and thus low conceptualization resulting in poor performance in chemistry at the end of the course. This study aims at providing alternative approach on how to engage the learners’ mind more in practical activities. Data was collected through observations of practical lessons, followed by analysis of instructional materials used by chemistry teachers and questionnaires for the chemistry teachers. The findings showed that the strategies used to teach practical work did not adequately focus on the learners’ ‘minds on’ the activity. The teachers, therefore, require design and resource support for the implementation of learner-centred investigative practical work in secondary school chemistry. Keywords: Instructional Materials, “Minds On” Practical Activities, Practical Investigations
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    Choosing the Right Journal
    (Kenyatta University, 2019) Ndungu, Miriam Wanjiku