PHD-Department of Educational Communication & Technology

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5es Model: Effect on Secondary School Students’ Achievement in Chemistry in Information Communication and Technology Integrated Lessons in Murang’a County, Kenya
(Kenyatta University, 2023) Nduati, Charagu Sammy; Samson R. Ondigi; Florence K. Nyamu
An integration of the 5Es model in teaching Chemistry has an impact on student conceptualization. Equally, integration of information communication technology (ICT) in teaching and learning can be helpful to students. The Kenya National Examinations Council (KNEC) reports indicate that Chemistry has dominantly registered dismal achievement in Kenya Certificate of Secondary Education (KCSE) at national level. KCSE results analysis over the years show poor results in the subject within Murang’a County. KNEC report further reveal that the topic on “structure and bonding” over the years has been rated as one of the poorly achieved areas. This study aimed at examining how 5Es model impacts learner’s achievement in “structure and bonding” in ICT integrated lessons in Chemistry. The specific objectives of this study were therefore to: (i) establish effect of 5Es model on learner’s achievement in “structure and bonding” in ICT integrated lessons; (ii) determine the effect of use of 5Es model in ICT integrated lessons on learners’ achievement based on ability; (iii) establish the effect of use of 5Es model in ICT integrated lessons on learners’ achievement based on attitude; (iv) determine the gender difference on learners’ achievement in “structure and bonding” for learners exposed to the 5Es model in ICT integrated lessons; and (v) establish the challenges encountered in teaching ICT integrated lessons using the 5Es model. A quasi- experimental design of the Solomon four type was applied to determine the impact of the instructional model used in ICT integrated lessons on students’ conceptualization and consequently achievement in “structure and bonding” in Chemistry. The sample size was 197 form two students as well as teachers of Chemistry, purposively selected from four mixed gender secondary schools. This study was guided by constructivist theory of learning and the technology acceptance model. Research instruments used included students’ questionnaire, pre and post achievement tests, observation schedule as well as an interview schedule. The data collected from the study was quantitatively and qualitatively analyzed. Descriptive statistics including mean, standard deviation, percentages, frequencies and inferential statistics comprising t-test and ANOVA was used to show the relationship between the identified parameters which were used in the derivation to the new body of knowledge. Findings indicated that students instructed through 5Es model in ICT integrated lessons achieved significantly better than in the conventional methods. Consequently, 5Es model in ICT integrated lessons is rated as a better instructional approach as compared to conventional methods. Further, use of 5Es model in ICT lessons has a significantly greater effect on low ability learners as compared to high ability students. Whereas 5Es model in ICT enhanced lessons seems to have an effect on the attitude of students with positive attitude towards Chemistry as well those with negative attitude, the difference in the effect was insignificant. The results show that the difference in performance between female and male students is not significant. A technology-based instructional model related to 5Es for enhancing learning in Chemistry suitable for developing countries like Kenya has been developed based on the findings of the study. It is, therefore, recommended that Chemistry teachers should be encouraged to use the 5Es model in ICT integrated lessons so as to improve achievement in Chemistry. Moreover, the findings would be significant in improving achievement in secondary school Chemistry by involving all stakeholders in the education sector.
Access and Pedagogical Integration of Information and Communication Technology in Secondary Schools in Nairobi and Kiambu Counties: The Case of Computers for Schools Kenya
(Kenyatta University, 2015-01-20) Mwangi, Minae I.
This study sought to explore the status of pedagogical ICT integration by teachers in Kenyan secondary schools with special focus on schools that have been supported by Computer for Schools Kenya (CFSK). The need for this study was based on the premise that educational systems worldwide are vigorously pursuing the integration of ICT to enhance pedagogy and that a failure on the part of Kenya’s educational system would not only create a digital divide but also affect the quality of learning in schools. In 2006, the Ministry of Education introduced the National ICT strategy for Education and Training which empowers schools to engage with stakeholders like CFSK in partnerships to facilitate access to ICT infrastructure and enhance ICT integration. However, according to Karsenti et al., (2009), in various education systems across Africa, ICTs are increasingly being taught as a completely separate discipline, while the integration of ICTs into pedagogical practices to improve the quality of teaching and learning across disciplines remains the exception. This study aimed at examining the level and manner of ICT integration in Kenyan secondary schools. A cross-sectional and descriptive survey design was adapted for the study. Research data was collected through triangulation, which made use of questionnaires, interview guides and checklists. The study targeted 30 secondary schools from Nairobi and Kiambu Counties. The study sample comprised 278 teachers, 375 secondary school students, 30 schools and two CFSK computer trainers. The data collected was then analyzed using SPSS and MS Excel statistical packages. The analyzed data was then discussed under suitable themes derived from the objectives of the study. The results showed that across all schools participating in the study, the use of ICTs to teach subject matter other than computing itself was almost completely absent. It also emerged from the study that although most teachers have positive attitudes towards ICT, they face a myriad of challenges including teacher-level and school-level barriers, factors that constrain their attempts to integrate ICT in instruction. Further, it was noted that although CFSK is contributing towards enhancing access to technology in Kenyan schools, the ICT infrastructure that is available in schools is way below the required amount. The 1:25 computer to student ratio found in the sampled schools was too high for meaningful ICT integration in schools. Secondly, the study shows that teachers lack requisite capacity to adopt ICTs for pedagogical integration. In order to aid the endeavors of teachers in integrating technologies, the study recommends among others more robust professional development programmes which use a convergent model as well as provision of adequate technologies. These strategies would continuously provide support in order for teachers to be able to overcome the aforementioned problems and challenges faced when attempting to integrate technology. Moreover teachers need to be provided with different types of learning opportunities, including periodic workshops, peer-to-peer training, mentoring, online training programmes, and conferences to enhance pedagogical ICT integration.
Aetiology of instructional practices for reading in english in rural primary schools in Kisii central district, Kisii county Kenya
(Kenyatta University, 2014) Andima, George Morara; Gathumbi, Agnes W.; Bwire, A. M.
Learning to read in a second language is a complex challenge for every child. Children require a range of skills and abilities to learn to read. The ability to read with understanding is one of the most important skills for learners, not only in English language but also in other school subjects. Kenyan primary school pupils‘ reading performance as indicated in the sources cited in this thesis has for a long time been generally poor. Perhaps, this may be due to the inappropriate instructional practices used by teachers during reading lessons. This study aimed at examining the aetiology of the instructional practices prevalent in the teaching of reading in standard 4 in selected rural primary schools in Kisii central district, Kisii County, Kenya. The study was guided by the following objectives: Explore the nature of instructional practices that characterize the teaching of reading in standard 4, investigate the factors that influence a teachers‘ choice of instructional practices in teaching reading, establish the level of parental involvement in promoting children‘s reading development, explore the instructional resources used in the teaching of reading, establish the challenges teachers face in the teaching of reading and find out how teachers cope with the challenges encountered. The researcher used a descriptive survey research design to establish the standard 4 reading instructional situation in rural primary schools in Kisii central district. Three sampling techniques were used to draw the samples for the study namely: proportional stratified sampling technique, criterion purposive sampling technique and simple random sampling technique. The study sample consisted of: 20 headteachers and 20 teachers teaching standard 4 English Language from the sampled schools. The research instruments used for data collection included: classroom observation schedule, interview schedule, questionnaires and instructional resource checklist. The instruments were pilot tested to ensure validity and reliability. Both qualitative as well as quantitative data were generated. Qualitative data were organized according to the study themes and presented descriptively on the basis of the study objectives and research questions. Descriptive statistics was used to analyse quantitative data, Chi square was used to test for association between independent and dependent variables. The Statistical Package for the Social Sciences (SPSS) version 17 was used to process the data. The key findings of this study point to the fact that the reading instructional situation in the study location is wanting. The reading instructional environment in the classrooms lacked key literacy support materials, most teachers‘ instructional activities were course-book driven. If teachers are to make reasonable progress in reading instruction then, appropriate reading activities must be selected and applied in classroom instruction. The findings are to help Kenyan primary school teachers evaluate their instructional practices in the teaching of reading, help the curriculum developers in: selecting and sequencing appropriate content for primary English language education and English language education for teacher trainees and also aid in carrying out in-service training courses among others
Aging and retirement in Kenya; focus on aging and retired teachers under the Teachers Service Commission (TSC)
(2012-06-04) Kithinji, C. T.
At the beginning of this century before the western influence was felt by many Kenyans, family land units were sufficient to support all family members including those who worked away from home and returned home after retirement. The ethnic customs decreed that the welfare of the aged was the responsibility of the family and the community. However, due to increase in population the land units became smaller and were unable to support all family members. Also the young and educated people no longer felt bound by their customs to support the aged. The problem of aging and retirement is with us and it is compounded by the fact that many workers in the civil and parastatal bodies have to retire at age 55 the compulsory retirement age in Kenya. The literature reviewed indicated that Kenyan culture is experiencing strain and change in value system. The extended family within which the needs of the elderly were met is slowly disintegrating. It is therefore important for us to prepare people to accept aging and retirement as normal phases in life, so that they can face retirement and old age more confidently. Research studies will assist in the preparation. Until the late 1970s aging and retirement were rare issues in Kenya. The 1980s particularly 1984 and 1985 have witnessed real concern on aging and retirement throughout the country, in local newspapers and public addresses by prominent Kenyans. During this period the compulsory retirement age of 55 years was enforced. In addition, people who were recruited into managerial and other executive posts present study, therefore, is very timely and its main purpose is to identify a group of retired people, study their life conditions, gather documented evidence to assist retirees, and people dealing with the aging and retiring populations as well as to lay a foundation for further research. Since aging and retirement are very broad concepts only a few variables or aspects related to the two phenemena were examined in this study. These included age attributes, education, socio-economic status, health, nutritional status, preparation for retirement, social activities, family and community life. The sample was rural consisting of mainly primary school teachers. Their characteristics indicate that findings cannot be generalized to all retirees in the country. OBJECTIVES OF THE STUDY From the literature reviewed, the researcher's inference and the basic assumptions of the study, the following general objectives were formulated. (1) To identify a group of retired people in Kenya with emphasis on retired teachers. (2) To examine whether they prepared themselves for retirement. (3) To analyze their present life conditions (4) To elicit their views on aging and retirement (5) To make recommendations based on the evidence gathered on how to make retirement more acceptable and worthwhile. From the general objectives a number of specific objectives based on the actual variables under study were drawn to direct the present study. Methodology and Instruments In order to carry out the present study the following steps were followed. The venue and respondents were decided upon. The instrument were identified, developed, pretested and revised before being used for actual data collection. The main instruments were a questionnaire and a personal interview schedule. Two hundred and six respondents from the Eastern and Central provinces of Kenya correctly completed and returned the questionnaires used for data analysis. Thirty of the same respondents were personally interviewed by the researcher to supplement the questionnaire information. Descriptive statistics were used for data analysis and presentation. CONCLUSIONS Data analysis and discussion yielded many tentative conclusions in this study. There are many retired teachers in Kenya and men seem to outnumber women. The sample consisted of 183 men and 23 women. This could be due to the lower status of women's education in pre-independence days. Age is the main cause of retirement in Kenya. Very few respondents retired due to other causes such as poor health, family problems, termination of employment or early retirement. Most of the teachers retired between the late 1970s and the early 1980s, a period which coincides with the enforcement of compulsory retirement age. The retirees face many problems associated with the loss of work routine and decreased finances. Many reported that their socializing circle had become very small and as a result they became very busy in their personal work to occupy themselves. A few who did not find activities to engage themselves in reported boredom in retired life. Results indicated that many teachers did not prepare themselves adequately for retirement and most of the little preparation came naturally. Building of a permanent home, developing one's shamba/farm or buying a shamba were just natural advances in life. Many did not stop to think of approaching retirement and its applications. Farming is the main occupation for this sample and many respondents indicated they were very busy on their shambas or farms. The venue of the study is a rich agricultural land where coffee and tea are the main cash crops. During the interviews some respondents took the researcher round their coffee and tea shambas of which they were very proud. ''Now, I have more time to do the things I could not do when I was employed'', a few remarked. Although 70% of the respondents in this sample thought of themselves as aging, 30% denied the fact. This last group needs encouragement to be realistic about their life and organize themselves for a good later life. Many respondents were aware of the existence of Homes for the Aged, and they rejected the idea of being taken to such homes even when they grow very old. They argued that such homes were not in line with the African culture, they valued their independence and preferred to grow old in their familiar environments. The rejection was by an overwhelming majority of 90% of the respondents. The family is a very important support system for the retirees. The spouse, children and relatives were named as outstanding and essential confidants, helpers and companions of the retired teachers. Friends were also considered important. RECOMMENDATIONS The following recommendations were made on the basis of the literature reviewed and the findings of the present study. It is important for employees to be well disposed to retirement psychologically, economically and socially in order to lead a good productive life in retirement. To achieve this disposition, employers should be interested in the welfare of employees and not only in the services they render. This calls for the employers to assist employees in preparing for retirement without necessarily lowering their productivity. Availing loans to workers, encouraging them to form self-help cooperatives and educating them on their rights and pension schemes are good acts towards assisting prospective retirees. Employees should be given long enough retirement notice to reduce the ''shock'' that some unprepared ones get on receiving short retirement notices. If the first notice is given ten years before retirement and a reminder at five years, it is assumed that the shock if any will be less. Family planning should be encouraged to reduce the heavy responsibilities that the bulk of retirees in this study are facing, that is payment of school fees and meeting the basic needs of their children who are still in various levels of education including primary school. If families are well planned and late marriages are discouraged, by the time most people retire their children will be grown up and probably independent. Pension schemes need to be revised with a view of improving the amounts and mode of distribution. More effort should be made to decentralise payment stations effectively so that retirees do not travel far to sort out their pension problems. With regard to the amount of pension, retirees earning less than K.Shs.500/= per month in Kenya today need special consideration due to the ever rising cost of living. There is need for the government to have a policy to monitor the increasing number of retirees, identify and assist the very old and poor ones in line with ''minding other people's welfare''. The family should be prepared to accept its aging and retired members and assist them in adjusting to retirement. People are born in families, nurtured and they in turn start their own families. It is just in order for them to spend their old age in a family set up, a condition valued and respected by the traditional African. Further research is needed using different venues, retirees in other occupations, another system of data analysis and sampled with bigger proportion of women to men.
Assistive Technology and Access to Quality Instruction for Blind and Visually Impaired Students: A Comparative Study of Kenyatta University, Kenya and Syracuse University, USA
(2014-02-22) Mugo, Bernard Chomba; Ndichu, Gitau; Groenewegen, T.; Foley, A. R.
University students who are blind and those who are visually impaired (VI) need to access quality instruction just like their sighted peers. Accessing quality instruction is a necessary first major step to success in their education and hence their independence. Due to the deterrent nature of blindness, students who are blind or VI require specialized and meaningful utilization of Assistive Technology (AT) for them to benefit from the instruction. With the advancements of technology, computer adapted hardware, software and other AT devices for the blind and Braille printout can make a great improvement to the education of these students. The AT for example can support active process of interactive data exploration non-visually. Braille printout can be used as external memory aids to prevent high mental workload levels and speech synthesis can be used to access detailed information on demand. By offering both tactile and audio techniques to extract overview information efficiently, the students with blindness will function independently and effectively. Universities should therefore seize the opportunity brought by the rapidly evolving communication technologies to create flexible methods and materials that can reach the blind and VI students. This study sought to establish the extent to which the blind and VI students in universities accessed quality instruction through assistive technology available for them in the world. The study’s specific objectives were to: (i) Establish the assistive technology available for the blind students in Kenyatta University and in Syracuse University, (ii) Establish the awareness of the students about the assistive technology available for them. (iii) Determine legal policies predetermined to guarantee access of quality instructions by these students (iv) Examine how the assistive technology was employed to ensure quality instruction for the blind students in both KU and SU and (v) Establish measures taken by KU and SU to improve the utilization of the assistive technology for the blind. This research adopted a comparative case study design. The comparative study of universities in the developing countries and developed countries in this issue led to fresh, exciting insights and a deeper understanding of this phenomenon which was of central concern in these countries. In essence, the study led to the identification of gaps in knowledge about the use of the assistive technology and pointed out to possible directions that could be followed. The study interviewed 22 students who are blind and those who are visually impaired and 8 university staff who provided AT services for the students. The data for this study was gathered through the use of Questionnaire, interview protocol, Class observation guide, checklists and documentary analysis guide. These instruments were piloted in the University of Nairobi. The data that was obtained from the research instruments was analyzed manually and presented descriptively. In summary the study found out that there was a serious scarcity of AT for the blind and the instructional strategies and methodologies did not meet the needs of the students. Some of the major suggestions the study made were: enough AT be provided to the students and lecturers be in-serviced in the instructional technology and methods for the blind. Further studies in this field were also suggested. It was envisaged that the findings, recommendation and suggestions of this study would be helpful to Blind and VI students, their teachers, curriculum developers and policy makers in the area of education.
Attitudes towards learning and peformance in mathematics among students in selectd secondary schools in Bureti District, Kenya
(2011-05-01) Mutai, Jackson Kipronoh
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, learning, performance and practical utility of mathematics. This connection should be established early enough in students' mathematics education cumculum; 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
Communicative approach: implementation and Implications for French Pedagogy in selected Secondary schools in Central region Counties, Kenya
(Kenyatta University, 2014) Mulwa, Harrison M.
Performance in French as a foreign language (FFL) in secondary schools in Kenya had declined since the year 2006. Student teachers entering university to pursue studies in French are finding it more and more challenging to follow lectures delivered in French. Performance by the students in the Form four Kenya Certificate of Secondary Examination (KCSE) seemed to be affected when the format was changed to include testing of communicative competence, in all skills. To rescue this situation, the need arose for the teachers of French to use pedagogical approaches that would enhance communicative competence in FFL teaching and learning. The communicative Language Teaching approach (CLT) had been adopted as a method for use in the teaching of FFL in Kenya. The observation that there has been a decline in performance in French since this change, along with others, implied that there could have been some problem in the implementation and/or application of this approach in the teaching of FFL. This study therefore investigated the pedagogical implications of use of the communicative approach in the teaching of French in the Kenyan Secondary Schools. Specifically the study had the following objectives: (i) To establish activities that facilitate the application of the CLT (ii) Establish teachers' preparedness in using the communicative approach, (iii) Find out other methods being used to teach French, (iv) Establish the challenges faced by teachers and students of French and how these were mitigated, (v) Establish availability and use of resources for teaching and learning of FFL. The descriptive survey design was used and for the study and the target population of the study were the teachers of French, students and administrators. Ten schools in the Central region counties were sampled for the study. The instruments for data collection were the questionnaire, interviews, observation schedule and Focus Group Discussions. The data of the study were analysed through qualitative analysis methods, while inferential data was analysed using the Chi square. It is hoped that the findings and recommendations of this study will be helpful to the French language curriculum developers, teachers of French and school administrators. The findings of the study showed that there was a marked degree of omissions in the teaching of French, at Form Three level, in relation to use of the CLT. The study also showed that there was a significant difference between the theoretical and practical aspects of the CLT, among teachers. Limitations of resources and time were other causes of ineffective implementation of the method. Recommendations were made to policy makers to consider designing curriculum with, in mind, the factors which made it problematic to implement the CLT fully, for effective acquisition of communicative competence, in FFL
Computer Simulation Effect on Learner Achievement in Probability in Mathematics in Secondary Schools in Kisii County, Kenya
(Kenyatta University, 2023) Mogire, Monyoro Wilfred; Miheso-O’Connor Marguerite, Khakasa; Ondigi, Samson Rosana
From 2012 to 2018, pupils taking the Kenya Certificate of Secondary Education (KCSE) routinely performed poorly in mathematics on a national level. In KCSE Test data from 2012 to 2018, it was noted that probability was one of the mathematical concepts that the majority of pupils found challenging. A novel approach that advocates for the incorporation of computer assisted learning methods like simulation has been put out to address the issue. In this study, learner achievement in probability in mathematics was compared to computer-based simulation (CBS) effect in public secondary schools in Kisii County. The study was guided by five objectives: (1) determine the difference in achievement in Probability between students using computer simulation and those taught using conventional methods (2) establish the effect of computer simulation on achievement of high-ability (HA) and low-ability (LA) students in Probability; (3) determine the effect of computer simulation on students‘ achievement in Probability by sex; (4) determine the effect of computer simulation on students‘ achievement in Probability based on their attitude towards mathematics; and (5) establish the challenges of implementation of computer simulation in the teaching and learning of Probability in Kenya. To collect data, Solomon's four-group type quasi-experimental research design was devised. In Kisii County, data were collected from 198 Form 3 students and eight (8) Mathematics class teachers from four (4) public secondary schools who were purposefully chosen to participate in the study. To obtain qualitative and quantitative data, the researcher used students' questionnaires, pre-tests, and post-tests, as well as students' Mathematics achievement tests and instructors' interview schedules. Mean, standard deviation, and ANOVA were used to examine the results for the first objective. It was discovered that, on average, the experimental group outperformed the control group. The experimental group outperformed the control group specifically in probability achievement. Nonetheless, the pre-test outcomes for the experimental group and the control group were comparable. In order to test objective two, a two-way analysis of variance was used. The results showed that, in the control group, students with low ability (LA) had a greater influence on achievement than students with high ability (HA), while in the experimental group, high ability (HA) students had a significantly larger effect on probability achievement than in the control group. When goal 3 was tested using a two-way analysis of variance (ANOVA) test, the findings showed that boys and girls had relatively different mean probabilistic accomplishment levels. Objective 4 was tested using the Post Hoc Tukey's (HSD) test and an ANOVA, and the results showed that the strategy's use had a greater impact on the experimental groups than the control groups. In order to evaluate goal 5, a schedule of interviews was employed. The results showed that there was a lack of physical infrastructure, computer labs, computer hardware, and software, as well as stable internet connectivity and a dependable power supply. Statistical Package for Social Sciences (SPSS) software was typically used to quantitatively examine the data that was obtained. Depending on the research hypothesis, either a one-way ANOVA or a two-way ANOVA was used to test the hypothesis at a 95% level of significance. Additional tests were based on factor analysis, post hoc analysis, and t-tests. The main finding is that CBS's teaching approach is better than traditional approaches to teaching probability.
The crisis of sexual abuse of school children by Teachers in Kenya; A study of primary schools in Makueni District, Makueni County
(Kenyatta University, 2014) Ngunnzi, Joan Mwende Kiema
The study sought to examine the crisis of sexual abuse of school children by teachers in public primary schools in Makueni district, Makueni County against five main objectives (i) Establish the prevalence of Child Sexual Abuse by teacher in public primary school in Makueni district ii) Establish factors catalyzing sexual abuse of school children by teachers in Makueni district (iii)Evaluate the policy and legislative provisions for protecting children from sexual abuse in Kenya (iv) Assess Teachers Service Commission administrative systems for dealing with child sexual abuse cases committed by teachers (v) Recommend interventions for redressing the situation. The study was descriptive, utilizing both quantitative and qualitative methods of data collection. The study was carried out among 837 pupils in 15 primary schools within Kee, Kaiti and Wote divisions of Makueni district, Makueni County; The study was descriptive, utilizing both quantitative and qualitative methods of data collection. The focus of the study was the school, with children aged between 10 and 19 being the key respondents. A total of 837 respondents were involved in the study. Out of these, were 500 school children from 15 primary schools out of whom51.8% were male while 47.8% were female? Among them were also 5 female sexual abuse victims. The secondary respondents were 5parents of sexual abuse victims, 216 teachers, 15 head teachers, 46 parents, 3 officials from the Ministry of Education, Science and Technology, 10 TSC officials, 7School Management Committee members, 10 religious and 8 civic leaders, and two officers from the Provincial Administration. And 2 officers from the Department of Children's Services The data collection instruments which included questionnaires, Focus Group Discussion Guides, Observation Schedule, in-depth Interview schedule, and secondary data collection schedule were piloted for validity and reliability and thereafter data collected. The quantitative data was later coded and analysed using SPSS computer program; while the qualitative data was categorised, coded and analysed using Maxqda computer program. The study fmdings are broadly categorized against the objectives. Under the first objective, the study found a high prevalence of sexual abuse of school children by teachers as rated by 57.6% of the pupils. Under the second objective, it was established that poor school administration, apathy, collusion by officials on the teacher discipline continuum, fear of societal stigma, lenient punishments for sexual offenders by the Commission, and limited requisite technical skills for dealing with sexual offences by TSC officers were factors sustaining sexual abuse in schools. Under the third objective, the study established that the law was not being fully utilized by the Commission to protect children from sexual abuse. Under the fourth objective, the study established that the TSC administrative systems were porous and convoluted with bureaucracy. The researcher therefore recommends a review of the policies, administrative procedures and systems related to the management of sexual abuse cases and a creation of synergy between TSC and other duty bearers as it builds its personnel capacity and works to intensify staff integrity. It if further recommended that the government provides adequate funding to TSC for managing teacher discipline and establishes a Safeguarding and Child
A critical study of history and government syllabus and textbooks in Kenyan secondary schools
(2012-04-04) Were, Mary Washika
The study is concerned with the History and Government syllabus and textbooks used in secondary schools in Kenya. The main area of focus is on the content of the syllabus and textbooks; whether they are in the line with changes taking place in education and history. Specifically, it focuses on research findings in General History of Africa series and the present gender sensitivity in education. The research constitutes a survey, which has made use of questionnaires and checklists for documentary analysis. The sample of the study includes six hundred and sixty four (664) history students and eight-one (81) History teachers from rural and urban schools represented by Nairobi and Western provinces. it also consists of ten (10) History and Government textbooks used in secondary schools and the 1992 History and Government syllabus. The data are analyzed using descriptive statistics and evaluative discussions. The findings indicate that the History syllabus and textbooks in use do not live up to the research findings by renowned African scholars as presented in General History of Africa series, nor are they sensitive to gender issues in the writing and teaching of history. In fact, there is a gap between the knowledge produced by academic historians and that consumed in the schools. The syllabus, for instances, is based on Euro-centric views of history and on sex blindness of traditional historiography. It is over-national in approach and suffers the most insidious forms of bias of omission in relation to world, Africa, women and cultural history. The content taught fails to give the child a clear perspective of world, continental and a balanced view of male and female roles in history or human development. Similarly, the textbooks written to facilitate the syllabus objectives and content perpetuate the same vies of male-dominated approach to historiographic content. The use of Europe-centric and derogatory words dominate the texts which in turn do not facilitate exposure to historical awareness by learners partly because of poor content organization, difficulty of grammar, ineffective illustrations, inaccurate and out-dated content, and lack of gender awareness in the language and illustrations used. It has been recommended that the present history syllabus and the textbooks be revised to reflect the emphasis and findings of General history of Africa series and gender as a new dimension of history teaching and writing. The history taught should impart knowledge of cultural diversity and a world perspective. The importance of African past, African perspective of history, African culture and African contribution to world civilizations should not be over emphasized. The study is divided into five chapters. Chapter 1 sets the study in focus by giving an introduction. Chapter 2 reviews literature on important features of the study, while chapter 3 deals with research methodology. The fourth chapter is divided in three sections and focuses on data analysis and its interpretation. The last chapter is on summary of the findings, conclusions and recommendations.
A critical study of methods and materials used to teach history and government in secondary schools in Kenya.
(2012-04-04) Kiio, Mueni Ngungui
The primary concern of this study was to investigate the methods and materials used to teach History and Government in secondary schools in Kenya. Specifically, the study attempted to investigate the following: (i) The qualification and teaching experience of teachers teaching History and Government in the sample study; (ii) The quality and effectiveness of the methods used to teach History and Government in the selected schools; (iii) The quality and utility of instructional materials used in History and Government teaching learning; (iv) Problems encountered by teachers and students in the course of History and Government teaching/learning and (v) Methods used to assess students in History and Government. The research was limited to thirty-six secondary schools drawn from Nairobi, Central, Rift Valley and Eastern Provinces. The subjects for the study included three hundred and ninety-seven History and Government students and fifty-two teachers. History and Government specialists at the Kenya Institute of Education, Inspectorate and the Kenya National Examinations Council were also involved. The nature of this study called for the use of questionnaire, interview, evaluation schedule, and checklist and observation schedule. The questionnaire was used to get information from students and teachers about the quality of methods and resources used to teach History and Government. Interviews were held with head of humanities departmention areas, which were not dealt in the questionnaires. Interviews were also held with History and Government specialists in the Ministry of Education. Expert view on the current state of teaching/learning History and Government was sought from these officials. Observation of lessons was done to find out how teachers and students of History and Government interacted with methods and instructional materials at their disposal. As part of observation, the researcher also check listed all the resources available for History and Government teaching and learning. There was an evaluation schedule for each method and type of resource to determine his or her quality. The researcher also examined the quality of History and Government KCSE papers for the years 1993-1996. The main area of focus in these papers was content and skill coverage. The collected data were assembled carefully for analysis and interpretation. The data were analyzed using descriptive statistics. Results from the study revealed the following: (i) Majority of History and Government teachers in the sample study were professionally trained to teach the subject. (ii) History and Government teachers employed a variety of methods to teach the subject. However, there was under undue dependence on expository oriented approaches, which tend to encourage passive learning. (iii) There was a wide range of media in the sample schools, which could be used in History and Government teaching and learning e.g. textbooks, graphic and collateral materials, audio-visual and regalia. However, most of these resources were inadequate in terms of quantity and quality. This hampered their effective utilization. (iv) History and Government teachers and students experienced a number of problems in the teaching/learning of the subject. The major problems identified by teachers include: lack of professional guidance: inadequate resources, difficult content and poor methods of teaching. The following recommendations were made on the basis of the above findings: (i). History and Government teachers should be in serviced in order to update their professionalism. (ii). Expository-oriented methods of teaching which were dominant in the sample schools should be integrated with heuristic approaches in order to make the teaching/learning of History and Government stimulating. (iii). Effort should be made to improve quantity and quality of instructional resources for history and Government teaching and learning. (iv). History and Government teachers should utilize as fully as possible the available resources in their schools in order to improve the quality of teaching/learning. (v) History and Government syllabus should be trimmed into manageable proportion. (vi) Formative assessment in History and Government should be done regularly to determine the extent to which instructional objectives are achieved. (vii) The quality of assessment in History and Government national examinations should be improved.
E-learning adoption and utilisation: a comparative study of Kenyatta University, kenya and university of Cape Coast, Ghana
(2014-08-19) Nyagorme, Paul
Although e-learning provides enormous opportunities, its implementation in Universities in the developing world is low. Many people are sceptical about its effectiveness to serve as an alternative means to attaining higher education. There are limited studies within developing countries centred on e-learning adoption and utilisation. This study sought to find out the major challenges facing e-learning adoption at the Centre for Continuing Education (CCE), University of Cape Coast, (UCC), Ghana and Open and Distance e-Learning (ODeL) Directorate of Kenyatta University, Kenya (KU). To achieve this, variable factors considered were grouped under four major thematic areas (1) managerial factors, (2) perceived e-learning attributes, (3) institutional factors, and (4) the end-user factors. These factors were conceptualized to have influenced the rate of e-learning adoption and utilisation and were operationalized within Rogers‘ (1962) Diffusion of Innovation (DOI) theory and the Theory of Reasoned Action (TRA) propounded by Fishbein and Ajzen (1980). The study employed descriptive survey method. This study targeted top management, ITSS, lecturers and distance learners of ODeL and CCE. Quota sampling technique was applied to get a proportional 10% of the distance learners and 20% of the lecturers. Purposive sampling technique was used to select the Directors and Information Technology Support Staff. Questionnaire and focus group discussion guide were used to collect data. The results of the study revealed that the level of e-learning adoption and utilisation in University of Cape Coast, Ghana and Kenyatta University, Kenya is generally low. This was attributed to negative attitudes of lecturers at KU, lack of commitment of top management of UCC, low internet connectivity, relatively low self-efficacy on the part of distance learners, and lack of a specific fund allocation for e-learning projects and general mismatch of the adopter categories of board members of both universities. In view of these results, key recommendations were made: reconstituting of board members at both universities, government installing fibre optic cables, organisation of regular workshops on key aspects of e-learning in order to enhance e-learning adoption and utilisation
Educational Inputs as Predictors of Internal Efficiency in Postgraduate Research Degree Programmes in Ghanaian Public Universities
(Kenyatta University, 2023-05) Attakumah, Daniel; John K. Ndiritu; Mukirae S. Njihia
The socio-economic development of a country is to a large extent based on the research capacity of a country while research capacity of a country depends on the quality and quantity of research outputs a country produces which include research graduates. A country must therefore facilitate the training of more research graduates in research institutions. Studies have, however, shown that postgraduate research degree study completion and graduation rates are low in many countries and needed to be improved. Empirical evidence shows there is internal inefficiency in postgraduate research degree programmes in Ghanaian public universities. This study sought to establish the extent to which educational inputs predict internal efficiency in postgraduate research degree programmes in Ghanaian public universities. The study sought to achieve three objectives which are; to determine the extent to which endogenous inputs use predict study completion and graduation rate in postgraduate research degree programmes in Ghanaian public universities, to determine the extent to which exogenous inputs predict study completion and graduation rate in postgraduate research degree programmes in Ghanaian public universities, and to establish the difference between study completion and graduation rate of postgraduate research degree students who use endogenous inputs in humanities departments and those who use endogenous inputs in the applied science departments in Ghanaian public universities. The study was anchored on education production function model. The study adopted the correlation research design and was conducted in Ghana. The study was carried out at the University of Ghana and Kwame Nkrumah University of Science and Technology. The study had a target population of 3,382 and a sample of 338 respondents from nine applied science departments and 16 humanities departments. The sample comprised of 255 research students and 83 research graduates. Proportionate, stratified random, and snowball sampling techniques were used in this study. The study used questionnaire and documents analysis guide to collect data. Questionnaires were administered to research students and research graduates while the document analysis guides were administered to the universities administrations. Descriptive statistics used in analyzing data were percentages, means and standard deviation while inferential analyses were principal component analysis (PCA) and principal component regression (PCR). The hypotheses were tested at a p <.05 alpha level of significance. The study found that endogenous inputs uses are statistically significant predictor of mean graduation rate of research students and graduates (R2=637). Faculty and research students’ interactions as well as the use of library and department reading resources were the endogenous inputs use components that significantly predicted research students mean graduation rate. The study found that exogenous inputs components are also a statistically significant predictor of research students graduation rate (R2=.725). The study further found that research students in the humanities had a significantly higher mean graduation rate than students in the applied sciences. The study concluded that endogenous inputs use and exogenous inputs account for high levels of variations in research students’ graduation rates. The study recommended among others that policies should be crafted to improve endogenous inputs use in order to improve on graduation rate in Ghanaian public universities.
Effect of Animations in E-Learning Materials on Students’ Performance in Physics among Selected Secondary Schools in Nairobi City County, Kenya
(Kenyatta University, 2020-09) Wambua, Joseph Muteti
This study focused on the effect of the animations embedded in e-learning materials produced at the Kenya Institute of Curriculum Development. The first objective of this study was to determine the influence of instructional values inculcated by animations embedded in Interactive Digital Content (IDC) on performance of learners in Physics. The second objective was to determine the effect of animations on the concentration span of learners while learning Physics and the last one was to develop a process model for development of quality animations in Physics education. The third one sought to find out if animations enhance conceptual understanding of text within the interactive Physics digital content. Lastly, this study sought to develop an instructional model. It was guided by the Paivio’s dual – coding theory of learning and was done in Nairobi County. Four public secondary schools were purposively sampled out of sixty public secondary schools in the County. One hundred and four students from the sampled schools were involved in the study. Quasi – experimental research design was used. The instruments used in collecting data were piloted in two schools. After piloting, the instruments were validated and made more reliable. During the study, a pre-test was administered to the learners selected to participate in the control and experimental groups and their performance was determined and their scores were recorded. Treatment was given to the two schools in the experimental group where they were given IDC with animations. The control schools were given content without animations. Both groups were given a post – test after interacting with the provided IDC to determine their performance on the topics tested during pre- test. Data was analysed using descriptive statistics and inferential statistics. The scores were recorded for both groups and the data collected was analysed to determine whether there was a significant difference in the performance of the learners in the two study groups. The findings from the study showed that performance of the learners who used the IDC with animations improved significantly. After comparing the means of the learners in the two study groups, during pre-test, the mean posted by learners in the control group was 11.35 while learners the experimental group posted a mean of 15.40. The difference between the means of the two groups in pre - test was calculated using T-test which gave t (90.48) = -1.60, p = 0.64. This shows that the difference between their means was not significant and therefore the groups dealt with were of equivalent ability. During post - test, learners in the control group posted a mean of 12.88 while their counterparts in the experimental group had a mean of 25.27. The significance of the difference between the two means was calculated using T-test which gave t (102) = -3.45, p = 0.001. This shows that there was a significant difference between the means posted by the subjects in the two study groups during the post-test. The results from the data collected from the teachers’ questionnaire, learners’ questionnaire and the observation schedule show that learner’s conceptual understanding of Physics content was enhanced when they used animations and similarly, use of IDC provided stimulus variation more hence extending the learners’ concentration span. It is therefore recommended that the Ministry of Education should review the policy on instructional materials to include Physics IDC with animations and emphasize that Physics educators should use such content.
Effect of Practical Work on Students' Achievements in Physics at Secondary School Level in Murang'a East Sub-County, Kenya
(Kenyatta University, 2014) Muchai, Augustine Ngethe
This study explored the effects of practical work on students’ achievements in Physics at secondary school level in Murang’a East Sub-County. The choice of this study was motivated by the declining number of students taking Physics at KCSE in Murang’a East Sub-County. The situation is dire to the extent that some schools do not even present a single candidate for Physics in KCSE. This is despite the fundamental role Physics as a science subject plays in the contribution of innovations and developments required to achieve vision 2030. This study was designed to investigate the effects of practical work in enhancing students’ achievements in Physics in Secondary schools in Murang’a East Sub-County. Specifically the study was set to achieve five objectives namely to examine the effects of practical work on students’ performance in Physics; to investigate the effects of practical work on students’ attitudinal change in Physics, to assess the influence of practical work in Physics on students’ acquisition of science process skills; to find out whether practical work in Physics has any influence in the number of students enrolling to take Physics in Form Three and to develop a scheme for evaluating practical work in Physics. The study targeted 9820 students in 31 public secondary schools of Murang’a East Sub-County. The study was a quasiexperimental design. It comprised four mixed secondary schools purposely sampled; two experimental groups and two control groups. The main units of analysis were the 188 Form 2 students of the four purposively sampled mixed Day Secondary Schools. All the four groups were exposed to the pretest. The experimental groups were taught using the practical approach for one term while the control groups were taught using the traditional method. The study used four instruments namely: A pretest Physics Achievements Test, Physics Attitudinal scale, an Observation Checklist and post-test Physics Achievements test. At the beginning of the term, all the four groups sat for pre-test Physics Achievements test. They completed the Physics Attitude scale. They also sat for the post-test achievements test at the end of the term. An observation checklist for skills Acquisition (OCFSA) was used to assess the science process skills acquired by the students. The data obtained were analyzed using SPSS version 21. Student’s t-test was used to compare the mean of the experimental and control groups. The significance of the results was tested at α = .05 significance level. The results of the study showed that Practical Approach resulted in higher students’ achievements in Physics, lead to improved students’ attitude towards Physics and resulted in higher student enrolment in Physics at KCSE. This approach also resulted in improved students’ acquisition of science process skills. Finally, a prototype marking scheme for evaluating practical work in Physics was developed. The study concluded that, practical Instructional Approach towards Physics is an effective teaching method which Physics teachers should be encouraged to use to enhance students’ achievements in the subject. The study recommended adoption of the teaching approach and marking scheme in all schools in Kenya in order to boost students’ achievements, enhance acquisition of science process skills, improve students’ attitude towards the subject and increase the enrolment.
Effectiveness of Task-Based Approach on Learners’ Composition Writing in French Language in Secondary Schools in Nairobi City County, Kenya
(Kenyatta University, 2021) Lutiali, Ceciliah Leonorah; Adelheid Marie Bwire; Samson Rosana Ondigi
Writing in French as a foreign language is difficult and therefore requires extra skills for most students. Writing is important in acquisition of French language. However, teachers and learners seem reluctant to focus on composition writing because it requires special effort. One of the ways of achieving perfect writing skills is through the use of Task-Based approach in teaching and learning composition writing. According to the Kenya National Examination Council (KNEC) reports, performance in French composition writing is poor and this has raised the concern of all stakeholders. Moreover, there is little research in Kenya on Task Based Approach (TBA) in composition writing in French language. The purpose of this study was to establish the effectiveness of TBA in teaching of French composition writing. The objectives were; to establish the methods used in teaching and learning composition writing, to establish the nature and extent of TBA use, to investigate the effect of TBA on learners’ performance in composition writing, to determine (i) teachers’ and (ii) learners’ perceptions towards TBA and to explore the challenges of TBA. The study was carried out in Nairobi City County where eight (8) secondary school teachers of French in Form three and one hundred and twenty-four (124) Form three students studying French formed the study sample. A quasi-experimental research design was used. The data collection instruments were; student test, teachers’ and learners’ questionnaires and a lesson observation guide. The experimental group was taught by teachers who had been trained using TBA while teachers in the control group were not trained in TBA. A composition writing test was administered to the students and after 6 weeks, the same test was given to compare performance before and after TBA. The teachers’ and learners’ questionnaires were used to establish their perceptions towards TBA. The lesson observation guide was used to establish the methods used in teaching and learning composition writing. The instruments were refined through piloting. Data was analyzed quantitatively using descriptive statistics (means, ranks, frequencies, percentages, standard deviation). It was presented in frequency tables, pie and bar charts. The findings were that 8 methods were used for composition writing and letter writing was the most used task. All the eight teachers understood all the characteristics of TBA while 99% of learners agreed that TBA was a pleasant method through which quality writing was learnt. Students’ mean score improved slightly in composition writing after TBA use. (Mean = 3.43 before and Mean = 4.65 after). There was a significant correlation in both pre and posttest on the four evaluation indicators at P>0.00. Limited time was the major challenge of TBA. Based on these findings, it was recommended that Ministry of Education organizes in-service training for teachers on TBA. KICD could encourage teachers to use on-line resources in teaching composition writing and Curriculum developers could include TBA among the approaches necessary to teach writing. The study is important in helping Quality Assurance and Standards officers to establish, maintain and improve standards in training, assessment and implementation of teaching methods. The research will help teachers to connect with sources of information and network for professional support.
Effects of Computer Assisted Learning on Instruction in Organic Chemistry in Public Secondary Schools in Kwale County, Kenya
(Kenyatta University, 2017) Ogembo, John Otieno
The study was informed by the need to contribute in mitigating the persistent poor achievement by a majority of students in chemistry, organic chemistry topic being a major contributor. With evidence indicating insignificant effect of interventions previously implemented, a change in pedagogical approach through use of Computer Assisted Learning (CAL) was proposed. However, paucity of empirical data on its efficacy with regard to instruction for organic chemistry limited discussion on relevance of use of the method. A Solomon’s four quasi – experimental study was therefore designed in which 182 form four students and 37 chemistry teachers purposively selected from schools with ICT infrastructure took part. The students in whole class groups were categorized either as control or experimental groups. Two groups (control and experimental each) were pre-tested, intervention (CAL for experimental and conventional for control) administered for three weeks and all the four groups post-tested. Data was obtained using students’ questionnaire, pre-test and post-test students chemistry achievement test, teachers’ questionnaire, interview schedule and observation checklist. Qualitative data was analysed thematically while quantitative techniques were used for quantitative data with the aid of SPSS. Descriptive statistics including mean, percentages and frequencies as well as inferential statistics in the form of t-test, ANOVA and multiple linear regression were used for data analysis. Post-test results indicated significant mean achievement for students exposed to CAL and significant effect for low ability students in experimental group. Similarly, significant effect was reported for change in students’ attitude, the effect being more for students with negative attitude in experimental groups. However, insignificant mean difference was observed for students based on their age and gender. The study thus established that integration of CAL positively impacts learners’ achievement in organic chemistry, the impact being greater for low ability students. Additionally, it showed that the strategy positively impacts students’ attitude, the change being more prominent for students with negative attitude. For teachers, main effect was reported for their gender, level of education, IT competence, attitude and computer anxiety. Specifically, while level of education, workload and ICT competence had a significant negative effect, effect of computer anxiety was positive. With regard to institutional factors, the effect was positive and significant for leadership support, insignificantly positive for access and negatively significant for technical support. Lastly, inadequate access to ICT facilities, limited leadership support and limited technical support were found to be posing challenges to integration of CAL. It is therefore recommended that stakeholders speed up the roll out of ICT program to all schools in the country, preference being given to county and sub-county schools populated with low ability students. At the same time, adequate ICT hardware, software and reliable internet connectivity should be provided to schools to ease the burden placed on existing infrastructure. At the same time, ICT technicians should be employed in every school to assist with technical cases. Lastly, administrative support to teachers on use of ICT should be enhanced.
Effects of english language on students’ performance in teaching and learning of mathematical modelling at junior secondary school level in Bauchi State, Nigeria
(Kenyatta University, 2016-11) Dogo, Peter
English as a language of instruction is recommended in the Nigerian mathematics classroom, it is also a second language where both teachers and students necessarily use at home to communicate. The study aimed at establishing the effect of English as a second language in teaching and learning of mathematical modellling at junior secondary school level in Nigeria. The junior secondary two learners in Nigeria are second language students who learn mathematics and particularly word problems inmultilingual classrooms. Specifically, the research was to; establish teachers‘ proficiency level of English as a medium of instruction in mathematics classroom, establish teachers‘ preparedness as they teach word problems in English, determine the effect of English Language on teaching and learning of mathematical modelling (word problems) with regard to students‘ performance, determine the effect of mathematical modelling on gender performance and developed mathematical modelling approach for mathematics junior secondary school teachers in Nigeria. The Solomon Four Group design was used as a research design for the study. The design used data obtained from both the pre-test and post-test in the four groups. The instruments used for data collection in this studywere interviews, Mathematics Teacher Questionnaires (MTQ), Students‘ Achievements Test (MWPST) and the classroom observations. The total sampled of the population used in the was 430 (number of teachers 10 and number of students 410). The study used non-proportional and purposeful sampling techniques in chosen the sample.Data from the research instruments were coded and analyzed using Statistical Package for Social Sciences (SPSS) version 17. Analysis of Variance (ANOVA) and independent t-test were used to test hypotheses at 0.05 level of significance. Analysis of data generated from studentspre-test revealed that, the effect of English on students‘ performance in word problems was insignificant (t (203) =0.919, p>0.05). This revealed that students‘ performance was the same before the commencement of the treatment. Post-test result from the study on the effect of English language on students‘ performance indicated a significant difference (F(402)=48.63, p=0.01, p<0.05).This implies that interventionalstrategy (Mathematical Modelling) has significantly improved the performance and problem solving abilities of those groups who were given treatment (experimental)‗ in word problems more than those who were not given the treatment (control). Results of the post-test mean scorebetween the treatment (experimental groups) and controlled groups show a significant difference (p < .05). The data also suggest that the interventional strategy (mathematical modelling) in the posttest positively influenced gender performance and shows a significance difference (t (108) =13.16, p >0.05) in word problem-solving abilities. This implies that gender performance in the post-test was not similar but an increased their performance.Overall results in this study illustrate that number skills displayed bylearners seem to be directly related to language use in the classroom. Key words; Language, Second language, English language Proficiency, Modelling, Mathematical problem solving. Real word problems, students.
Effects of Mathematical Vocabulary Instruction on Students’ Achievement in Mathematics in Secondary Schools of Murang’a County, Kenya
(Kenyatta University, 2015) Wanjiru, B. N.
The purpose of the study was to explore the influence of mathematical vocabulary instruction on students’ Mathematics achievement. The study was guided by the following objectives: to determine the extent to which mathematical vocabulary instruction influences students’ performance in Mathematics, to establish the attitudinal change towards Mathematics due to mathematical vocabulary instruction, to establish the strategies that can be used to enhance the mastery of mathematical vocabulary and to develop a prototype for a lesson plan for Mathematics vocabulary based instruction. The study was a non-equivalent control group pretest-posttest quasi-experimental design. The target population was 98,200 students from 257 secondary schools in Murang’a County. It was conducted in two purposively selected secondary schools in the County. The study sample was 216 Form Two students and 6 Mathematics teachers. Both the experimental and the control groups consisted of 54 students from each school. The experimental groups were taught mathematical vocabulary using the Graphical Organizer based on the Frayer Model with ICT integration instructional approach for 10 weeks while the control groups were taught mathematical vocabulary using the definition-only method for the same period. The study employed 7 instruments namely: Students Mathematics Attitudes Questionnaire, Pre-test Students’ Mathematics Vocabulary Test, Post-test Students’ Mathematics Vocabulary Test, Students’ Mathematical Vocabulary Dictionary, Pre-test Students’ Mathematics Achievement Test, Post-test Students Mathematics Achievement Test and Mathematics Teachers’ Questionnaire to collect both qualitative and quantitative data. Data was analysed using one-way ANOVA, independent t-test and paired t-test. The statistical significance of the results were then examined at α = 0.05 statistical confidence level. The findings indicated that: there was a positive association between mathematical vocabulary instruction and students’ performance in Mathematics, there was a statistically significant difference between the students’ performance in Mathematics for the group taught Mathematics vocabulary using the Frayer Model and those taught Mathematics using the definition-only method, the students’ attitude towards Mathematics improved due to exposure to the Mathematics vocabulary instruction and the most effective strategy for mathematical vocabulary instruction was the use of Graphical Organizer based on the Frayer Model with ICT integration because it is learner centered. A prototype lesson for mathematical vocabulary instruction based on the Frayer model with ICT integration was developed. The study recommends the use of Frayer Model with ICT integration as an instructional strategy for Mathematics based Vocabulary instruction and a further study to investigate the effects of social language (motivation) on students' performance in Mathematics.
Effects of problem-solving approach on mathematics achievement of diploma in basic education distance learners at University of Cape Coast, Ghana
(2014) Eduafo, Arthur Benjamin
The mathematics achievement of students pursuing Diploma in Basic Education (DBE) degree in Ghana‟s University of Cape-Coast (UCC) distance education programme from 2001 to present has been consistently low. This study sought to determine the effects of a problem-solving approach intervention on the mathematics achievement of DBE UCC distance learners (DLs) in Ghana. The study employed a mixed research design, using a sample of 506 DBE UCC first year DLs and eight facilitators. Study instruments included before intervention and after intervention test items, questionnaires and interview schedules. The study was guided by four objectives: (1) to determine the difference a problem-solving approach made on UCC DBE DLs achievement scores in mathematics, (2) to establish the change in DBE UCC DLs‟ perception about mathematics teaching and learning before and after learning mathematics through a problem-solving approach, (3) to establish the effects of a problem-solving approach on DBE UCC DLs mathematics facilitators perceptions about mathematics teaching and learning and (4) to determine the challenges faced by facilitators in adoption of a problem-solving approach in teaching mathematics. Results for the first objective were analyzed using mean, standard deviation and t-test statistics. It was found in general that the experimental group performed slightly significantly above the control group. Specifically the experimental group performed better in knowledge and application than the control group. However, there was no significant difference in the performance of the two groups in comprehension and analysis. ANOVA result was used to analyze objective two. The study found that a problem-solving approach significantly changed majority of the pre-service prospective elementary mathematics teachers‟ instrumentalist driven views of mathematics teaching and learning to a problem solving driven views or perceptions. A descriptive analysis conducted on facilitators perceptions after learning through a problem-solving approach depicted a multidimensional views about mathematics teaching and learning before a three days training workshop and a problem-driven view after the training workshop. The study discovered through descriptive analysis that the facilitators could not fully put their developed problem solving driven view of mathematics teaching and learning into practice as a result of several mitigating factors including non-availability of non-routine problem solving activity textbooks and limited teaching time. The study therefore recommends among others a complete overhauling of Ghana‟s UCC-CCE mathematics curriculum for pre-service prospective elementary teachers to include the use of a problem-solving approach to teach mathematics, intensive retraining of mathematics teacher trainers in UCC-CCE on the use of a problem-solving approach in teaching mathematics and the need for a robust change of Ghana‟s first and second cycle schools mathematics syllabi and textbooks to promote and sustain the use of a problem-solving approach in teaching mathematics.

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