RP-Department of Educational Communication and Technology

Permanent URI for this collection

https://repository.ku.ac.ke/handle/123456789/1398

Browse

Now showing 1 - 20 of 125

Bridging the Gap: Addressing the Mismatch between University Specialization and Subject Demands in Junior and Senior Schools in Kenya
(International Journal of Research and Innovation in Social Science, 2026-01) Owino, Clifford Otieno; Mayoyo, Nancy
This paper explored the persistent challenge faced by university interns and graduates in Kenya due to a mismatch between their areas of specialization and the subject requirements in junior and senior schools. The findings are drawn from review of empirical studies, policy documents, reports and sessional papers on the implementation of Competency Based Curriculum. A total of 21 papers comprising 14 empirical studies retrieved from scholarly journals on the Kenyan curriculum and on CBC in Kenya and East African countries published from 2019-2025 were reviewed. One Sessional Paper, three (3) Policy papers, one training manual and two reports on competency based education were sampled and reviewed guided by the objectives of the study which include: Examine the gap between traditional Kenyan B.Ed. programs and the interdisciplinary, practical demands; To evaluate graduate teachers' preparedness in facilitating CBC competencies; To examine the role of career guidance in aligning teacher trainees' specialization with CBC subject demands. The paper highlights that there is systemic misalignments in teacher training curricula contributing to mismatch between the specializations of university graduates and the actual subject demands in Junior Schools (JS) and Senior Schools (SS); There is a disconnect between the historical university training pathways and the evolving demands of the Competency-Based Curriculum (CBC) which threatens the quality of education, demoralizes teachers, and undermines the goals of the national curriculum. The paper concludes by proposing a multi-faceted strategy to bridge the gap, including targeted professional development to align teacher preparation with classroom realities in junior and senior schools, university curriculum reforms, enhanced teacher management, and strategic long-term planning by all stakeholders.
Students' and Teachers' Attitude and Performance in Chemistry in Secondary Schools in Kwale County, Kenya
(Global Institute of Research and Education, 2015-06) Ogembo, John O.; Otanga, Habil; Yaki, Rehema Nthenya
The purpose of this study was to examine the extent to which students' and teachers' attitudes hinder good performance in chemistry among students in secondary school. The sample consisted of 482 form three students and nine chemistry teachers from nine secondary schools. Data were collected through a questionnaire and interview schedule. Results showed that chemistry teachers' negative perception of their learners’ abilities was strongly linked to persistent poor performance in chemistry. The study recommended that the Ministry of Education should enhance supervision of curriculum implementation in schools, enhance teacher motivation and increase facilities
Effect of Utilization of VFTs on Teaching and Learning History and Government in Murang’a County in Kenya
(EdinBurg Peer Reviewed Journals and BooksPublishers, 2024-09) Mutabari, Laichena Edward; Ondigi, Samson Rosana; Florence Abuyeka Miima
The adoption of Virtual Field Trips (VFTs) as a teaching method has provided opportunities for learners to virtually visit historical sites for learning. However, the effects of utilization of VFTs in instruction on students' performance in History and Government had not been sufficiently researched and documented in Kenya. Therefore, the essence the study was to establish how use of VFTs in teaching and learning affectslearners' academic performance in History and Government in Murang’a County in Kenya. The study was guided by Technological, Pedagogical, and Content Knowledge Theory and adopted a Quasi-Experimental Design targeting 35 public sub-county secondary schools with a target population of 3,329 respondents. Schools and teachers were purposively sampled while learners were randomly selected. A sample size of 372respondents made up of teachers and form one learners of History and Government took part in the study. Research instruments used were learners’questionnaires, interview schedulesfor teachers, History and Government Assessment Tests,and classroom observation schedules. Piloting was done on all research instruments and reliability accepted r=0.657. Statistical Package for Social Sciences (SPSS) was used to analyze data for descriptive and inferential statistics. The study found that use of VFTs significantly affected learners' academic performance at t (365) = 15.50, p=0.00. The study recommended teacher training institutions to equip teacher trainees with skills to exploit VFTs in teaching. A VFT teaching guideline was developed to assist teachers in preparation and use of VFTs for instructional purposes to improve teaching and learning for better academic performance.
Factors hindering Geography Teachers from Designing Meaningful Pedagogical Activities in Secondary Schools, Kenya
(International Journal of Research and Innovation in Social Science (IJRISS), 2019-10) Muchiri, Mohamed Moses; Kariuki Stephen Mwaniki
The purpose of the study was to investigate difficulties facing Geography teachers from designing meaningful pedagogical activities when teaching and learning Geography in Secondary Schools. Like any other pedagogical issue, teaching and learning of Geography in Secondary Schools faces and poses a wide range of challenges. These challenges range from expertise, technical and logistical support from the school administrative arising from the instructional established system, practices and traditions. This study was set to establish from both the school Geography teachers and department administrators whether they were aware of any challenges that existed in the teaching and learning of Geography. The study was based on Shulman, 1987, a model of knowledge growth in teaching. It adopted a descriptive cross-sectional survey targeting public Secondary Schools Geography Heads of the Department, Geography teachers and form three and form four Geography students. Data were collected using questionnaires for Geography Teachers, interview schedules for Heads of Department and an observation checklist were used to investigate the types of instructional resources used in form three (3) and form four (4) Geography lessons. On the teaching and learning process, the respondents cited many deficiencies such inadequate duration for covering the syllabus, examinationoriented programme and cheating, understaffing and lack or inadequate instructional resources. The researcher, therefore, concluded there is little or no technical and logistical support provided to the Geography Department and in particular to Geography teachers in terms of financial resources, instructional resources, and in-service programmes to facilitate proper preparation for quality instruction. It was therefore recommended, to manage emerging pedagogical technological challenges in teaching and learning of Geography in Secondary Schools, there is a need for teachers to invest adequately on computer-aided instruction. This strategy will not only promote its quality but also make it relevant to the needs of learners and teachers of Kenya and beyond
Instructional Strategies Applied by Mathematics Teachers and Their Influence on Performance in Probability in Secondary Schools, Nairobi City County, Kenya
(Journal of Education Practice, 2023-06-10) Mutua, John Maundu; Miheso_O’connor, Marguerite; Ondigi, Samson
This study sought to evaluate the instructional strategies applied by Mathematics teachers in teaching Probability in secondary schools in Nairobi City County. The study was guided by the four (4) objectives; to identify the types of instructional strategies used by Mathematics teachers in teaching Probability; to investigate the extent to which instructional strategies used by Mathematics teachers enhance learners’ performance in Probability; to assess learners’ performance in Probability by gender; and to investigate the considerations that teachers make when selecting instructional strategies for teaching Probability. The study adopted the descriptive survey research design. Purposive and simple random sampling was employed to select the sample. The sample size was 140 Form three students. Key informants were 14 Mathematics teachers and seven heads of departments. The study instruments were: questionnaires, unstructured interviews for teachers, Observation checklist and a Probability achievement test for students. A pilot study was done in a school with similar characteristics as those in the sample. The results from the pilot study were used to determine the validity and reliability of the data collection instruments. The data from the pilot study was coded and entered into the computer and reliability results with the help of the SPSS produced a coefficient of α =0.7767. The data collection was in two phases. In the first phase the researcher distributed questionnaires to the teachers. In the second phase the researcher observed the teachers in the classroom teaching Probability, conducted an interview with the Heads of Mathematics Departments and administered a test on Probability to learners. Data from the actual study was analyzed by use of both qualitative and quantitative methods. Quantitative data collected was analyzed and presented in percentages, pie charts, and frequency distribution tables. The study findings indicated that Mathematics teachers use different instructional strategies while teaching Probability. The performance outcome from the test on Probability showed that different instructional strategies used by the teachers influence the students’ performance in the Probability. The study concluded that teachers’ instructional strategies determine learners’ performance in Probability. The findings of the study indicated that Mathematics teachers have to choose their instructional strategies carefully while preparing to teach the Probability in order to enhance performance. The results of this study would be useful to Mathematics teachers, leaders in education, and curriculum developers
Teachers’ Preparedness to Integrate Three Dimensional Computer Animation in Teaching Deoxyribonucleic Acid Replication in Public Secondary Schools in Murang’a County, Kenya
(Journal of Education Practice, 2025-03-04) Mwangi, Jack Muchiri; Wambasi, Aineah Wang’anya; Waititu, Michael Muchoki
The integration of 3D computer animation in education presents a transformative opportunity to enhance the teaching of complex scientific concepts. Despite its proven effectiveness in improving conceptual understanding, its adoption has remained limited in Kenyan secondary schools. This study examined the preparedness of teachers of Biology in Murang’a County, Kenya, to integrate 3D computer animation into their teachingpractices, specifically in the instruction of Deoxyribonucleic Acid (DNA) replication. The study was guided by the Technology Acceptance Model (TAM), which explored how perceived usefulness and ease of use influenced the adoption of 3D computer animation among teachers. The research design adopted descriptive methods together with mixed-methods paradigms. Structured questionnaires combined with interviews and lesson observations schedules served to measure teachers' knowledge bases and skill levels and attitude development regarding 3D computer animation integrationin their educational practice. A thematic analysis approach was applied to the qualitative data while quantitative data underwent descriptive and inferential statistical analysis to study patterns and relationships and draw correlations between variables. Most teachers displayed positive feelings toward 3D computer animation but they lacked both technical competencies and sufficient institutional backing needed to implement it properly in their classrooms. The adoption of new technology faced multiple obstacles because teachers lacked digital resources and needed better training and their institutions had insufficient Information communication technology (ICT) infrastructure. Teacherswho hadICT training before showed increased adoption of 3D computer animation technology because of their existing skills and knowledge. The research demonstrates that teacher education improvement combined with digital resource availability enhancement and institutional backing represent vital elements for advancing 3D computer animation implementation in Kenyan secondary education. Educational policymakers together with curriculum developers and teacher training institutions should use these findings to prove the importance of using modern teaching technologies in science education. The resolution of current obstacles will make 3D computer animation into an effective educational resource for enhancing student comprehension and achievement of complex biological concepts.
Availability and Accessibility of Computers and ICT Resources in Teaching and Learning Chemistry in Secondary Schools in Nyamira County, Kenya
(IJRISS, 2025-12-09) Momanyi, Bethuel Misati; Orado, Grace N.; Wambasi, Aineah W.
This study investigated the availability and accessibility of computers and ICT resources for teaching and learning Chemistry in public secondary schools in Nyamira County, Kenya. The study adopted a descriptive survey design involving 404 Form Three students, 21 Chemistry teachers, and 15 school principals selected through stratified, purposive, and simple random sampling techniques. Data were collected using questionnaires, interviews, and observation schedules, and analyzed using descriptive statistics and thematic analysis. Findings revealed that most schools had inadequate ICT infrastructure, including limited numbers of functional computers, insufficient internet connectivity, lack of subject-specific software, and constrained access to computer laboratories. Students and teachers reported limited opportunities to use ICT during Chemistry lessons due to lab congestion, inadequate technical support, and competing departmental demand for the same ICT facilities. The study concludes that availability and accessibility of ICT resources remain significantly below the level required for effective computer-integrated Chemistry instruction. The study recommends increased ICT investments, targeted allocation for technological based instruction in science subjects, and enhanced support systems to expand access and promote meaningful technology use in Chemistry teaching
Instructors’ challenges of using information communication and technology in geography instruction: case of William Vacanrat Shadrach Tubman College, Liberia
(INTERNATIONAL JOURNAL FOR INNOVATIVE RESEARCH IN MULTIDISCIPLINARY FIELD, 2023) Pewu, Emmanuel Toll, Jr.,; Ondigi, Samson Rosana; Miima, Florence Abuyeka
In today's digital age, ICT utilization in the classroom is crucial for students to learn and apply 21st-century skills. It significantly improves geography teaching and learning environments by allowing instructors to document students' field trips and other learning outcomes. ICT software saves time and delivers higher-quality outcomes, while the internet expands access to reliable geographic data and information sources. ICT software simplifies geographic concepts, provides easily accessible data, and improves spatial awareness and decision-making abilities. Simulations and modelling tools enhance understanding of geographical problems such as natural vegetation, weather patterns, erosion, and agriculture. ICT also enhances higher-level thinking skills, particularly for students using ICT. This article highlights instructors' opinions about the problems they encounter when integrating ICT in the classroom. A descriptive design was adopted, whereby questionnaires and interview schedules were used to collect the data. Random sampling was used to sample six (6) geography instructors and ten (10) administrators from the targeted population at the Williams V.S. College of Education in Liberia. The findings showed that ICT resources were inadequate; the respondents experienced problems of network connectivity, limited technical support, the non-existence of stable electric power supply, the absence of ICT infrastructure, poor internet connection, the unavailability of support from college administrators, and a lack of effective training. From the findings, it is recommended that all the educational stakeholders look for ways of solving the problems and challenges of effective integration of technology into schools' teaching and learning processes. The ministry of education should conduct frequent refresher courses to equip curriculum implementers with adequate and proper skills on how to utilize the available ICT resources in schools and colleges
Comparison of the Academic Achievement between Cooperative Learning and Noncooperative Learning Strategies in Chemistry among Students in Murang’a County, Kenya
(African Research Journal of Education and Social Sciences, 2025) Kabanga, Grace Wairimu; Twoli, Nicholas W.; Waititu, Michael Muchoki
The employment of cooperative learning as an instructional method across different countries has exhibited positive outcomes in learners’ academic achievement. The study intended to establish the comparison of the academic achievement between cooperative learning and noncooperative learning strategies in chemistry among students in murang’a county, Kenya. The study was carried out in Kangema Sub-County, Murang’a County, applied a quasi-experimental design. The target population was Form 3 students. Purposive sampling was employed to select four schools to arrive at two control and two experimental groups. The study employed a sample size of 198 students. Data collection instruments included students’ pre and post-achievement tests. Data was analysed using SPSS package and presented using tables, pie charts and bar graphs. The study established that there was a significant difference between learners taught using cooperative learning and those taught using non-cooperative learning with the former showing improved academic achievement. There was significant increase in the postintervention mean score posted by students in the experimental groups. This is not the case in the control groups. For instance, the percentage increase in the mean score in School A between pre and post-data is 38.50%. A similar increase is noted in School B at 49.70%. On the contrary, both the two control groups posted a fall in their students' mean scores with School C posting a 0.47% and School D posting a 2.05% decline in their mean score performance respectively. The significant improvement demonstrated can be attributed to the discussions held among learners in learning Chemistry. The study concludes that cooperative learning strategy is more effective than non-cooperative strategy in teaching Chemistry. The study thus recommends that the ministry of education should enact and implement a policy that facilitates the integration of cooperative learning as one of the primary teaching methods. The government should train teachers on use of cooperative learning in teaching Chemistry
A Comparison of Mathematics Achievement of Learners Who Learned Using Peer Tutoring Strategy and Those Who Learned Without Using Peer Tutoring.
(International Journal of Research and Innovation in Social Science (IJRISS), 2025-01-08) Iyamuremye, Regis; Nyamu, Florence K.; Wambasi, Aineah W.
Peer tutoring is an instructional strategy where learners take responsibility for teaching other learners, either of the same age or different. The process can be face-to-face interaction or with teachers guiding the learning. The study's objective was to establish the difference in Mathematics achievement between learners who learned using a peer tutoring strategy and those who learned without peer tutoring. The study was guided by the Social Constructivism theory developed by Vygotsky (1978). A quasi-experimental research design was adopted. The target population was Form II learners and Mathematics Teachers from public secondary schools in Kiambu County, Kenya. A stratified random sampling was used to form a sample of four (4) public secondary schools two (2) single schools and two (2) mixed schools. The sampled schools were grouped into two (2) groups, a control group and an experimental group. Data was collected using Mathematics achievement tests, a pretest and a post-test. To ensure the validity of the instruments, two (2) senior examiners and four (4) Mathematics educators in the County reviewed a pretest and a post-test. Quantitative data from Mathematics achievement tests was analyzed using the independent samples t-test and interpreted using the statistical package of social sciences (SPSS version. 27). The findings of the study revealed that there is a statistically significant difference in Mathematics achievement tests between Form II learners who learned Mathematics through peer tutoring strategy and those who learned Mathematics without the peer tutoring strategy. The hypothesis was examined at a significance level set at α = .05. The mean score for the control group was 37.31 and a standard deviation of 4.482 which differed significantly from those in the experimental group, which had a mean score of 43.09, and the standard deviation of 5.229. The results indicated a significant statistical difference [ t(158) = 7.500, p-value = .000 < .05 ]. From the results, it is concluded that learners using peer tutoring find that, it is easier to understand the Mathematical concepts and able to complete the task given by the teachers than those colleagues who learned without using peer tutoring. It suggested that Mathematics teachers should use peer tutoring strategy in secondary schools as a way of enhancing learners' achievement in Mathematics
Instructional Use of Video Technology and Its Impact on Performance in Kiswahili Poetry in Public Secondary Schools, Machakos County, Kenya
(International Journal of Economics, Commerce & Management, 2024-11-11) Kyalo, Esther M.; Kariuki, Moses G.; Babusa, Hamisi
Recent advancements in ICT such as access to quality and high-speed internet across schools, homes and personal gadgets such as tablets and smartphones has contributed to the use of videos in learning environment. Videos play a role in imparting learners with knowledge and skills. In modern society teachers are applying the modern ICT techniques to teach. Learners are actively involved in the process therefore teachers work is made easier and efficient. There is a trend on poor performance of Kiswahili in national examination which is attributed to low scores in Kiswahili poetry. The research sought to broadly determine instructional use of video technology and its impact on performance in Kiswahili poetry in public secondary schools, Machakos County. The specific objective was; to investigate the extent to which teachers utilize video instructional media in teaching Kiswahili poetry. The research adopted the humanist approach and Cognitive theory of multimedia learning Data was collected using questionnaires © Author(s) Licensed under Creative Common Page 62 and Scheduled interviews in Machakos County. The research applied stratified random sampling technique and purposive sampling techniques. Data was analyzed with SPSS technique, and descriptive statistics applied in analyzing the numerical data, while the qualitative was analyzed by thematic approach. The study found that teachers are increasingly utilizing video resources to enhance the learning experience. The study suggested that administrators need to provide more resources to support teaching via video instructional media. There is also training needed for teacher to learn how to integrate video instructional media in their teaching, and how to access quality video instructional media content. The researcher suggests that a similar study on effects of computerized teaching among secondary schools can be undertaken for a comparison purpose
Use of Communicative Approach Implications for Teaching and Learning Vocabulary in Composition Writing in Public Secondary Schools, Kitui County, Kenya
(International Journal for Multidisciplinary Research (IJFMR), 2025-04) Mutune, Jane Mwende; Ondigi, Samson Rosana; Munyao, Harrison Mulwa
Various approaches have been employed to teach vocabulary to students in the context of English composition writing. Among these, the Communicative Approach has emerged as vital for enhancing both language learning and teaching efficiency. However, this approach has often been overlooked in composition writing instruction, adversely affecting students' performance, particularly in national exams like the Kenya Certificate of Secondary Education (KCSE). This oversight is concerning as it hampers students' ability to excel in English composition and discourages the use of creative vocabulary. The Kenya National Examination Council (KNEC) has consistently highlighted this issue in KCSE results. This study investigated the Communicative Approach and its implications on the teaching of vocabulary in English composition writing in public schools in Kitui County, Kenya. Specific objectives were to: establish the Communicative Approaches used by teachers of English in teaching of vocabulary in composition writing, investigate the extent to which Communicative Approaches are used in teaching vocabulary in composition in English, establish the extent to which the learners can utilize the vocabulary learnt in composition writing in English, establish the challenges the teachers of English face while teaching vocabulary in writing composition using Communicative Approaches. A descriptive research design was adopted. In this study that targeted 33 public secondary schools, 4,770 Form Three students, and 90 English teachers in Kitui West Sub-County. A combination of stratified, simple, and purposive sampling techniques was used to select the sample population, which included four public secondary schools and 477 Form Three students (representing 10% of the target population), as well as nine randomly selected English teachers. Data collection methods used in the study included surveys, observation schedules, and structured interviews. A pilot study was conducted in one of the schools within Kitui West Sub-County prior to the main study. Both quantitative and qualitative data analysis methods were employed. Qualitative data from questionnaires were analyzed thematically and categorized, while quantitative data were analyzed using descriptive statistics, including frequencies and percentages. The findings revealed that teachers predominantly used genre- based strategies, traditional methods, and the Communicative Approach, with a focus on language acquisition, fostering creativity in paragraph development, and guiding students in writing different types of compositions. Teachers occasionally utilized the Communicative Approach to teach vocabulary in composition writing. They employed this approach in various ways to encourage vocabulary use among students. However, the study found that there were insufficient resources available in classrooms to support the Communicative Approach during composition writing lessons. Other challenges included limited time and large class sizes, which hindered effective student management. Pearson’s Product Moment Correlation Coefficients was applied in the testing of reliability of the research instruments used in the study and yielded 0.71 and 0.75 for the teacher’s questionnaire and students' questionnaires respectively A Pearson’s coefficient above 0.70 (70%)r reveals a strong internal consistency of a series of questions integrated to form a single scale measured by the coefficient. The study recommends that the Ministry of Education provide secondary schools with adequate resources to support teaching and learning strategies, including the Communicative Approach. Additionally, teachers should plan materials in advance to optimize time use, and school management should allocate more time for instruction using the Communicative Approach. Organizing workshops to equip teachers with skills in the Communicative Approach is also advised.
Teacher Preparedness in the Implement of the Teacher Performance Appraisal Development Tool and its implications on Learning Outcomes in History and Government in Kwale County, Kenya
(African Journal of Educational and Social Science Research, 2024) Isika, Leonard Mwangangi; Ondigi, Samson; Bwire, Adelheid
Teacher performance appraisals are designed to evaluate teachers’ performance across various competencies such as lesson planning, instructional skills, classroom management, leaners assessment and professional ethics. This promotes a culture of accountability among teachers. Kenya launched the Teacher Performance Appraisal Development tool in 2016. This study sort to establish levels of teacher preparedness in the implement of the Teacher Performance Appraisal Development tool in History and Government in selected secondary schools in Kwale County. Questionnaire and Key informant interview, were utilized to collect both qualitative and quantitative data. The study targeted 61 Sub County Public Secondary Schools in Kwale County, 61 Principals, 61 Heads of Subject and 100 History and Government teachers totalling to a target population of 222 participants. The study sample size was 15 Sub County Secondary, 15 Principals 15 Heads of Subjects and 30 History and Government teachers totalling sample size of 60 participants and respondents. Piloting was conducted in two public Sub County Secondary Schools not in the sample to validate the study tools. Quantitative data was analysed using Statistical Package for the Social Sciences to generate descriptive statistics while qualitative data was run to get inferential statistics. The study finding revealed that teachers were not adequately prepared to implement the TPAD tool, gaps were identified in professional development programs. This study concluded that the TPAD tool implementation has gaps and challenges that have implications on learning outcomes. The study recommended a review of teacher preservice training to include performance appraisals, that teacher employer, collaborates with school administrators to prioritize targeted retooling, availing of sufficient resources, and reduce teacher workload to enhance preparedness.
Audio-Visual Media Instructional Use and Its Effect on Reading Competences among Grade Two Pupils in Tharaka Nithi County, Kenya
(2024-10) Kathurima, Betty Kiende; Ondigi, Samson Rosana; Mugo, Benard Chomba; M’Mwamba, Patrick
The main purpose of this study was to evaluate audio visual media instructional use and its effect on reading competences among grade two pupils in Maara sub county, Tharaka Nithi County, Kenya. The study sought to identify the audio-visual resources available for teaching and learning reading competences, investigate extent to which teachers use the available audio-visual media, examine the challenges faced by teachers and learners in use of audiovisual media in teaching and learning reading competences and assess the learners reading abilities. The French Bell system Theory and a descriptive survey design were adopted in this study. Simple random and purposive sampling techniques were used to select 330 learners, 30 head teachers and 30 teachers, making a sample size of 390 respondents. The research instruments were questionnaires, interviews schedules, reading examination for grade two learners and classroom observation. Piloting of the research instruments was done in one public primary schools. The reliability of the research instruments was measured using a Cronbach's Alpha statitistic. The collected data was analyzed using Statistical package for Social Sciences (SPSS) and presented using tables, percentages frequencies and other descriptive statistics. Descriptive statistics revealed that schools have limited computers (average 2.90 per school) with a low student-to-computer ratio (1:10). Tablets are more prevalent (average 19.17 per school), but functionality issues reduce their effectiveness. Projectors and mobile phones are more commonly available but are still not sufficiently utilized in classroom learning. The data on the competence of learners to read appears to be symmetrically distributed with the competence of learners tapering off at the tail ends. This implies that most of the learners on average could read between 21-69 words per minute. However, there are significant disparities in reading abilities among learners, with a notable percentage performing below expectations. This disparity highlights the need for targeted interventions to support learners who are struggling and to bridge the competence gap across different schools. The reliability statistics for variables testing on teacher’s attitude in the use of Audio-visual media, for variables testing on challenges in the use of audio-visual media and for variables testing on the classroom observation performance indicators, were 0.969, 0.981 and 0.944 respectively. The reliability statistics on all the research instruments was 0.990. A Cronbach's Alpha of 0.70 (70%) or higher reveals a strong internal consistency of a series of questions integrated to form a single scale measured by the coefficient. The study recommends the government to integrate digital learning in schools and ensure schools are fully equipped with an access to electricity and network connectivity. Ministry of Education to develop teachers’ capacity on the use of digital devices. The study also recommends the Kenya institute of Curriculum Development to develop a curriculum in line with competency based curriculum provided in digital devices. Lastly curriculum support officers and head teachers to support teachers to make use of available audio visual resources for teaching and learning
An Analysis of the Teaching and Learning Resources Available for Social Studies under the Competency-Based Curriculum in Public Primary Schools in Nakuru County, Kenya
(Journal of Education, 2025-05) Kipsaat, Elias Kipkogei; Ondigi, Samson Rosana; Nyamu, Florence K.
Instructional resources are important towards effective implementation of the Competency-based Curriculum (CBC). The study objective was to analyse the teaching and learning resources available for Social Studies in Nakuru County, Kenya. The study was guided by Constructivist Learning Theory. Study design was descriptive survey design. Target population was 4,136 respondents from four sub-Counties in Nakuru County. Yamane’s formula was used to obtain a sample size of 365 respondents. Proportionate stratified random sampling was used to obtain a sample of 23 Head Teachers, 23 Heads of Social Studies, and 315 Social Studies teachers. Purposive sampling was used to obtain a sample of four (4) Curriculum Support Officers (CSOs), and simple random sampling was used to obtain classrooms to be observed. Data collection instruments were: questionnaires, interview schedules, and classroom observation schedules. Data analysis was done using the SPSS programme version 25. Study findings indicated that 49.7% of teachers reported that videos were readily available, 47.4% of teachers reported availability of artefacts, while 39.8% reported that audio players were readily available. Findings also indicated that 87.5% of teachers did not have charts,84.5% did not have digitaldevices and 81.5% did not have pictures for teaching Social Studies. Heads of Social Studies reported that artefacts, models, and audio players were the most available teaching and learning materials. Recommendations are that adequate digital tools shouldbe provided, as well as the recruitment of resource persons, to improve learning outcomes in Social Studies and to support the learning process.
Teachers' Perceptions of Digital Game Utilisation in Teaching and Learning Physics Concepts in Secondary Schools of Murang’a County,Kenya
(Journal of Education, 2025-04) Gakime, Richard Githinji; Waititu, Michael Muchoki; Mwangi, Francis Gichuki
This study investigated physics teachers' perceptions regarding the utilisation of Digital Game-Based Learning in secondary schools within Murang'a County, Kenya. The research specifically examined teachers' comfort levels with digital games, perceived usefulness, implementation intentions, and specific attitudes toward game-based instruction in physics education. Employing a mixed-methods approach through a descriptive survey design, the study collected data from 11 purposively selected physics teachers using structured questionnaires and semi-structured interviews. The findings revealed that while 45.5% of teachers expressed comfort with DGBL, significant barriers to adoption persisted. Teachers strongly recognized DGBL's potential benefits, particularly in visualization (M=4.18) and student engagement (M=4.27), but expressed concerns about technical issues (M=3.73) and classroom management challenges (M=3.45). The study identified a notable gap between perceived usefulness and implementation intentions, with moderate confidence levels (M=3.18) in game integration abilities suggesting a need for enhanced technological pedagogical content knowledge. Qualitative data illuminated how teachers negotiate between perceived benefits and practical constraints, highlighting the critical role of institutional support and professional development in successful DGBL implementation. The research concludes that while teachers generally maintain positive dispositions toward DGBL, addressing technical infrastructure, providing targeted professional development, and ensuring curriculum alignment are essential for effective integration
Influence of Library Resources on Mathematics Performance in Kenya Certificate of Secondary Education in Public Secondary Schools in Muranga County, Kenya
(International Academic Journal of Social Sciences and Education, 2025-04) Muchena, Patricia Kamathi; Michubu, Wilson Mutuma
The study aimed to examine the influence of library resources on mathematics performance in Kenya Certificate of Secondary Education in public secondary schools in Muranga County, Kenya. Correlational research design was employed for this study. For data collection purposes, 55 secondary schools within Kandara Sub County served as the target population comprising 55 principals alongside 425 mathematic teachers. Stratified sampling technique was utilized in the study for selecting the schools. In order to select head teachers in chosen schools, the purposive technique was employed. Meanwhile, mathematic teachers were sampled through simple random sampling method with 230 respondents as sample size. Instruments of data collection included a questionnaire and an interview schedule administered by the researcher during in-depth interviews with head teachers. To conduct the quantitative data analysis, the Statistical Package for Social Sciences computer software package (SPSS statistics version 25) was used. The Quantitative data generated was subjected to the descriptive statistics feature in SPSS to generate mean, and standard deviation which was presented using tables, frequencies and percentages. The inferential statistics that was utilized in this study was a correlational analysis. The qualitative data from the interviews was analyzed using thematic analysis. The study found that library provides students with invaluable resources that enhance their coursework and research. The study found that there were adequate desktop computers to each learner which improved their learning. The study found an outstanding positive relationship between material resources and academic performance. The study concluded that recruitment process; proper placement of teachers in schools, regular performance evaluation had positive influence on students’ academic performance. The study recommended that there was need for the formulation of a policy that mandates all the secondary schools to have library infrastructure and equipped with reading materials and internet availability.
Integrating Hypermedia in Instruction of Social Studies and its Effect on Performance among Primary School Pupils
(IJRISS, 2025) Wambua P. Kioko; Kariuki Moses G.; Kiio Mueni N.
This study was done to establish the effects of integrating hypermedia in instruction among primary school pupils. The study adopted a quasi-experimental research design. The target population was two thousand four hundred and seventy-eight class seven pupils, one hundred and sixty-four teachers of Social Studies in eighty three diverse primary schools in Kibwezi Sub County. The study used four schools in the experimental group and four other schools in control group. Each school had a representation of forty-five learners. The sample size was three hundred and sixty learners and thirty-two teachers which were purposively selected. Data was analyzed using t-tests and results were presented using tables. The2 results on academic achievements of learners in3pre test and post-tests in4theeexperimental groups were as follows: for pre-test (M = 7.272, SD = 8.364) while for post-test (M = 14.939, SD = 38.825) with t-test score of (t [146] = -21.581, p=2.86E-47). The results indicated a significant difference in academic achievements. The findings showed that incorporation of hypermedia in instruction of peace and conflict resolution topic in social studies was effective and learners enjoyed interacting with the technology hence there was a significant difference in academic performance in social studies among the experimental group category as compared to control group. Based on the findings, Integration of Hypermedia in instruction of Social Studies has a positive impact on academic achievement of pupils. The study recommended that; government should incorporate a policy for hypermedia integration in instruction in all subjects in order to improve the general academic performance of learners in all levels.
Impact of Integrating Basic Science Process Skills on Students Performance in Biology Practical in Vihiga County, Kenya
(IJRSS, 2025-01) Kadenyi, Mercy Osotsi; Wambasi, Aineah Wang’anya; Waititu, Michael Muchoki
The study investigated impact of Integrating Basic Science Process Skills on students’ performance in Biology practical. Research study objective was to determine students level of mastery of Basic Science Process Skills in learning of Biology practical. Form Three students were involved in the study. The study adopted Constructivism theory and Quasi experimental research design. Data was collected using Biology Achievement Test. The tests consisted of both pretest and posttest. The students target population was 4560 Form Three students. A sample size of 384 Form Three students was obtained from the target population using Yamane’s formula. Twelve participating schools were selected by applying Stratified and Simple random sampling method. Six experimental and six control group of schools were created using Purposive sampling method. Experimental group were taught using practical activities while control group focused on teacher centered activities. Data was analyzed using Statistical Package for Social Science version 27. Descriptive statistics was used to analyze mean, standard deviation and median. Inferential statistics were used to determine significance of results. Content validity was determined by piloting the study instruments. Internal consistency reliability of the tests was determined using Kuder-Richardson 20 formula (=.978). A two-way ANOVA indicated that there was a significant difference in learners’ performance in Biology practical in both experimental group and control group at p<.05.
Students’ attitude and its effect on academic achievement in physics among secondary schools in Narok County, Kenya
(Online Journals Publisher, 2024-08-14) Aencha, Thomas Magati; Waititu, Michael; Ondigi, Samson Rosana
The research was inspired by the fact that students’ positive attitude is important since attitude plays a critical role on academic achievement. The research aimed to explore the aspects of students’ attitude on academic achievement in Physics among public secondary schools in Narok County, Kenya. The study employed quasiexperimental research design with pre-test and post-test administered to control and experimental groups. The data which was generated was analyzed using both descriptive and inferential statistics. The differences between the means of the two groups were analyzed using t-test. The statistical significance was tested at a= INTRODUCTION 0.05. The findings of the study indicated that the students who were instructed through various methods attained higher scores than their counterparts who were instructed through traditional methods of teaching. Inclusion, student's attitude towards physics enhanced their academic performance. Thus, the study recommends that the research be done on other locales to establish the effect of students' attitude towards learning school Physics on academic achievement.

Browse

Recent Submissions