MST-Department of Educational Communication and Technology
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Item Integration of Information Communication Technology in Teaching and its Impact on Mathematics Academic Achievement of Public Secondary School Learners in Garissa County, Kenya(Kenyatta University, 2024-09) Mwaniki, Francis MutisyaThe integration of ICT in classrooms has been proposed as a strategy to enhance students' academic performance in mathematics. This study examined the impact of ICT use on mathematics achievement in secondary schools in Garissa County, Kenya. The research objectives were to: (a) assess the availability of ICT resources for mathematics instruction, (b) determine the strategies teachers employ to integrate ICT into lessons, (c) evaluate mathematics teachers' attitudes towards ICT integration, and (d) compare the mathematics performance between schools using ICT and those that do not. The study employed a descriptive survey design based on the Diffusion of Innovations Theory. The target population comprised students, mathematics teachers, and school administrators from 18 public secondary schools in Garissa County, with a sample of 267 students in grades 3 and 4, 10 school administrators, and 18 mathematics teachers. Data were gathered through interviews, classroom observations, and surveys. Analysis was conducted using descriptive statistics for qualitative data and inferential statistics for quantitative data, with correlation coefficients calculated. The findings revealed that projectors, GeoGebra, and smart TVs were the main ICT tools available, though their use was limited. The most common ICT integration methods were PowerPoint presentations and whiteboard displays. Teachers generally supported ICT integration, and schools employing ICT resources showed better performance in mathematics. The study concluded that inadequate ICT resources and limited teacher expertise hinder effective mathematics instruction. It recommends increasing ICT resources, enhancing teacher ICT skills, updating software, and encouraging varied ICT use in mathematics lessons. The findings are valuable to policymakers, school administrations, the Ministry of Education, and NGOs in promoting effective ICT use to improve students' mathematics performance.Item Collaborative Writing Strategy and Its Influence on Learners’ Performance in Functional Writing Skills in English in Secondary Schools, Kiambu County, Kenya(Kenyatta University, 2024-07) Juday, Jefferson Poar WayeiFunctional writing refers to practical use of English, while one engages in a writing exercise to carry out a real-life purpose. Learners need to develop and master the skills for practical communicative skills in writing letters, minutes of meetings, reports, shopping lists, memoranda, requests, or giving directions. Learners also need to master the skills for effective communication in the work environment, and in their daily lives. Low performance of learners on Paper One, which is on functional writing skills in Kenya Certificate of Secondary Education (KCSE), registered a serious concern for teachers and school administrators to revisit approaches and methodologies utilized in teaching the skill. The study, therefore, sought to investigate use of collaborative writing strategy, and its influence on learners’ performance in FWS in Githunguri Sub-County, Kiambu County. 10780 learners, 76 teachers, and 38 heads of English Language Department formed the target population. The sample size comprised of 192 learners, 8 teachers, and 4 heads of English Language Department for all the four public secondary schools. The researcher applied simple random technique to select learners, and purposive technique was applied for instructors and heads of English Language Department. The study used Solomon four group design, which is a type of quasi-experimental research design, for the four public secondary schools that participated in the exercise. The approach was taken so that the researcher could administer the pretest and posttest to the study's experimental and control groups. While teachers and heads of the English Language Department were observed and interviewed using a schedule for interviews and an observation guide, data from students were acquired using questionnaires. SPSS version 21.0 was used to analyze the data. According to the data, teachers rarely employed the collaborative writing method, and its applicability depended on how many learners were enrolled in a given class. After the intervention (which involved teaching using a collaborative writing technique), the mean score of experimental groups was higher mean than the control group. The use of collaborative writing strategies enhanced learners' presentation skills, vocabulary, mechanics, grammar, understanding, collaboration, and communication abilities, as well as their ability to translate lessons from one language to another. The results showed that there was very little teachers’ preparation for use of collaborative writing techniques in teaching FWS. The findings indicated that instructors and learners face several challenges when implementing CWS for instructing FWS in English. Therefore, the study recommended that the Ministry of Education set up ongoing workshops and training sessions to train or educate instructors on use of collaborative writing technique. Moreover, extra facilities should be built to help prevent overcrowded classrooms. The research findings added to the existing body of knowledge concerning the collaborative writing process. The findings also provided information to teachers, and department heads for English language education on the usefulness and usage of collaborative writing in the teaching of functional writing skills.Item Computer Three-Dimensional Animation Use and Its Effect on Secondary School Students’ Conceptual Understanding of Mammalian Circulatory System in Kiambu County, Kenya(Kenyatta University, 2024-08) Rogers, Hassan BobThe purpose of this study was to rummaged whether computer 3D animation ameliorate students' conceptual grasp of the mammalian circulatory system (MCS), factors and attitudes of teachers influencing C3D−animation in teaching biology in Gatuanyaga, Thika−East Sub−County. The study’s scope focused on secondary students and biology teachers in public schools, incorporating C3D−animations in the tutelage of biology. This study−investigation’s objectives were to rummage the effectiveness−aftermath of C3D animation in ameliorating protégés’ conceptual grasp of the MCS, rummage factors influencing−deploying C3D animation in tutelage of biology, and, precis perspectives of educators−teacher towards deployment of C3D anime in tutelage of biology. The research−methodology adopted quasi-experimental design−which provide evidence linking a specific intervention and an outcome. The study involved 160 Form−Two students, 80 students within each group (control and experimental), and 13 biology teachers. Pretest and posttests were used as students’ questionnaires, and educators’ questionnaires (precis 5-points) Likert Scale, focused on factors and perspectives of educators influencing deploying C3D−anime. SPSS-Version 25.00 and descriptive narrative were used for data analysis. An independent−t-test was employed to rummage significant apparent−difference with posttest−scores of control and experimental groups after intervention, while descriptive−narratives and frequency−percentages were engaged to analyzed teachers’ questionnaires. The study’s findings showed that, C3D−anime illustration was concrete in enhancing protégés' cogitation of the MCS and retention of key biological− terminologies of protégés in EG than protégés in CG. The findings also established that; institutions lack resources to support teachers in using C3D−animation, teachers lack confidence, and competency in dealing with technical issues related to C3D, as key factors influencing the use of C3D. The findings also established that teachers demonstrated favorable attitudes toward the use of C3D−animation. In conclusion, C3D−anime is effective in teaching and learning to enhance protégés cogitation of nonconcrete contents in biology related to MCS, couple with teachers’ favorable attitudes toward C3D−animation. It is recommended that public schools provide C3D−animation access to biology−teachers and students, and train them in basic animation presentation−skills for teaching and learning.Item Integration of Inquiry-Based Approach in Teaching and its Impact on Students’ Attitude towards Learning Biology in Secondary Schools, Kiambu County, Kenya(Kenyatta University, 2024-09) Doboyou, Jackson T.The study looked into the integration of Inquiry-Based Approach (IBA) in teaching and its impact on students’ attitude towards learning Biology. The objectives were to: determine the extent to which teachers of Biology use IBA; determine teacher’s ability levels to integrate inquiry-based approach in teaching Biology; establish the impact of IBA on the attitude of students towards learning Biology; and determine students' attitude towards learning Biology. The study was anchored on the experiential learning theory proposed by David Kolb (1984) and the constructivism theory by Jerome Bruner (1960). In this study, a descriptive survey design was used. A population of 1,194 students from Form three and 29 teachers of Biology from 33 secondary public schools were targeted. Eleven schools were chosen using stratified random sampling technique. Also, a purposive sampling technique was employed to pick 14 teachers while 344 students in Form three were selected for the study using simple random sampling technique. For data collection, the study used questionnaires, interview, and classroom observation guide. Two (2) schools participated in a pilot study to determine the validity and reliability of the research instruments. The data was analysed employing Statistical Package for Social Sciences (SPSS). Findings from the study revealed that majority of the teachers do not often adopt inquiry-based approach. Also, it was found that most of the teachers have the ability to implement inquiry-based approach. Teachers of Biology emphasized on confirmatory inquiry than Guided, Structured and Open inquiry. It was concluded that integration of IBA impacts students’ attitude towards learning Biology. Also, it was demonstrated that majority of the students have positive attitude about learning Biology. The study recommends that teachers should use other levels of inquiry and should be continuously trained in using the approach. It is important to also allow students to design experiments individually. The findings of the study are vital in the educational institutions in encouraging Biology teachers to fully integrate IBA, since there is a transition from expository to the CBC methodologies among teachers in Kenya.Item Animation Integration in Teaching of Newton’s Laws of Motion and Its Effect on Achievement among Secondary School Physics Learners’ in Makueni County, Kenya.(Kenyatta University, 2024-09) Muinde, Nicholas KyaloThis study investigated the effect of integrating animation in teaching on learners’ achievement in Physics in Makueni County. The study applied a quasi-experimental research design, involving six secondary schools purposively sampled from thirty-eight public schools in Kathonzweni Sub-County, Makueni County. Data for the study was collected using: pre-test and post-test, learners’ questionnaires, teachers’ questionnaires, lesson observation, and interview schedules for Physics teachers. The Data for objectives (i) and (ii) were analyzed using a t-test to determine the significance of the difference in performance. For objective (iii), the data was analyzed using descriptive statistics. For objective (iv), the data was analyzed and coded along themes. The research study revealed that sub-county schools can perform equally well compared to county, extra-county and national schools when animation model are integrated in teaching. The results showed girls’ performed better in county and sub-county schools when animation were used in teaching. There was a performance gap between girls and boys in county schools and also in sub-county schools. The study also found that learners had a positive attitude towards the integration of animation in all three experimental groups, and they found the learning process captivating. Furthermore, the study revealed that teachers demonstrated competence in selecting quality animated materials from a wide range of multimedia resources, and their psychomotor skills in handling animated hardware and software enhanced. The study recommends to the Ministry of Education (MOE) to designing and developing effective animations as supportive learning tools, and to assist in developing methodologies that can enhance dynamic delivery of learning support. The teachers Service Commission (TSC) should provide in-service training to teachers to sharpen their knowledge on animation. Additionally, the government should ensure the availability of electrical power and animation hardware and software. It is important to note that the findings of this study will be useful not only to the Ministry of Education, but also to school administrators and physics teachers in guiding the instructional integration of animations in teaching Physics, thus encouraging student interaction with both the concept and the contentItem Integration of inquiry-based approach in teaching and its impact on students’ attitude towards learning biology in secondary schools, Kiambu County, Kenya(Kenyatta University, 2025-09) Doboyou, Jackson T.The study looked into the integration of Inquiry-Based Approach (IBA) in teaching and its impact on students’ attitude towards learning Biology. The objectives were to: determine the extent to which teachers of Biology use IBA; determine teacher’s ability levels to integrate inquiry-based approach in teaching Biology; establish the impact of IBA on the attitude of students towards learning Biology; and determine students' attitude towards learning Biology. The study was anchored on the experiential learning theory proposed by David Kolb (1984) and the constructivism theory by Jerome Bruner (1960). In this study, a descriptive survey design was used. A population of 1,194 students from Form three and 29 teachers of Biology from 33 secondary public schools were targeted. Eleven schools were chosen using stratified random sampling technique. Also, a purposive sampling technique was employed to pick 14 teachers while 344 students in Form three were selected for the study using simple random sampling technique. For data collection, the study used questionnaires, interview, and classroom observation guide. Two (2) schools participated in a pilot study to determine the validity and reliability of the research instruments. The data was analysed employing Statistical Package for Social Sciences (SPSS). Findings from the study revealed that majority of the teachers do not often adopt inquiry-based approach. Also, it was found that most of the teachers have the ability to implement inquiry-based approach. Teachers of Biology emphasized on confirmatory inquiry than Guided, Structured and Open inquiry. It was concluded that integration of IBA impacts students’ attitude towards learning Biology. Also, it was demonstrated that majority of the students have positive attitude about learning Biology. The study recommends that teachers should use other levels of inquiry and should be continuously trained in using the approach. It is important to also allow students to design experiments individually. The findings of the study are vital in the educational institutions in encouraging Biology teachers to fully integrate IBA, since there is a transition from expository to the CBC methodologies among teachers in Kenya.Item Use of Instructional Videos in Teaching and Learning of English Language Speaking Skills among Secondary School Learners in Kiambu County, Kenya(Kenyatta University, 2024-11) Chege, Regina WangariIntegration of instructional video resources in teaching English language plays a great role in facilitating students acquisition of knowledge, skills and retention of learnt knowledge. The purpose of this study was to assess the use of video instructional resources in teaching English speaking skills in selected public secondary schools in Kiambu County, Kenya. The study was guided by the following objectives: Find out language teachers competencies in integrating video resources, the extent of technical and leadership support available, to investigate teachers and learner s perception on use of video resources, and to establish availability of video resources for English language teaching in secondary schools. .This study adopted a descriptive survey design. Kikuyu Sub-County was selected as it provides an ideal area of study as it has all categories of secondary schools distributed across; secondly the Sub-County has registered poor performance in English K.C.S.E examinations for a number of years. There are 16 public secondary schools in the Sub-County. Stratified simple random sampling was used to obtain a school sample of 7 schools for the study. The study involved 7 heads of departments of English from the selected schools, 20 teachers of English and 190 form three students as the respondents for this study. The methods of data collection were; questionnaires, observation guide and interview guides. The data collected were analysed using both qualitative and quantitative procedures. Quantitative data was analysed using SPSS version 24.0. Qualitative data were analysed and presented in form of theme, discussions, and explanations and in narrative form. Results indicated that many teachers (72.2%) had been trained to use video resources in teaching English during pre-service course. However, that majority 77.8% of English teachers had not received in-service training in the use of video resources; an implication that English teachers require more training on the use of video resources in teaching English. Results of the study also showed that majority 66.7% indicated the school administration supported audio-visual training in school implying that school management is very important in the development and deployment of multimedia resources in school. Technical support was also highly regarded in the integration of video resources. Regarding teachers and learners perception on use of video resources, majority of teachers agreed that use of video resources enables easy learning of English language. Many learners also agreed that video resources had helped them improve writing, reading, speaking and listening skills. Learners indicated that video content was relatively available for use during learning. From the findings five recommendations were made. The first being that English language teachers should be attending workshops and seminars on the current trends of education. Second, the schools administrations should strive to recruit technical experts to help teachers with smooth integration of videos. Thirdly, teachers should be sponsored to per-take capacity building courses on how best they can use videos when teaching. Forth, learners should be encouraged to use watch videos which could boost the acquisition of the skills and subsequently post better KCSE grades for English. Lastly, The government should help in equipping schools with adequate video resources for easy access by learners and teachers in schools.Item Availability and Utilization of Selected Instructional Resources for English Imaginative Composition Writing In Public Secondary Schools in Busia County, Kenya(Kenyatta University, 2024-11) Mepukori, Ruth SilantoiInstructional resources are essential in the composition instruction process. They enhance students’ creativity, contribute to better learning outcomes and cater for diverse individual students’ needs. The availability and utilization of variety instructional resources are essential for effective composition writing instruction. These resources, which include textbooks, visual aids and writing prompts, play a crucial role in enhancing students’ writing abilities. Investigating the availability and use of selected teaching resources for English imaginative composition writing in public secondary schools in Busia County, Kenya, was the aim of this study. The objectives of the study sought to; assess the available instructional resources in the teaching and learning of composition writing; to determine the criteria considered by teachers when selecting instructional materials for composition writing skills; to find out how the available instructional resources were utilized in the teaching and learning of composition writing by teachers and students and to investigate the challenges that teachers and students faced during the utilization of instructional resources in composition writing. Richard Mayer’s Cognitive Theory of Multimedia Learning (1999) provided the framework for this study. The study design used was a descriptive survey. 300 students, 18 teachers and 7 HODs participated in the study. To choose schools for the study, County and Sub-county, simple random sampling was employed. Purposive sampling was used to choose Extra-county schools and Heads of Language department. Teachers of English and students were randomly sampled. The study employed a mixed-method research methodology. Data was gathered using teacher and student questionnaires, interview and classroom observation schedules. Piloting was done in two schools and was employed to find out the validity and reliability of the instruments, identify potential challenges like the time frame required to fill questionnaires and locate where research protocols may or may not be followed. Students and teachers were asked to complete questionnaires to provide information about the kind of educational resource they used. Data was analyzed using the Statistical Package for Social Sciences (SPSS) software version 21.0 which included responses from the questionnaires, interview schedule and classroom observation schedule. The data revealed that traditional resources such as textbooks, dictionary, writing prompts and charts largely dominated classrooms and had more popularity in terms of use as opposed to the audio-visual resources which were negligible and the few available, were under-utilized. Audio-visual resources were largely unavailable. On utilization, the study found that a major setback was inadequate resources and heavy reliance on traditional materials such as the course books. The study revealed that some teachers were limited in knowledge of IT skills and therefore found it cumbersome to use IT based resources. The study recommended that teachers ought to be trained and be encouraged to explore innovative approaches that incorporate visual aids that go beyond the use of traditional course books. Efforts should be made to address the challenge of inadequate resources by providing teachers with additional materials and tools for composition writing instruction that embrace both utilization of audio-visual resources and IT based resources.Item Extent of Utilization of Visuals in Teaching and Learning of Physics in Secondary Schools in Kiambu County, Kenya(Kenyatta University, 2024-11) Dahn, P. ArchimedesThe exceptional academic performance and growth of learners within a field of study is guided by the qualifications of teachers and methods, strategies, and skills of the teachers in handling the course. Academic performance or growth of students within Kiambu County is of great task to all collaborators and parents as some of the learners might choose to relinquish or change area of study before the completion of secondary school or certain level. The learners in this region of Kenya have been faced with the problem of massive low performance of in Kenya Certificate of Secondary Education examinations. The goals of the study were to survey secondary school teachers and students perceptions of the extent of application or integration of visuals or real life materials (such as laboratory instruments) in the teaching and learning of Physics in secondary schools in Thika East, Kiambu County, Kenya, as well as how frequently visuals or realia are being used in Physics classroom settings. The study centered on Piaget's Cognitive Theory.It buttressed by Bernice Rogowitz's Visualization Theory. The study method was descriptive and aligned with mixed method of data gathering Eight (8) public secondary schools were turreted, five hundred ninty (590) Form Two students and nine (9) teachers in Thika East, Kiambu County. The public institutions were divided into county and sub-county schools. The county schools were further sub divided into boys schools, girls schools, and mixed schools. Satistical data were acquired using questionnaires and observations as data collecting tools. The study constructed a table containing frequency, mean, percentages, and charts as a method of analysing statistical data. The study found that visuals are not frequently used in this region of Kenya. Most instructors felt that visuals should not take up to more than 20% of class time each week. However, when teachers use diagrams, graphs, or realia to teach, 47.8% and 45.0% of students consented or strongly consented that they recall their lectures better. There are positive perceptions among teachers and learners that visuals enhance learning and save time. teachers and learners agreed that extent utilization of visuals in teaching and learning of Physics concretize abstruse concepts in Physics. The judgement of this researcher will inform Kenya's implementation of Competency-Based Curriculum (CBC), making teacher‘s training more practical rather than theoretical in nature. The CBC believes that upon completion of the learning time, each learner will have learnt abilities such as creativity and curiosity, thinking critically and solving problems, and communication, among others.For teachers to achieve that, the preparedness of teachers and learners was of serious concern to this study.Item Integration of Cooperative Learning Method in Geometry Instruction and Its Effect on Secondary School Students’ Geometry Performance in Meru County, Kenya(Kenyatta University, 2024-10) Ngwiri, Lydiah KarimiDespite cooperative learning having been proven to effectively enhance students' Mathematics performance, there was need to determine its specific impact on Geometry, an essential content strand in Mathematics. The purpose of this study was to investigate the effect of the Student Teams and Achievement Divisions (STAD) Cooperative learning method on students’ performance in Geometry. The objectives of the study were: (a) to investigate the difference in Geometry performance between students taught using STAD cooperative learning method and those taught using the conventional learning method; (b) b) to compare Geometry performance by gender of students taught using the STAD cooperative learning method; (c) to establish views of students towards the integration of STAD cooperative learning during Geometry instruction and its effect on their Geometry performance and (d) to establish views of teachers towards the integration of STAD cooperative learning during Geometry instruction and its effect on students’ Geometry performance.The study adopted the social constructivism theory developed by Lev Vygotsky in 1978. A quasi experimental design was used. Form two students and teachers from public secondary schools in Meru County, Kenya were the target population. Stratified sampling was used to obtain the schools’ sample. A pilot study was done in one girls‘, one boys’, and one co-educational school which did not actively take part in the study though having similar attributes as sampled schools. A pilot study was crucial for establishing the validity, reliability, and effectiveness of the research instruments. The research study’s instruments of research were interview schedules for heads of departments of Mathematics, questionnaires for teachers and students of Mathematics and Geometry Achievement Test (GAT). Cronbach’s reliability coefficient was used to estimate the reliability of the research instruments. Cronbach’s Alpha of .78 and .81 was obtained for teachers’ and students’ of Mathematics questionnaires, respectively. Validity of the instruments involved the use of expertise like Mathematics educators and Mathematics senior examiners for robust judgement. Data collected from the research instruments was fed into Version 27 of the Statistical Package for Social Science (SPSS) thereby generating graphs, analysis Tables and frequency charts for inferential and descriptive statistical analysis. The hypotheses for this study were examined with a significance level set at α = .05. The mean score for the control group was 26.27 and a standard deviation of 10.926 which differed significantly from those in the experimental group, which had a mean score of 74.02 and a standard deviation of 12.495. The results indicated a significant statistical difference (t (195) = -28.493, p < .05) between the two groups. This study concluded that integrating STAD cooperative learning method during Geometry instruction, leads to improved Geometry performance for all students regardless of gender. The findings suggested a need for professional development opportunities for secondary school teachers to enhance their proficiency in STAD cooperative learning strategy. Workshops and collaborative learning communities focused on cooperative learning methods are recommended for effective implementation. These findings hold significance for secondary school students, teachers, policymakers, and curriculum developers, contributing to the pursuit of higher academic achievement in MathematicsItem The Teaching and Learnig of Poetry in English and Its Influence on Critical Thinking among Secondary School Learners in Kiambu, Kenya(Kenyatta University, 2024-07) Dorker, Freeman M.Poetry teaching and learning has not only the potential to influence Critical Thinking (CT), but it also helps in the growth of students' self-assurance and independent problem-solving skills. In spite of these benefits, both teachers and students around the world, share the opinion that poetry is difficult to understand and that only literary experts can appreciate it. Students can become more self-assured and solve problem on their own with the aid of critical thinking (CT). However, the majority of teachers and students to a great extent everywhere, agree that poetry is challenging, difficult and puzzling. In their believe, only scholars of literature can understand and enjoy it. The objectives of the study were to establish the methods of poetry teaching among secondary school learners, determine the influence of poetry teaching on critical thinking and examine teachers and students’ attitudes towards poetry. The research was founded on Vygotsky’s social constructivist theory, which contends that learners should build new information through social interaction. The theory was suitable for the study because it was founded on knowledge construction. The research adopted a descriptive survey design. A mixed method research approach was used. The target population of the study was 76 English teachers, 1520 Form three students and 37 public secondary schools. The researcher used the sample size of 10 secondary schools with 10 English teachers and 349 Form three students. Schools were chosen using stratified random sampling and teachers were selected purposively. A purposive sampling strategy entails choosing individuals or groups of individuals from the sampling guide that meet specific criteria relevant to the research questions or objectives. The students' sample was chosen using simple random sampling. Data was collected from teachers and students using questionnaires, structured interviews and observation checklist. To analyze the data, descriptive statistics was utilized, which included tables, pie charts, frequency, mean, and standard deviation. The acquired data were then coded and analyzed using statistical package for social science (SPSS). The research results were conveyed in frequency distribution tables and charts. For qualitative data, thematic interpretation was done and documented either in tables or pie charts while quantitative data were analyzed using statistical analysis or tabulation. The study established that although teachers mostly teach poetry using interactive classroom setting, disparities were observed on students’ responses. Students reported that they did not work in groups to solve problems in the process of poetry teaching. In addition, the study found out that there was limited use of classroom discussion, brainstorming, group work, analysis of poetic devices, asking questions, evaluating, analyzing, and interpreting poetic texts. The findings were significant to policy makers, school administrations, teachers and students. The study, therefore, recommends that teachers should continue teaching poetry using different methods as this is likely to enhance student’s critical thinking. Teachers should emphasize to students the importance of learning poetry. The teachers should use the necessary resources and materials to facilitate teaching and learning of poetry to promote CT.Item Computer Based Scaffolding and its Effect on Students’ Mastery of Culinary Competencies in Homescience in Secondary Schools, in Kakamega County, Kenya(Kenyatta University, 2024-07) Lusanji, Liza MinishiThe use of computer-based scaffolding (CBS) is one of the 21st century pedagogies being embraced in education. Home science is a practical subject taught in Kenya’s secondary schools and Culinary is an area of Home science. To meet the current requirements of the rapidly shifting culinary industry, students need to be taught using modern strategies. CBS in Culinary involves the application of computer-based technologies (CBT) to support and engage learners in problem based situations, through; models, simulations or visualizations to introduce new knowledge. This includes the use of pictorials, educational cooking videos, live streams which are accessed online and recorded cooking shows from media agencies. Reports from Kenya National Examination Council (KNEC) indicate that the Culinary theoretical and practical assessments are performed poorly. The study investigated the effect of CBS on the mastery of culinary competencies among secondary school students in Kakamega County. The specific objectives of the study were to: establish the computer based technologies available for CBS in the teaching and learning of culinary; establish the skill levels of the teachers in the use of computer based technologies; determine the effect of CBS on the students’ performance in culinary; determine the teachers perception in the use of CBS in the instruction of culinary; determine the learners’ perception of CBS in culinary; and to establish the challenges faced in a CBS student centered learning environment. The study was guided by the Cognitive Flexibility Theory (CFT), which mainly emphasizes on the acquisition of advanced knowledge and the mastery of skills through the use of technology to create multiple representations for self - directed learning, guided the study. The quasi-experimental methodological design was used. The study was conducted in Kakamega County; specifically in Shinyalu and Mumias sub-counties. The study used purposive sampling technique to select the government sponsored secondary boarding schools that offer Home science and are equipped with CBT tools. Eight government sponsored girls secondary boarding schools participated in the study. The study sample comprised of 8 teachers and 171 students. Eighty-nine students sampled were placed in the experimental group while 82 of the sample students were used as the control group. Data was collected through achievement tests (pretests and posttests),observation checklists, questionnaires, and the classroom observation performance schedule. The quantitative data collected was analyzed using version 21 of the Statistical Package of Social Sciences (SPSS) software to generate the independent t-test that were presented on graphs, charts. The effect was measured using the Cohens D Large size effect. The qualitative data collected was analyzed using thematic analysis and presented in written narratives. The study found that CBS enhances the learners’ ability in the mastery of culinary competencies. Secondly, the experimental group exhibited high order skills such as problem solving, analysis, application, collaboration, critical and creative thinking. Moreover, CBTs are limited for the instruction of Culinary, especially online e-materials for teaching and learning of Culinary. Teachers are skilled in the use of CBT in instruction of Culinary, however the skills could be improved on supporting learners towards mastery of competencies. Teachers and learners pointed out that CBT are important learning tools. Based on the findings, the study recommends that, secondary schools should adequately be equipped with ICT infrastructure with a variety of resources and which should be made available and accessible for the Home science students. Educational training programs should focus on equipping teachers with the techniques of CBS. Moreover, KICD should create, publish and disseminate e resources for Culinary. Lastly, some Inferences of CBS in the teaching and learning of culinary and other areas for further research are provided.Item Use of Desmos Graphing Calculator in Teaching Geometry and its Effect on Secondary Schools Learners’ Conceptual Understanding, Kiambu County, Kenya(Kenyatta University, 2024-04) George, JimmyThe use of Desmos Graphing Calculator (DGC) software in secondary schools’ geometry education has the potential to improve learners’ conceptual understanding. Geometry is one of the strands in mathematics where students struggle. Over time, a variety of tools and initiatives have been employed to aid pupils in understanding geometry concepts. In this regard, the study’s purpose was to establish the effect Desmos Graphing Calculator has on secondary school learners’ conceptual understanding of geometry when used. Furthermore, the objectives of the study were (a) to establish the effect Desmos Graphing Calculator has on learners’ conceptual understanding of geometry; (b) to determine the effect of DGC on learners’ conceptual understanding of geometry by gender; (c) to assess the level of learners’ preparedness to use Desmos Graphing Calculator in the learning of geometry in secondary schools; and (d) to evaluate the level of teachers’ preparedness in using Desmos Graphing Calculator in the teaching of geometry in secondary schools, Kiambu County, Kenya. The study participants were 176 students and four (4) teachers. A purposive sampling technique was employed to select four (4) schools as samples, which were divided into two control and two experimental groups. The research adopted the Technology Acceptance Model, of which a quasi-experimental research design was used with pre-post testing procedures. A quantitative method was used, and data were gathered through questionnaires and achievement tests. Pilot testing was done with two secondary schools in Kiambu County with traits resembling the sample schools, which validated the research’s instruments. For reliability, the Cronbach's alpha coefficient of .813 was found. The SPSS version 25 was used to analyze the data discrepancies between the groups' means, which took into consideration α=.05 as the level of significance. The results showed that the experimental and control groups' conceptual understanding post-test mean scores differed significantly at μ=38.34. Meanwhile, with a 0.07 achievement gap between male and female students, the post-test favored the male students. All four teachers and 146 (83.0%) of the students stated that they are prepared to use DGC in the teaching and learning of geometry. These results led to the conclusion that when DGC is used in geometry instruction by mathematics teachers, enhances students' conceptual understanding. Finally, since DGC is a significant contribution to the teaching and learning of geometry for educational policymakers, the study therefore recommends it and should serve as the foundation for further investigation.Item Use Of Jigsaw Cooperative Learning Strategy and Its Contribution in Developing Creative Writing Skills in English among Secondary School Students in Machakos County, Kenya(Kenyatta University, 2024-05) Dennis , Joel T.Creative Writing skill is an important aspect of Secondary school English. However, secondary school students have performed poorly in creative writing over the past five years evident by the low performance in English Paper (3) in the Kenya Certificate of Secondary Examination. This could have been as a result of ineffective methods employed by teachers among others. The study goal was to investigate the cause of this problem by evaluating the role of the jigsaw cooperative learning strategy in increasing creative writing abilities amongst Secondary school students in Machakos Sub-county. Recommendations were made based on the findings. This study was guided by three objectives: (a) evaluate teachers' preparedness in the use of the Jigsaw Cooperative Learning Strategy (b) determine whether the JCLS supports the development of creative writing skills (c) investigate challenges experienced when teaching and learning creative writing using the JCLS. The study was grounded on the Social Learning Theories (SLT) of Albert Bandura in 1960 and the Cognitive Constructivist Theory (CCT) by Jean Piaget in 1968. It adopted the quasi experimental design and used mixed method to collect quantitative and qualitative data from the respondents. A targeted number of fifty-seven (57) secondary schools in Machakos Sub-county, one thousand, six hundred, eighty-three (1683) Form 2 students, and fifty-seven (57) teachers of English. Accumulatively, 1740 teachers and students were the targeted population for this study. A simple random sampling technique was used to select 6 schools from three clusters (sub-county, county and extra county schools). From the 6 schools, 168 Form 2 students were chosen as the sample size. Six teachers of English were purposively sampled for the study. A total of 174 respondents were selected for the study. The study used four tools; a creative writing skills achievement test, focus group discussion guide, questionnaire, and teacher interview schedule for information gathering. Qualitative and quantitative data were examined using coding, categorization, and interpretation through Excel and Statistical Package for Social Sciences (SPSS) version 25.0. The qualitative data were examined using descriptive coding and interpretation of the findings while the quantitative data were examined using a measure of central tendency, paired sampled T-test, and independent sample T-test to measure the effect of the JCLS before, likewise after the intervention. Results were interpreted in tables and bar graphs. The study was piloted in one co-educational school that was not a part of the selected schools for the study. Sixteen students from Form 2 were chosen at random and 1 teacher purposively for the pilot study. Alpha Cronbach's reliability analysis showed a 0.76 coefficient above the required threshold of 0.70. The instruments were validated by education specialists from the Department of Educational Communication and Technology. The study found that JCLS improved the students creative writing skills, fostered cooperative learning, and promoted teamwork. Teachers of English were willing to use the JCLS after they were trained to use the strategy. It was recommended that policymakers, curriculum developers, and education officers use the findings to development materials on jigsaw cooperative learning strategy to improve creative writing skills achievement in English. Further recommendation was the inclusion of the jigsaw cooperative learning strategy in the syllabus of Universities and Teacher Training Institutes to have pre-service teachers trained how to use the JCLS.Item Utilization of Improvised Resources and its Effect in Teaching and Learning of Social Studies in Junior Schools in Bauchi State, Nigeria(Kenyatta University, 2024-02) Adamu, MohammedEducation is substantial too; that affects people’s lives and empowers them to be useful, the social studies theory was introduced in to the Nigerian educational system to accomplish philosophical educational goal in the national educational policy. This study aims to find out the utilization of improvised resources and its effect in teaching and learning of social studies in junior secondary schools in Bauchi state, Nigeria. The study objectives are to ascertain the resources available for teaching and learning of social studies, to investigate the teachers utilization of improvised resources in teaching and learning of social studies in junior schools, to examine the students level of understanding when improvised resources are use in teaching and learning of social studies lesson in junior secondary schools, and finally to establish teachers challenges related with non-utilization of improvised resources in junior secondary schools. The study adopted Technology Acceptance Model (TAM) theory on effective improvised resources to improve learning. The study were employed a descriptive survey strategy. The study targeted population of 25 junior schools which comprised 1380 junior II students, 145 teachers, and 25 school head teachers within the study area. Data was obtained by the use of a questionnaire and interviews as well as classroom observations, face and content validity of the gadget was determined by the expert judgment. Test and re-test techniques were used to ascertain the reliability of the instrument using Pearson’s moment coefficient of 0.5 were achieved. Data was obtained after gaining a research permit from both Kenyatta University graduate school and the Bauchi state Ministry of Education. Quantitative data was scrutinized using descriptive statistics and regression analysis guided by SPSS version 22. Qualitative data was categorized, established the theory, coded and then analyzed thematically. The study findings recognized that printed, audio-visual, or projected improvised resources were not available in most junior secondary schools. Because of the negative attitude of the teachers, school administrators and government officials at all levels toward improvising teaching and learning materials. It further established that most respondents on the utilization of improvised materials in social studies lessons were negative. It also well-known that the utilization of improvised resources in teaching and learning of social studies is very crucial as a result majority of the respondent agreed that it motivates learner’s interest. Generally, the results indicated that a majority of teachers, school administrators, and government attitudes toward improvisation and the utilization of improvised resources were the major challenges. The study also recommends that all teachers, school administrators, and government to ensure that there is availability and constant utilization of learning materials in their respective schools.Item Use of Audio-Visual Technology and its Influence on Students’ Performance in French among Secondary Schools in Nairobi City County, Kenya(Kenyatta University, 2023-09) Mutemi, Paul Muimi; Harrison Mulwa; Samson Rosana OndigiUse of audio visual technology in the classroom is one way which can be used to support and promote the acquisition of knowledge and skills that VYI” empower students for lifelong learning activities. This study targeted the use of audio visual technology for the teaching and learning of FFL in public secondary‘ schools in Nairobi City County. The study was guided by four objectives:. (i) to 1dcm|fy the types of audio visual resources available in schools for the teaching and ]eajlrmn'g of FFL, (ii) to ascertain the teachers’ perception regarding the use of audio visual resources in the teaching and learning of French, (iii) to establish the extent to which teachers use audio visual resources in the teaching and learning of FFL, and (iv) to establish the challenges faced by both the teachers and the learners while using the audio visual resources in the teaching and learning of FFL. The study adopted a descriptive survey design and it targeted 25 public.secondary schools in Nairobi City County and the target population in those schools was 241 form four students while that one of teachers was 25 teachers of French in those schools. Out of the earmarked population of 25 teachers, 9 were purposively selected for the survey while 28 students sampled in this study. The study used descriptive survey design and purposive sampling for the students was done as per the educational zones and the sample size was taken at 36 per cent. The research used the following research instruments; questionnaires for teachers and students, interview schedule for the heads of institutions and the observation checklists. To analyze the data collected, both quantitative and qualitative techniques were used. For quantitative data, which was generated from questionnaires thematic analysis, coding and categorization was done. The study found out that teacher of FFL mainly used the following AVRs for the purposes of teaching and learning in schools: Radio cassette players; Internet downloaded resources;- Laptops: Video cassette players; Mobile phones and the smart board technology. The study also found that even though the radio cassette player was not an audio visual technology. it was however the single most commonly used teaching and learning resource. The study established that both the school administrators and the heads of departments were willing to support teachers of FFL in using the audio visual technology. The study identified the main challenges faced by teachers of FFL as: Lack of stable internet connectivity in schools; Unreliable electricity connection or total lack of clectricity in some schools; Lack of both the audio visual resources and the technical skills required for operating those audio visual resources. The study also established that learners of FFL mainly faced the challenge of not having enough time to use the AVRs extensively. The study recommended that teachers of FFL use a multi- resources centered approach during the instructional process in order to accommodate the wide range of learning tastes and preferences amongst the learners; teachers 19 ado!)t a more innovative teaching culture to maximize on the available technological discoveries like the YouTube and the WIFI technologies; Teachers of FFL to embrace alr,cr.nz?tive methods of content delivery in the face of the Covid 19 gr(;lioc:ls ';md the Ministry of Education‘ to come up with. an equalization fund to quip newly started sub county schools with the most basic infrastructural needs.Item Audio-Visual Resources Influence on Performance of Students in Art and Design in Secondary Schools in Kakamega County, Kenya.(Kenyatta University, 2023-11) Muteshi, Ruth; Bernard Mugo Chomba; David Oludhe; Samson Rossana OndigiAbstractItem Audio-Visual Resources Influence on Performance of Students in Art and Design in Secondary Schools in Kakamega County, Kenya.(Kenyatta University, 2023) Muteshi, Ruth; Bernard Mugo Chomba; David Oludhe; Samson Rossana OndigiArt and Design (AD) is one of the elective subjects taught in secondary schools in Kenya. In the electives, the learners are presumed to perform exemplary well but that has not been the case in the secondary school in Kenya, Kakamega County included. Documentary evidence from KNEC report 2019;2018;2017;2016; indicates that the subject has had an unimpressive performance of scoring below tertiary level entry requirement. To curb this, one remedy explored among others is the use of Audio-Visual resources (AV) in the instruction process that has proven to enhance understanding, innovation and creativity among learners. These are key aspects in AD subject that can enable learners to improve in performance. The purpose of the study was therefore to investigate the influence of AV resources on students‘ performance in AD in secondary schools in Kakamega county, Kenya. To achieve this, this study was guided by the following specific objectives; establish the type of AV resources used in the instruction of Art and Design, establish the extent to which AV resources are used in the instruction of Art and Design, assess the influence of AV resources on the performance of students in Art and Design and establish gender difference in Art and Design academic performance when students are taught using AV resources. The cognitive load theory provided the theoretical guideline for this study. The research methodology used was mixed method for gathering the qualitative and quantitative data. The design was quasi-experiment of the Solomon four non-equivalent control group. Schools were purposively sampled, grouped in strata then randomly sampled to make up the four secondary schools consisting of two boys‘ and girls. Sixty form two AD students, four teachers, and two principals made up the study's respondent. The experiment group was taught using the AV resources while the control group was taught using the traditional method. Both groups were pre-tested prior to intervention and later post-tested. The gathering tools included: tests, teachers‘ questionnaires, interviews, and a checklist. The data was analyzed using both descriptive and inferential statistics. The differences between the group means were analyzed using the t-test, and the Chi-Square technique. The statistical significance was tested at α = 0.05. The finding of this revealed that AV resources there was a significant difference in performance between the experimental groups and control groups with students of the experimental group obtaining higher scores than the control group. When gender in performance was compared, it revealed no statistical significance. The study further revealed that available AV resources in schools were included chalkboards, charts, textbooks, and very little modern AV resources such as computers, projectors, laptops, smartphones, and cameras. The schools also had electricity and internet infrastructure. Despite having these resources, there was low level of utilization in the instruction of AD. Based on the findings, the study recommended adequate funding for the acquisition of modern AV resources and their accessories such as internet and power, refine teachers‘ pedagogical skills through regular retooling on new trends in classroom instruction such as use of AV resources in order to realize acquisition of 21st century in learners and Formulate policies and measures that confines teachers towards utilization of AV resources in the classroom instruction.Item Instructional Use of Real-Life Situations and Its Effect on Secondary School Students’ Performance in Statistics in Tharaka-Nithi County, Kenya(kenyatta university, 2023) Mutegi, Irene Mwende; Marguerite Miheso-O’Connor; Michael Muchoki WaitituThe use of real-life situations is one of the techniques that has been proposed in Mathematics teaching to improve learners' conceptual knowledge. The purpose of this study was to determine the effectiveness of using real-life events on secondary school student’s performance in Statistics in Tharaka-Nithi County, Kenya. The objectives the study were to: a) determine if there is a difference in performance in Statistics between students taught using real-life situations (RLS) and those taught without; b) establish gender responsiveness to the use of RLS on students’ performance in Statistics; c) establish by gender students’ opinions about the use of RLS in teaching; and d) determine teachers’ opinions on the use of RLS in teaching Statistics. The study used a quasi-experimental research design. The target population was learners in Form Two and teachers in public secondary schools. Purposive sampling was used to select the schools' and teachers' samples. In schools with multiple streams, simple random sampling was used to select aa single class. A sample size of six (6) schools, 232 students, and six (6) teachers was used in the study. Data were collected using Mathematics assessment tests (MATS), students’ questionnaires (STQ), and Mathematics teachers’ questionnaires (MTQ). Data was analysed using the latest version of the statistical package for social science (SPSS) version 25. The study findings show that the mean mark for the group taught using real-life situations was 11.43 and the standard deviation was 3.73. The mean mark for the group taught without integrating real-life situations was 8.18 and the standard deviation was 4.23. It is evident that the performance of the group taught while using real life situations was significantly higher, t (230) = -6.21, p = .01. The study findings also show that mean mark for girls was 13.20 and the standard deviation was 3.10. This achievement was significantly higher, X2 (1, N = 118) = 44.65, p = .01 than mean mark for boys 8.81 and the standard deviation of 3.40. The Mann-Whitney U-test showed no difference in views about using RLS in teaching Statistics between boys and girls. However, the test showed that more girls than boys had stronger opinions about the use of RLS helping in improving their grades (U = 5359.00, P = .01) and showing the importance of Statistics in real life (U = 5359.00, P = .01). Three conclusions were made from the study: i) RLS could help improve learners’ grades in Statistics; ii) girls had a higher mean mark than boys; iii) demonstrating the usefulness and relevance of Statistics concepts in real life is essential to the learners and should not be ignored; and iv) although Mathematics teachers are aware of the usefulness of RLS in the teaching process, the breadth of the curriculum and inadequate training restrain their use of RLS in the teaching of Statistics. On the basis, of the study's outcomes, it is suggested that teachers of Mathematics should endeavour to integrate different types of RLS that are closely related to learners' actual-life experiences in the instruction of Statistics. The study also recommends that teachers of Mathematics be supported through further training to enable them effectively use RLS in the teaching process. The findings of this study are significant for curriculum developers and teacher trainers.Item Use of Audio -Visual Technology and Its Influence on Students’ Performance in French among Secondary Schools in Nairobi City County, Kenya(Kenyatta University, 2023-09) Mutemi, Paul Muimi; Harrison Mulwa; Samson Rosana OndigiUse of audio visual technology in the classroom is one way which can be used to support and promote the acquisition of knowledge and skills that will empower students for lifelong learning activities. This study targeted the use of audio visual technology for the teaching and learning of FFL in public secondary schools in Nairobi City County. The study was guided by four objectives: (i) to identify the types of audio visual resources available in schools for the teaching and learning of FFL, (ii) to ascertain the teachers’ perception regarding the use of audio visual resources in the teaching and learning of French, (iii) to establish the extent to which teachers use audio visual resources in the teaching and learning of FFL, and (iv) to establish the challenges faced by both the teachers and the learners while using the audio visual resources in the teaching and learning of FFL. The study adopted a descriptive survey design and it targeted 25 public secondary schools in Nairobi City County and the target population in those schools was 241 form four students while that one of teachers was 25 teachers of French in those schools. Out of the earmarked population of 25 teachers, 9 were purposively selected for the survey while 28 students sampled in this study. The study used descriptive survey design and purposive sampling for the students was done as per the educational zones and the sample size was taken at 36 per cent. The research used the following research instruments; questionnaires for teachers and students, interview schedule for the heads of institutions and the observation checklists. To analyze the data collected, both quantitative and qualitative techniques were used. For quantitative data, which was generated from questionnaires thematic analysis, coding and categorization was done. The study found out that teacher of FFL mainly used the following AVRs for the purposes of teaching and learning in schools: Radio cassette players; Internet downloaded resources; Laptops; Video cassette players; Mobile phones and the smart board technology. The study also found that even though the radio cassette player was not an audio visual technology, it was however the single most commonly used teaching and learning resource. The study established that both the school administrators and the heads of departments were willing to support teachers of FFL in using the audio visual technology. The study identified the main challenges faced by teachers of FFL as: Lack of stable internet connectivity in schools; Unreliable electricity connection or total lack of electricity in some schools; Lack of both the audio visual resources and the technical skills required for operating those audio visual resources. The study also established that learners of FFL mainly faced the challenge of not having enough time to use the AVRs extensively. The study recommended that teachers of FFL use a multi-resources centered approach during the instructional process in order to accommodate the wide range of learning tastes and preferences amongst the learners; teachers to adopt a more innovative teaching culture to maximize on the available technological discoveries like the YouTube and the WIFI technologies; Teachers of FFL to embrace alternative methods of content delivery in the face of the Covid 19 protocols and the Ministry of Education to come up with an equalization fund to equip newly started sub county schools with the most basic infrastructural needs.