MST-Department of Educational Communication and Technology

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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 Minishi
The 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.
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, Jimmy
The 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.
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.
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, Mohammed
Education 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.
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 Ondigi
Use 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.
Audio-Visual Resources Influence on Performance of Students in Art and Design in Secondary Schools in Kakamega County, Kenya.
(Kenyatta University, 2023-11) Muteshi, Ruth; Bernard Mugo Chomba; David Oludhe; Samson Rossana Ondigi
Abstract
Audio-Visual Resources Influence on Performance of Students in Art and Design in Secondary Schools in Kakamega County, Kenya.
(Kenyatta University, 2023) Muteshi, Ruth; Bernard Mugo Chomba; David Oludhe; Samson Rossana Ondigi
Art and Design (AD) is one of the elective subjects taught in secondary schools in Kenya. In the electives, the learners are presumed to perform exemplary well but that has not been the case in the secondary school in Kenya, Kakamega County included. Documentary evidence from KNEC report 2019;2018;2017;2016; indicates that the subject has had an unimpressive performance of scoring below tertiary level entry requirement. To curb this, one remedy explored among others is the use of Audio-Visual resources (AV) in the instruction process that has proven to enhance understanding, innovation and creativity among learners. These are key aspects in AD subject that can enable learners to improve in performance. The purpose of the study was therefore to investigate the influence of AV resources on students‘ performance in AD in secondary schools in Kakamega county, Kenya. To achieve this, this study was guided by the following specific objectives; establish the type of AV resources used in the instruction of Art and Design, establish the extent to which AV resources are used in the instruction of Art and Design, assess the influence of AV resources on the performance of students in Art and Design and establish gender difference in Art and Design academic performance when students are taught using AV resources. The cognitive load theory provided the theoretical guideline for this study. The research methodology used was mixed method for gathering the qualitative and quantitative data. The design was quasi-experiment of the Solomon four non-equivalent control group. Schools were purposively sampled, grouped in strata then randomly sampled to make up the four secondary schools consisting of two boys‘ and girls. Sixty form two AD students, four teachers, and two principals made up the study's respondent. The experiment group was taught using the AV resources while the control group was taught using the traditional method. Both groups were pre-tested prior to intervention and later post-tested. The gathering tools included: tests, teachers‘ questionnaires, interviews, and a checklist. The data was analyzed using both descriptive and inferential statistics. The differences between the group means were analyzed using the t-test, and the Chi-Square technique. The statistical significance was tested at α = 0.05. The finding of this revealed that AV resources there was a significant difference in performance between the experimental groups and control groups with students of the experimental group obtaining higher scores than the control group. When gender in performance was compared, it revealed no statistical significance. The study further revealed that available AV resources in schools were included chalkboards, charts, textbooks, and very little modern AV resources such as computers, projectors, laptops, smartphones, and cameras. The schools also had electricity and internet infrastructure. Despite having these resources, there was low level of utilization in the instruction of AD. Based on the findings, the study recommended adequate funding for the acquisition of modern AV resources and their accessories such as internet and power, refine teachers‘ pedagogical skills through regular retooling on new trends in classroom instruction such as use of AV resources in order to realize acquisition of 21st century in learners and Formulate policies and measures that confines teachers towards utilization of AV resources in the classroom instruction.
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 Waititu
The 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.
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 Ondigi
Use 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.
Availability and use of Information Communication Technology in the Teaching of English in Secondary Schools in Nakuru County, Kenya
(Kenyatta University, 2022) Wanjiku, Rose Lucy; John Kimemia; Sophia M. Ndethiu
The performance of English as a subject among learners in public secondary schools in Nakuru County had declined despite the introduction of ICT in the ministry. The goal of this research was to examine the availability and use of ICT in the teaching and learning of English in public secondary schools in Nakuru County. The study also sought to find out the challenges that teachers faced in the use of ICT in teaching and learning English. The constructivism theory associated with John Dewey was used as the study's theoretical structure. The study followed the mixed method research and the adopted descriptive survey research design. It targeted 336 secondary schools, 336 principals, 672 teachers of English and 6,800 form three (3) students in Nakuru County. A 10% percent sample was taken from this group, yielding 34 principals, 68 English teachers, and 680 students in form three (3). The information was collected from the respondents using questionnaires, interview guides, and observation schedules. In Nakuru County, a pilot study was performed in two public secondary schools with similar characteristics to the sampled schools. The feedback from the pilot was assessed for relevance, comprehensiveness, and completeness with the purpose of enhancing the validity of the instruments. The test-retest method was used to check for reliability. Having satisfied the validity and reliability requirement, the instruments were deployed for the main data collection exercise. Quantitative data was analysed using descriptive statistics with the aid of Statistical Package for Social Sciences (SPSS) version 21.0 while qualitative data was analysed using the thematic content analysis technique. The study found that there is inadequate number of ICT resources available for integration in English teaching and learning among the secondary schools in Nakuru County. Main ICT facilities used in schools included computers, televisions, radios and cell phones with the major use being setting exams and teaching listening skills. The major uses of ICT in English classes were found to be on pronunciation, sourcing of information, listening and for teaching vocabularies. The study further found that the use of ICT in English teaching had been hindered due to lack of ICT trainings, lack of enough sockets in the classroom, lack of general limited ICT resources in school and lack of software when it was required. Based on the findings, the study concluded that secondary schools in Nakuru County did not have adequate ICT resources for use in teaching and learning English. The study also concluded that existing resources were mainly used to facilitate tradition teacher-centred teaching strategies rather promoting student-centred approaches. If the ICT in Education Policy was to be successfully enforced in schools, one of the most important recommendations is for all education stakeholders to work together to assist schools in acquiring the required ICT infrastructure. Teachers should be properly educated in the use of ICT and its incorporation into teaching and learning processes. This will assist teachers in acquiring the required expertise and skills for implementing ICT into curriculum implementation. Finally, the report proposed that further research be performed. Similar research can be carried out in other Counties so that the results can be extended to a broader region. Other research in the same field could delve at the variables that were not addressed in this report, which could be classified into three categories: school-related, teacher-related, and student-related factors.
Matumizi ya Nyenzo za Kusikiliza na Kuona Katika Ufunzaji na Ujifunzaji wa Matamshi Katika Shule za Upili, Kaunti ya Kiambu, Kenya
(Kenyatta University, 2022) Osore, Joy Lodenyi; Florence Abuyeka Miima; Samson Rossana Ondigi
Teaching of pronunciation enables learners to master auditory and oral discrimination. It also gives the learners ability to be able to distinguish between hearing and speech. The use of audio-visual aids has been adopted around the world as an important means of improving the instruction and hence leading to quality education. The aim of this study was to investigate the extend to which audio-visual resources are used in the teaching and learning of Kiswahili pronunciation in secondary schools in Kiambu County in Kenya. This study was guided by the following objectives: To establish methods teachers use in teaching Kiswahili pronunciation, investigate the extend to which teachers use audio-visual aids in the teaching and learning of Kiswahili pronunciation, establish teachers and student’s perception on use of audio-visual aids in teaching of Kiswahili pronunciation and lastly to explore the challenges if any, encountered by teachers and students in using audio-visual in teaching and learning Kiswahili pronunciation. This study was guided by the constructivism theory which was pioneered by Brunner (1990). The study adopted a quasi-experimental design involving both control and experimental groups. Target population consisted of 36 schools, 108 teachers of Kiswahili and 2150 form two students. Purposive sampling was used to sample two teachers of Kiswahili. Methods of data collection in this study included teacher’s and students’ questionnaires, observation checklist and the test on pronounciation. Piloting of the research instruments was conducted in Gatundu-North sub-county in two selected schools that were not used in this study. Qualitative and quantitative data was collected and analysed using SPSS version 22.0. Test re-test technique was used on the questionnaires and accepted at the rate of r=0.7. The findings were presented by use of tables, figures, graphs, pie-charts and in narration form. The findings of the study indicated that the use of audio-visual aids in teaching and learning pronunciation in Kiswahili was effective especially in the experimental group. Teachers and students had positive perception in their use. According to these findings, the study recommended teachers to incorporate audio-visual aids in the teaching and learning process, the government through the Ministry of Education and Kenya Institute of Crriculum Development in the country to establish audio-visual teaching centers for teaching and learning Kiswahili from the grassroots to the national level. The teacher training xv insttututions should also train their trainees on effect use of audio-visual resources in instruction It is hoped that the findings and recommendations of this study will be used in filling the gap in teaching and learning pronunciation in Kiswahili in secondary schools in Kenya and other countries in the world
Classroom Use of Digital Resources in Teaching and Learning of English Language in Secondary Schools in Nyeri County, Kenya
(Kenyatta University, 2022) Mwangi, Jotham Theuri; Sophia M. Ndethiu; Agnes W. Gathumbi
Integration and use of information, communication technology (ICT) have been singled out to be the best strategies among many to use in teaching and learning in schools across the globe. However, use of digital resources in classroom teaching and learning of various subjects in Kenyan schools has been neglected by existing research thus creating a gap in knowledge that this study filled. This study examined classroom use of digital resources in teaching and learning of English language in secondary schools in Nyeri County. The objectives of the study were to examine the extent of use of digital resources and assess the role of teacher and student based factors, attitude and school preparedness in the use of digital resources in teaching and learning of English language in secondary schools in Nyeri County. The study was guided by the technology acceptance theory that provides a framework for acceptance of technology based on; attitude of users, ease of use of technology and believe in importance of the technology. The study adopted descriptive research design. The respondents in the study were 45 teachers of English and 135 form three students who had been purposefully selected and sampled for the study conducted in 16 extra county schools in Nyeri County. The 16 secondary schools represented 3.5% of the population, teachers of English were 8.9% of the population and form three students represented 1.3% of the population. Data was collected using questionnaires, interview schedules and classroom observation schedules. Responses during piloting were used to ascertain validity of the research instruments. Reliability was ascertained using Cronbach Alpha Co-efficient. Drop and pick method was used to collect data using questionnaires for teachers while the students filled the questionnaires on the spot. Interview schedules were conducted with teachers of English who were heads of Languages department in their schools. Observation of lessons taught using digital resources was done using an observation schedule. Quantitative data was analyzed descriptively with the aid of statistical package for social science (SPSS) version 21 software and presented using percentages, tables, figures and written narratives. Qualitative data was analyzed using thematic analysis and presented in written narratives organized according to the study variables. The study found that teaching of English language using digital resources was popular especially among the students who found the lessons attractive and richer in content than the ordinary talk and chalk lessons. Teachers had positive attitude towards use of digital resources in teaching English language lessons. The study found that a variety of digital resources including computers, internet generated materials, television, radios and projectors were being used during English language lessons which made lessons interesting, extended the concentration span of learners and simplified complex concepts in English language. The study noted that inadequacy of resources especially lacks of fittings and internet access in the classrooms constrained the use of a variety of digital resources in the classrooms. The secondary schools also lacked effective policies to promote use of digital resources in teaching and learning of English language thus leaving the practice of using digital resources at the discretion of the teachers. The study recommended enactment of policies to ensure that all classrooms are equipped with necessary facilities for use of digital resources. Some English language lessons should be earmarked to be taught using digital resources. The training of teachers on use of digital resources should emphasize on promoting teacher’s ability to manipulate the resources to suit learners’ needs.
Matumizi ya Mbinu ya Maigizo katika Ufundishaji wa Wahusika katika Riwaya ya Kiswahili katika Shule za Upili, Kaunti ya Nairobi, Kenya
(Kenyatta University, 2022) Kikechi, Kombo Batholomew; Hamisi Omar Babusa; Florence Abuyeka Miima
study aimed at investigating the use of drama in teaching characters in Kiswahili novels in public secondary schools in Nairobi County, Kenya. This study had the following objectives: to Investigate the methods used to teach characters in a Kiswahili novel;to investigate the extent which dramatization approach is being used to teach characters in Kiswahili novel;to establish the effect of dramatization on students’ understanding in teaching characters in Kiswahili novel; to establish a) teachers b) learners perception on the use of dramatization in teaching characters in Kiswahili novel and to explore the challenges if any,facing the use of dramatization in teaching of characters in Kiswahili novel in public secondary schools in Nairobi County, Kenya. This study was guided by constructivism theory developed by Piaget. Quasi experimental design was employed for the purpose of this study. This study targeted a total of one hundred and one (101) secondary schools in Nairobi County which consist of two hundred and two (202) Kiswahili teachers and three thousand four hundred and fifty (3,450) form three students. This data was obtained at the head quarter of Nairobi county educaton office. Stratified sampling was used to select four (4) public schools: National, Extra County, County and Sub county public schools. Purposive sampling was used to select 2 teachers teaching Kiswahili from each of the four (4) sampled schools while simple random sampling was used to select two groups of thirty (30) form three students from each school translating to a total of 248 respondents (240 students and 8 teachers). Data was collected using standardized tests for students, interview, and questionnaire and observation schedule. The pilot study was carried out in one public school in Nairobi County which were not included in the final study. Piloting was done to enhance reliability and validity of the research tools. Questionnaires, document analysis (test-scores), interview schedules and observation schedules were used to collect data. Data collected was analyzed using Statistical Package for Social Sciences (SPSS version 21.0). Both quantitative and qualitative methods were used. Data collected was analyzed using descriptive statistics such as frequency and percentages. T-test was used to test for significance and mean difference between control and experimental groups at a significance level of 5 % (p≤.05), level Confidence Interval of (95%). The analyzed data was presented using tables, pie charts and graphs. Findings revealed that reading aloud was the most preferred by many Kiswahili teachers in secondary schools in Nairobi County. Majority of students agreed that the use of lecture method was common in teaching characters in Kiswahili novel. Drama was rarely used in teaching characters in Kiswahili novels despite its significance in creating interest among students. Most teachers reported that majority of students enjoyed learning when drama was used in teaching and learning of characters. Experimental group performed better than the control group after examining the second test. This study concluded that there was a statistically significant differences between the experimental group and the control group in the post-test of the understanding scale of characters in Kiswahili novels in favour of experimental group. The research recommends that; teachers should be encouraged to use dramatization method in teaching characters in Kiswahili novels. The Ministry of Education needs to revise the Kiswahili curriculum by increasing number of lessons for Kiswahili Literature to provide time for the use of drama in teaching characterization in Kiswahili novels.
Influence of Learning Styles on Utilization of Teaching Resources for Art and Design in Secondary Schools in Bungoma County, Kenya
(Kenyatta University, 2021) Khalayi, Isalambo Consolata; Samson Rosana Ondigi; Hamisi Babusa
The fact that people learn differently dictates that a variety of resources should be used to reach all learners. This study proposed to establish the influence of learning styles on utilization of teaching resources for Art and Design in Secondary Schools in Bungoma County. Learning styles here refers to individual learners’ learning preferences. The theoretical framework of this study is in line Edgar Dale’s Theory of instruction, summarized in the Cone of Experience. The objectives of the study are (i) To establish the learning styles among the learners of Art and Design. (ii) To establish the resources available for use in teaching Art and Design. (iii) To investigate the extent to which learning styles influence utilization of resources for teaching Art and Design. The independent variables were Teacher characteristics namely attitudes, training, and experience resources; learner characteristics (learning styles) and the available resources. Appropriate selection and use of resources by teachers and in use are the dependent variables. This study adapted a descriptive survey design. The target population under study were form three students in schools that offer Art and Design, Art and Design teachers and principals in those schools and MOEST officials in Bungoma, county. The sample size total of 209 respondents was obtained using purposive and stratified sampling. Data was collected using questionnaires to teachers (TQ) and students (SQ); .interview was conducted on heads of schools and MOEST officials. Quantitative data was coded and analyzed using Statistical Packages for Social Sciences (SPSS) to derive percentages. Qualitative data was analyzed by arranging responses into meaningful categories according to research objectives and questions. Data analysis was done by SPSS to summarize the data in the main items and presented in frequencies through tables and charts. Descriptive statistics was computed for main items and accompanying measures of dispersion of the mean and standard deviation respectively. The data was analyzed using Pearson’s Product Moment Correlation Coefficient. It was noted that from the percentages, there could be learners who cut across all the four learning preferences; furthermore it indicated that there is a variety of T/L resources being utilized. Lastly it was established that : attitude of the teacher, availability of the T/L resources,and T/L environment rather than learning styles influenced the utilization of T/L resources. Taken wholesomely, its concluded that much as learners learn differently it is disparity in availability of T/L resources which influenced utilization of T/L resources rather than students learning styles. This study may help establish whether a teacher needs to assess the learners’ varied learning styles in order to select and use resources that will facilitate an effective T/L process.
Matumizi ya Mbinu Inayotegemea Shughuli za Mwanafunzi katika Ufundishaji wa Riwaya kwa Shule za Upili katika Kaunti ya Makueni, Kenya
(Kenyatta University, 2021) Koka, Juliens Mumangi; Hamisi Omar Babusa; Florence Abuyeka Miima
Mbinu zinazotumiwa katika ufundishaji huchangia pakubwa uelewa wa mwanafunzi na kile kinachofundishwa. Utafiti huu ulidhamiria kuchunguza namna mbinu inayotegemea shughuli za mwanafunzi inavyotumiwa katika kufundishia riwaya ya Kiswahili. Mbinu zinazotumiwa katika ufundishaji darasani huathiri pakubwa kiwango cha uelewa wa wanafunzi wa kile kinachofundishwa. Utafiti huu ulidhamiria kutimiza madhumuni yafuatayo: kubainisha mbinu zinazotumiwa kufundishia riwaya, kuchunguza ni kwa kiwango kipi walimu wa fasihi wanatumia mbinu inayotegemea shughuli za mwanafunzi, kuchunguza athari za mbinu inayotegemea shughuli za mwanafunzi kwa utendaji wa wanafunzi, kubainisha mitazamo ya walimu kuhusu mbinu inayotegemea shughuli za wanafunzi na kutambua changamoto za walimu wanapotumia mbinu husika. Utafiti huu ulifanyika katika kaunti ndogo ya Mukaa, kaunti ya Makueni. Utafiti uliongozwa na nadharia ya ubunaji. Uchanganuzi wa data ulifuata muundo wa kimaelezo. Mtafiti alitumia uteuzi makusudi kuteua shule katika viwango vya kitaifa, kaunti na kaunti ndogo. Idadi ya watafitiwa katika utafiti huu ilihusisha sampuli lengwa na sampuli mahususi. Sampuli lengwa ilikuwa shule 43, walimu 60 na wanafunzi 2850. Uteuzi makusudi ulitumika tena kuteua madarasa ya wanafunzi na walimu wao. Nayo idadi mahususi ilikuwa shule 6, walimu 12 na wanafunzi 540. Data ilikusanywa kutumia: hojaji, mahojiano uchunzaji darasani na mtihani wa mwanzoni na mwishoni mwa utafiti. Data ilichanganuliwa kwa muundo wa kimaelezo, kithamani na kiidadi. Data hiyo iliwasilishwa kwa kutumia maelezo, majedwali na grafu. Matokeo ya utafiti yalionyesha kuwa walimu wengi hutumia mbinu za kawaida na ambazo walizizoea mno katika ufundishaji wa riwaya kama vile mbinu ya mhadhara na ya masaili. Aidha mbinu zinazowashirikisha zaidi wanafunzi ziliepukwa sana na walimu. Mbinu inayotegemea shughuli za wanafunzi haikutumiwa sana na walimu. Ilibainika wazi kuwa wanafunzi wanapofundishwa kwa mbinu inayotegemea shughuli za mwanafunzi huelewa vyema kuliko vile wanavyoelewa wakifundishwa kwa mbinu za kawaida. Walimu wengi walikuwa na mtazamo hasi kuhusiana na mbinu inayotegemea shughuli za mwanafunzi. Pia walimu walikabiliwa na changamoto kadha wakati wa matumizi ya mbinu inayotegemea shughuli za mwanafunzi katika ufundishaji wao ikiwepo changamoto ya ukosefu wa muda wa kutosha na kazi nyingi kwa walimu wanapotekeleza mbinu hiyo. Utafiti huu utakuwa wa umuhimu mkubwa kwa makundi mbalimbali ya watu katika eneo la utafiti yakiwemo yafuatayo: walimu wa fasihi katika shule za upili, maafisa wa kukadiria ubora wa viwango vya elimu, wanafunzi wa somo la fasihi, taasisi ya kukuza mtaala ya Kenya na mwisho kabisa kwa watafiti wengine ambao wangetaka kutafiti kuhusu ufundishaji wa riwaya. Kwa ujumla utafiti huu utaboresha ufundishaji wa riwaya katika shule za upili. Utafiti huu ulipendekeza walimu wafanyiwe mafunzo zaidi ili waweze kutumia mbinu inayotegemea shughuli za mwanafunzi katika ufundishaji wao wa riwaya na kukabiliana na changamoto zake. Mapendekezo zaidi yalifanywa ili kuweza kuimarisha ufundishaji wa riwaya.
Use of Multimedia Resources in Teaching and Learning Measurement in Mathematics at Primary Schools in Kericho County-Kenya
(Kenyatta University, 2021) Mosonik, Alfred K. Kemei; Miheso-O`Connor, M. K.; Maundu, John
Mathematics learning and aptitudes obtained through instruction system is of foremost significance for the daily advancement of an individual. Pupils ought to build up their numerical and spatial comprehension, and additionally their capacity to comprehend and utilize distinctive techniques for estimating frameworks. The study was concerned with the influence of using multimedia resources in teaching and learning measurement in Mathematics in public primary schools in Kipkelion sub-County, Kericho County-Kenya. The objectives of the study were to: (a) establish the use of multimedia resources in teaching and learning measurement in Mathematics; (b) to determine the influence of class size when using multimedia resources in teaching and learning measurement in Mathematics; (c) to establish the influence of teachers` perceptions on the use of multimedia resources in teaching and learning measurement in Mathematics; (d) to establish the influence of learners’ readiness for use of multimedia resources in teaching and learning measurement I n Mathematics. A descriptive research design was used in the study. The target population for the study was head teachers, Mathematics teachers and class six pupils in all the public primary schools within Kipkelion sub-county, Kericho County. The sub-county was stratified into two strata based on the two divisions. Ten percent (10%) of schools in each stratum were randomly selected for the study. Head teachers, Mathematics teachers and class six pupils were then purposively sampled for the study. The data collection instruments were a questionnaire, interview schedule and observation checklists. The instruments were piloted through the test-retest method and computed using Pearson’s product-moment correlation to check on reliability. The content validity of the instruments was determined by experts experienced in research. Quantitative data were analyzed with the assistance of SPSS computer software and presented using frequency Tables, bar graphs and pie charts. The qualitative data was narrated to give a summary of the findings. The study concluded that various multimedia resources were available and used by different schools in the County. The study established that 85% of the teachers reported that multimedia resources were not proportionate to the number of pupils. It was also established that 60% of the teachers participated in the selection of the multimedia resources although only a few used the resources. It was also concluded that the pupil-teacher ratio is high which influenced the use of multimedia resources in teaching measurement in Mathematics. The study further concluded that teachers’ perceptions of the use of multimedia resources were positive. However, teachers avoided the use of the resources because of class size and lack of enough time although they agreed that multimedia resources enhanced teaching and learning measurement in Mathematics. The study recommended the need for the Ministry of Education and the County Government to ensure that multimedia resources are proportionate to the number of learners. It was also recommended that there was a need for more deployment of teachers to ensure that the teacher-pupil ratio of 1:40 is met and the need to create awareness to teachers to ensure they teach learners utilizing multimedia resources.
Geography Teachers’ Pedagogical Preparedness for the Implementation of the Competency-Based Curriculum in Public Secondary Schools in Kirinyaga County, Kenya
(Kenyatta University, 2021) Muchiri, Mohamed Moses; Ondigi, Samson Rosana; Mueni, Ngungui Kiio
The study addresses the issue of teachers’ pedagogical preparedness for the implementation of the Competency-Based Curriculum (CBC) in Secondary Education Level (SEL). Consequently, the study sought to establish geography teachers’ readiness, their pedagogical knowledge, technological skills and perceptions towards the implementation of CBC in Mwea East Sub-County SEL. The study adopted descriptive survey design where the target population was limited to; 24 secondary schools, 24 head teachers and 100 geography teachers. Purposive sampling was used to select the sample, which comprised of: 40 respondents; 30 geography teachers and 10 head teachers. Piloting: validity and reliability of research instruments was conducted in two schools; one from a Sub-County school and the other from a day secondary school to pre-test and adjust the instruments. Validity was ensured by face, construct, and content validity while test re-test technique ensured instruments’ reliability. Data was collected using: questionnaires; for geography teachers, and interview guides; for head teachers. The findings were analysed both quantitatively and qualitatively. Quantitative data was analysed using measures of central tendency to determine the mode and mean. Measures of spread were used to determine the standard deviation. Qualitative data was processed by first sorting and discussing responses for each item according to the objectives before editing, coding and reporting through descriptive narrative of the views, experiences and opinions of both geography teachers and head teachers. From the findings of the study, majority of the respondents had not attended in-service training and therefore, were not conversant with the concept of the CBC. However, some teachers revealed that during their pre-service training under the 8.4.4 system of education, they were prepared and equipped with expository and heuristic teaching strategies to implement any curriculum. Nonetheless, in regards to digital literacy, majority of teachers expressed that they had not been exposed to ICT Curriculum and most of them felt incompetent as they lacked technological skills and knowledge. It was therefore, concluded that, a good number of them were struggling with the concept of the CBC and lacked the capacity demanded by the CBC framework. Nevertheless, factors like; limited seminars, workshops for continuous teachers’ development, lack of digital devices and skilled computer instructors and parental engagement in teaching and learning processes were cited as factors that were likely to hinder effective implementation of the CBC in SEL. However, the findings indicated that some teachers had positive attitude towards the implementation of the CBC. It was established that teachers should be subjected to in-service training to be equipped with technological skills, CBC content, and pedagogy to facilitate ICT curriculum delivery. Early preparedness would encourage them to be proactive in initiating subject dialogue in order to increase their experience hence enhancing the implementation of the CBC. A further suggestion is that a comparative study on other social sciences teachers’ preparedness for the implementation of the CBC in SEL in Kenya with other countries in Africa would be of much importance.
Teacher Preparedness To Integration of Instructional Technologies in Teaching Physics in Public Secondary Schools in Nakuru County, Kenya
(Kenyatta University, 2021) Mburu, Ndirangu James; David W. Khatete; Hamisi O. Babusa
Quality education is a global concern. It may be enhanced through a paradigm shift from traditional methods to modern methods in pedagogy. New methods of teaching may assure the teacher better results which in turn help the learners build on their careers at the tertiary institutions. There has been a fluctuating performance in Physics in public schools in Nakuru County. This thesis examined the level of preparedness of the teachers of Physics to integrate instructional technologies and its effect on KCSE Physics performance in public secondary schools of Nakuru County, Kenya. The objectives of the study included: to identify the types of instructional technologies available for teaching, to determine the level of preparedness of teachers to integrate these technologies, to identify factors which support and those which hinder integration of instructional technologies in teaching Physics. The study adopted a cross-sectional survey design. A total of 671 teachers of Physics and heads of science departments in public secondary schools of Nakuru County constituted the study population. Out of these, a sample of 88 respondents was obtained using stratified random sampling technique. A structured questionnaire and a semi structured interview guide were used to facilitate data collection from teachers of Physics and Heads of Science departments respectively. These instruments were pilot- tested to determine their reliability and validity. The collected data were analyzed using descriptive statistics as well as inferential statistics. This was facilitated by the Statistical Package for Social Sciences tool. The study findings were presented in tabular format. The study revealed that availability of instructional technologies had a significant relationship with performance in KCSE Physics (r = 0.588; p < 0.05). However, level of preparedness (r = 0.063; p > 0.05), factors supporting integration of ITs (r = 0.191; p > 0.05), and factors hindering integration of ITs (r = -0.141; p > 0.05) were not significantly correlated with desirable outcomes in KCSE Physics. The study findings also indicated that 28.8% of variance in desirable outcomes could be explained by integrations of the aforesaid technologies. Availability of instructional technologies was found to be the most critical factor regarding having the desired outcomes in KCSE Physics. The study drew the conclusion that instructional technologies played a critical role with regard to performance of students in KCSE Physics. It was concluded that level of preparedness of teachers of Physics had little consequences on students’ performance in the subject. Supporting factors such as budgetary allocation and administrative support enhanced integration of ITs but not significantly. The performance of students in Physics was inferred to be negated by various hindrances to integration of instruction technologies. The study also concluded that integration of ITs in the teaching of Physics has not resulted in substantive improvement of the outcomes. It is recommended that all public secondary schools in Kenya should be provided with sufficient instructional technologies. It is advisable for administrators of public secondary schools to encourage teachers to integrate instructional technologies in the teaching of Physics. The administrators and the government should ensure that teachers of Physics are trained on how to integrate instructional technologies in pedagogy of Physics.
Pedagogical Activities Influencing the Teaching and Learning of Accounting Concepts in Selected Secondary Schools in Kiambu County, Kenya
(Kenyatta University, 2021) Mwaniki, Kariuki Stephen; Wilson K. Kerich; Samson Rosana Ondigi
Accounting concepts are very important in Business Studies since accounting skills are fundamental in fields such as Accountancy, Certified Secretaries, Commerce and Marketing. There has been a concern on challenges encountered in the teaching and learning of accounting concepts. These challenges may have effect on students of Business Studies on the overall performance of the subject. The main purpose of the study was to determine the pedagogical activities influencing the learning of accounting concepts in selected Secondary Schools in Juja Sub-County and appropriate recommendations were made. The objectives of the study were; to determine teachers’ choice of teaching methods for teaching accounting concepts in secondary schools in Juja Sub-County, to establish the extent to which instructional resources were used in the teaching of accounting concepts, to establish the teachers' and students' attitude towards accounting concepts in teaching and learning of Business Studies and to determine challenges faced by students in learning accounting concepts. The study was guided by Vygotsky (1978), Social Constructivist Theory. It adopted a descriptive research design targeting eight Secondary Schools, eight Business Studies teachers, eight Heads of Department and approximately one hundred and ninety Form Three Business Studies students making a total of 206 respondents. A sample of four Business Studies teachers, Thirty (30) Form Three students and Four Heads of department. A pilot study was done to enhance the validity and reliability of research instruments. Data was collected using questionnaires for students and teachers, interview schedules for Heads of department and observation schedule to investigate types of instructional resources used. Analysis of data was done using descriptive statistics in which frequency tables, ranks, mean and standard deviation were used. Data collected was then coded and analyzed using Statistical Package for Social Science (SPSS). It was established that most of Business studies teachers made little or no effort to use learner-centered approaches such as field trips to places of educational value and use of resource persons with accounting and financial skills to influence their pedagogy. Further, learners' attitude towards accounting concepts affected their performance. This means that accounting was taught as an abstract topic making it difficult for students to comprehend. That means students perform dismally in this area as the results of the Sub-County show. The researcher recommended that Business Studies teachers should try and integrate the use of education field trips and resource persons rich in business knowledge and skills in teaching accounting concepts. This would improve the quality of pedagogical instructions in Secondary Schools and ensure improved performance. It was further recommended that Business Studies teachers, parents, and the school community should encourage learners to study Business Studies by exposing them to practical entrepreneurship in school and at their homes. The researcher suggested that more intensive research should be conducted on the utilization of community resources in the teaching and learning of accounting concepts. A more intensive research should be done on the utilization of education technology in the teaching and learning of accounting concepts. The study was done on urban, suburban and rural environment, the study should be replicated on purely urban and rural environments.
Mathematical Modelling Approaches and the Learner’s Conceptual Understanding of Mathematics at Secondary School level in Kisii County, Kenya
(Kenyatta University, 2021) Otondi, Albert; M. K. Miheso; D. Oludhe
Research has shown that Mathematical Modelling promotes teaching and learning of mathematics in secondary schools. This is because Mathematical Modelling, when applied, it mathematizes real-world situations with the aim of seeking a solution for the initial problems hence making the subject relevant to students resulting to better performance in the subject. The purpose of this study was to investigate Mathematical Modeling and the learner’s conceptual understanding of mathematics at secondary school level in Kisii County, Kenya. The objectives of the study were: to establish mathematical teachers’ knowledge in Mathematical Modelling; to determine the extent to which teachers apply Mathematical Modeling in teaching mathematics; and to establish the relationship between Mathematical Modelling and learners’ performance in mathematics. The study was pegged on Constructivism theory which draws its arguments from Piaget’s cognitive theory and Vygotsky’s social critical theory that emphasizes on the active role of learners in building understanding and making sense of the world. A convenient sample of two hundred and seventy students and forty mathematics teachers from ten sampled schools in Kenyenya Sub-County, Kenya participated in the study. Mixed method research design was used to collect data for the study. Data was collected from teachers and students using questionnaires, classroom observation schedule and interview schedules. Both descriptive and inferential statistics was used to analyze quantitative data collected from teachers and students. The research study revealed that more than 75% of teachers have no adequate knowledge in Mathematical Modelling approach as an instructional strategy. Majority of teachers are not familiar with Mathematical Modelling approach. Most Teachers rely on traditional mathematics teaching approach which is teacher-centered whereby a teacher expect students to follow a particular procedure to produce one right answer. The study also revealed that almost all teachers (85%) entirely depend on mathematics text books when teaching a mathematics whereas inclusion of modelling task in students’ activities is not given any substantial attention by teachers. Less than 25% of teachers engage students in groupwork and mathematics learning activities in class. The study also revealed that Mathematical modelling instruction had a positive impact on student’s achievement in mathematics performance. A single class of 44 form two students exposed to mathematical modelling instruction had a positive change in the performance of mathematics test administered to them as compared to the test they did before Mathematical Modelling instruction. The study therefore recommends to the ministry of education (MoE), Teacher service commission (TSC) and Kenya Institute of Curriculum Development (KICD) to train teachers on Mathematical Modelling. Teachers to attend in-service training programs to deepen their knowledge on Mathematical Modelling. Equally, Mathematical Modelling to be implemented in secondary school mathematics classrooms and Kenya Institute of Curriculum Development (KICD) to infuse Mathematical Modelling skills as an outcome for secondary school mathematics curriculum.

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