PHD-Department of Educational Communication & Technology

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Use of Geogebra and Its Effect on Performance in Geometry among Basic Preservice Teachers in Colleges in Eastern Region, Ghana
(Kenyatta University, 2023-11) Puotier, Zutaah; Samson Rosana Ondigi; Miheso_O‟Connor, K. Margurite
GeoGebra is a free computer application that provides geometry, algebra, and calculus views that have been adapted to the delivery of geometry concepts. Many students perceive geometry as difficult to understand. The study investigated the uptake of GeoGebra among preservice mathematics teachers in basic education colleges in Ghana and its relationship with performance in geometry. The objectives of this investigation were to: establish preservice Mathematics teachers‟ competencies in GeoGebra used in the instruction of geometry, investigate the attitudes of preservice teachers towards the integration of GeoGebra in the instruction of geometry, establish the difference in performance in geometry between preservice teachers in the treatment and non-treatment groups, establish if the use of GeoGebra results in gender differences in performance in geometry among preservice teachers, develop a prototype GeoGebra manual for use by mathematics teachers in Ghana. This research adapted the constructivist theory of social interaction that was propounded by Vygotsky in 1978. This research adopted the convergent parallel mixed-method design with the quasi-experimental method. The target population was 3062 first-year basic preservice mathematics teachers in the seven colleges in the Eastern Region of Ghana. Two (2) of the seven (7) colleges in the region, Colleges A and B, were randomly selected for the study. One intact class from each of colleges A and B was randomly selected with a sample of 174 participants drawn from the two Colleges. The class with 74 participants in College A was assigned as the treatment group and the class with 100 participants in College B was the non-treatment group. Participants in the treatment group learned geometry using GeoGebra for eight weeks while their colleagues in the non-treatment group learned the same content utilizing traditional methods. The study instruments were questionnaires, in-depth interview schedules, geometry achievement tests, and an observation checklist. A pilot study was conducted in a college that was not part of the study. The questionnaire recorded a Cronbach's Alpha value of 0.80. The study observed the reliability coefficients of 0.76 and 0.81 for the pretest and posttest respectively using the Spearman-Brown formula. The instruments were validated using content, construct, and face validity. Data were reported using descriptive statistics and analyzed utilizing independent samples t-test, and paired samples t-test. The finding indicated an increase in competency level of 75%. GeoGebra has a significant positive effect on student‟s engagement with geometry concepts and improves learners‟ interest and academic performance in geometry. The study found a statistically significant difference in performance in geometry between the experimental group and the control group (p = .000 < .05 at the 2-tailed level of significance). There was no significant difference in geometry performance between male and female participants. GeoGebra can improve performance in geometry among preservice teachers. This study recommends that GeoGebra be used in instructing geometry as a way to improve performance among prospective mathematics teachers. A prototype training guide specific to teacher education has been developed based on the outcomes of this research.
Computer Simulation Effect on Learner Achievement in Probability in Mathematics in Secondary Schools in Kisii County, Kenya
(Kenyatta University, 2023) Mogire, Monyoro Wilfred; Miheso-O’Connor Marguerite, Khakasa; Ondigi, Samson Rosana
From 2012 to 2018, pupils taking the Kenya Certificate of Secondary Education (KCSE) routinely performed poorly in mathematics on a national level. In KCSE Test data from 2012 to 2018, it was noted that probability was one of the mathematical concepts that the majority of pupils found challenging. A novel approach that advocates for the incorporation of computer assisted learning methods like simulation has been put out to address the issue. In this study, learner achievement in probability in mathematics was compared to computer-based simulation (CBS) effect in public secondary schools in Kisii County. The study was guided by five objectives: (1) determine the difference in achievement in Probability between students using computer simulation and those taught using conventional methods (2) establish the effect of computer simulation on achievement of high-ability (HA) and low-ability (LA) students in Probability; (3) determine the effect of computer simulation on students‘ achievement in Probability by sex; (4) determine the effect of computer simulation on students‘ achievement in Probability based on their attitude towards mathematics; and (5) establish the challenges of implementation of computer simulation in the teaching and learning of Probability in Kenya. To collect data, Solomon's four-group type quasi-experimental research design was devised. In Kisii County, data were collected from 198 Form 3 students and eight (8) Mathematics class teachers from four (4) public secondary schools who were purposefully chosen to participate in the study. To obtain qualitative and quantitative data, the researcher used students' questionnaires, pre-tests, and post-tests, as well as students' Mathematics achievement tests and instructors' interview schedules. Mean, standard deviation, and ANOVA were used to examine the results for the first objective. It was discovered that, on average, the experimental group outperformed the control group. The experimental group outperformed the control group specifically in probability achievement. Nonetheless, the pre-test outcomes for the experimental group and the control group were comparable. In order to test objective two, a two-way analysis of variance was used. The results showed that, in the control group, students with low ability (LA) had a greater influence on achievement than students with high ability (HA), while in the experimental group, high ability (HA) students had a significantly larger effect on probability achievement than in the control group. When goal 3 was tested using a two-way analysis of variance (ANOVA) test, the findings showed that boys and girls had relatively different mean probabilistic accomplishment levels. Objective 4 was tested using the Post Hoc Tukey's (HSD) test and an ANOVA, and the results showed that the strategy's use had a greater impact on the experimental groups than the control groups. In order to evaluate goal 5, a schedule of interviews was employed. The results showed that there was a lack of physical infrastructure, computer labs, computer hardware, and software, as well as stable internet connectivity and a dependable power supply. Statistical Package for Social Sciences (SPSS) software was typically used to quantitatively examine the data that was obtained. Depending on the research hypothesis, either a one-way ANOVA or a two-way ANOVA was used to test the hypothesis at a 95% level of significance. Additional tests were based on factor analysis, post hoc analysis, and t-tests. The main finding is that CBS's teaching approach is better than traditional approaches to teaching probability.
Educational Inputs as Predictors of Internal Efficiency in Postgraduate Research Degree Programmes in Ghanaian Public Universities
(Kenyatta University, 2023-05) Attakumah, Daniel; John K. Ndiritu; Mukirae S. Njihia
The socio-economic development of a country is to a large extent based on the research capacity of a country while research capacity of a country depends on the quality and quantity of research outputs a country produces which include research graduates. A country must therefore facilitate the training of more research graduates in research institutions. Studies have, however, shown that postgraduate research degree study completion and graduation rates are low in many countries and needed to be improved. Empirical evidence shows there is internal inefficiency in postgraduate research degree programmes in Ghanaian public universities. This study sought to establish the extent to which educational inputs predict internal efficiency in postgraduate research degree programmes in Ghanaian public universities. The study sought to achieve three objectives which are; to determine the extent to which endogenous inputs use predict study completion and graduation rate in postgraduate research degree programmes in Ghanaian public universities, to determine the extent to which exogenous inputs predict study completion and graduation rate in postgraduate research degree programmes in Ghanaian public universities, and to establish the difference between study completion and graduation rate of postgraduate research degree students who use endogenous inputs in humanities departments and those who use endogenous inputs in the applied science departments in Ghanaian public universities. The study was anchored on education production function model. The study adopted the correlation research design and was conducted in Ghana. The study was carried out at the University of Ghana and Kwame Nkrumah University of Science and Technology. The study had a target population of 3,382 and a sample of 338 respondents from nine applied science departments and 16 humanities departments. The sample comprised of 255 research students and 83 research graduates. Proportionate, stratified random, and snowball sampling techniques were used in this study. The study used questionnaire and documents analysis guide to collect data. Questionnaires were administered to research students and research graduates while the document analysis guides were administered to the universities administrations. Descriptive statistics used in analyzing data were percentages, means and standard deviation while inferential analyses were principal component analysis (PCA) and principal component regression (PCR). The hypotheses were tested at a p <.05 alpha level of significance. The study found that endogenous inputs uses are statistically significant predictor of mean graduation rate of research students and graduates (R2=637). Faculty and research students’ interactions as well as the use of library and department reading resources were the endogenous inputs use components that significantly predicted research students mean graduation rate. The study found that exogenous inputs components are also a statistically significant predictor of research students graduation rate (R2=.725). The study further found that research students in the humanities had a significantly higher mean graduation rate than students in the applied sciences. The study concluded that endogenous inputs use and exogenous inputs account for high levels of variations in research students’ graduation rates. The study recommended among others that policies should be crafted to improve endogenous inputs use in order to improve on graduation rate in Ghanaian public universities.
5es Model: Effect on Secondary School Students’ Achievement in Chemistry in Information Communication and Technology Integrated Lessons in Murang’a County, Kenya
(Kenyatta University, 2023) Nduati, Charagu Sammy; Samson R. Ondigi; Florence K. Nyamu
An integration of the 5Es model in teaching Chemistry has an impact on student conceptualization. Equally, integration of information communication technology (ICT) in teaching and learning can be helpful to students. The Kenya National Examinations Council (KNEC) reports indicate that Chemistry has dominantly registered dismal achievement in Kenya Certificate of Secondary Education (KCSE) at national level. KCSE results analysis over the years show poor results in the subject within Murang’a County. KNEC report further reveal that the topic on “structure and bonding” over the years has been rated as one of the poorly achieved areas. This study aimed at examining how 5Es model impacts learner’s achievement in “structure and bonding” in ICT integrated lessons in Chemistry. The specific objectives of this study were therefore to: (i) establish effect of 5Es model on learner’s achievement in “structure and bonding” in ICT integrated lessons; (ii) determine the effect of use of 5Es model in ICT integrated lessons on learners’ achievement based on ability; (iii) establish the effect of use of 5Es model in ICT integrated lessons on learners’ achievement based on attitude; (iv) determine the gender difference on learners’ achievement in “structure and bonding” for learners exposed to the 5Es model in ICT integrated lessons; and (v) establish the challenges encountered in teaching ICT integrated lessons using the 5Es model. A quasi- experimental design of the Solomon four type was applied to determine the impact of the instructional model used in ICT integrated lessons on students’ conceptualization and consequently achievement in “structure and bonding” in Chemistry. The sample size was 197 form two students as well as teachers of Chemistry, purposively selected from four mixed gender secondary schools. This study was guided by constructivist theory of learning and the technology acceptance model. Research instruments used included students’ questionnaire, pre and post achievement tests, observation schedule as well as an interview schedule. The data collected from the study was quantitatively and qualitatively analyzed. Descriptive statistics including mean, standard deviation, percentages, frequencies and inferential statistics comprising t-test and ANOVA was used to show the relationship between the identified parameters which were used in the derivation to the new body of knowledge. Findings indicated that students instructed through 5Es model in ICT integrated lessons achieved significantly better than in the conventional methods. Consequently, 5Es model in ICT integrated lessons is rated as a better instructional approach as compared to conventional methods. Further, use of 5Es model in ICT lessons has a significantly greater effect on low ability learners as compared to high ability students. Whereas 5Es model in ICT enhanced lessons seems to have an effect on the attitude of students with positive attitude towards Chemistry as well those with negative attitude, the difference in the effect was insignificant. The results show that the difference in performance between female and male students is not significant. A technology-based instructional model related to 5Es for enhancing learning in Chemistry suitable for developing countries like Kenya has been developed based on the findings of the study. It is, therefore, recommended that Chemistry teachers should be encouraged to use the 5Es model in ICT integrated lessons so as to improve achievement in Chemistry. Moreover, the findings would be significant in improving achievement in secondary school Chemistry by involving all stakeholders in the education sector.
Effectiveness of Task-Based Approach on Learners’ Composition Writing in French Language in Secondary Schools in Nairobi City County, Kenya
(Kenyatta University, 2021) Lutiali, Ceciliah Leonorah; Adelheid Marie Bwire; Samson Rosana Ondigi
Writing in French as a foreign language is difficult and therefore requires extra skills for most students. Writing is important in acquisition of French language. However, teachers and learners seem reluctant to focus on composition writing because it requires special effort. One of the ways of achieving perfect writing skills is through the use of Task-Based approach in teaching and learning composition writing. According to the Kenya National Examination Council (KNEC) reports, performance in French composition writing is poor and this has raised the concern of all stakeholders. Moreover, there is little research in Kenya on Task Based Approach (TBA) in composition writing in French language. The purpose of this study was to establish the effectiveness of TBA in teaching of French composition writing. The objectives were; to establish the methods used in teaching and learning composition writing, to establish the nature and extent of TBA use, to investigate the effect of TBA on learners’ performance in composition writing, to determine (i) teachers’ and (ii) learners’ perceptions towards TBA and to explore the challenges of TBA. The study was carried out in Nairobi City County where eight (8) secondary school teachers of French in Form three and one hundred and twenty-four (124) Form three students studying French formed the study sample. A quasi-experimental research design was used. The data collection instruments were; student test, teachers’ and learners’ questionnaires and a lesson observation guide. The experimental group was taught by teachers who had been trained using TBA while teachers in the control group were not trained in TBA. A composition writing test was administered to the students and after 6 weeks, the same test was given to compare performance before and after TBA. The teachers’ and learners’ questionnaires were used to establish their perceptions towards TBA. The lesson observation guide was used to establish the methods used in teaching and learning composition writing. The instruments were refined through piloting. Data was analyzed quantitatively using descriptive statistics (means, ranks, frequencies, percentages, standard deviation). It was presented in frequency tables, pie and bar charts. The findings were that 8 methods were used for composition writing and letter writing was the most used task. All the eight teachers understood all the characteristics of TBA while 99% of learners agreed that TBA was a pleasant method through which quality writing was learnt. Students’ mean score improved slightly in composition writing after TBA use. (Mean = 3.43 before and Mean = 4.65 after). There was a significant correlation in both pre and posttest on the four evaluation indicators at P>0.00. Limited time was the major challenge of TBA. Based on these findings, it was recommended that Ministry of Education organizes in-service training for teachers on TBA. KICD could encourage teachers to use on-line resources in teaching composition writing and Curriculum developers could include TBA among the approaches necessary to teach writing. The study is important in helping Quality Assurance and Standards officers to establish, maintain and improve standards in training, assessment and implementation of teaching methods. The research will help teachers to connect with sources of information and network for professional support.
Teacher-Led Professional Development and its Influence on English Language Teachers’ Classroom Practices in Bungoma County, Kenya
(Kenyatta University, 2021) Simiyu, Irene; Adelheid M. Bwire; Samson Rosana Ondigi
Effective teaching at any level requires the educator to continuously increase their knowledge of how students think and learn, of the subject matter to be taught, instructional practices and assessment procedures. This can be done through teacher professional development opportunities. This study focused on teacher-led professional development which is a departure from the traditional approaches of teacher professional development. The study was guided by the following objectives: to determine the strategies that teachers of English can use to lead their own professional development; to establish the contextual factors that may influence teacher-led professional development; to investigate how teacher-led professional development can enhance the classroom practices of teachers of English; to determine the possible successes that can be achieved by teachers of English who lead their own professional development; to establish the challenges likely to face teachers of English who lead their own professional development and, to design a prototype model of teacher-led professional development for teachers of English. The study adopted a qualitative approach and specifically an action research design to allow for the practical involvement of the teachers in leading their own development. The study was informed by Mezirow‟s theory of Transformative Learning, Kolb‟s theory of Experiential Learning and the Situated Perspective on Cognition all of which focus on how adults learn. The sample for the study consisted of six public secondary schools purposively sampled from Bungoma South sub-county, while convenient sampling was used to arrive at twelve teachers of English from the study sites. Two critical friends were sampled purposively to engage in critical discussions with the researcher about the action research process, the findings and conclusions. Data was collected using questionnaires, observation, interviews, reflective journaling and a WhatsApp forum that was formed to enable informal collaboration. Quantitative data from questionnaires was analyzed using the Statistical Package for Social Sciences (SPSS) 20 and results presented diagrammatically. This information together with qualitative data from transcribed interviews, observation notes, WhatsApp interactions and journal entries were read and organized under themes that were used to write a narrative of the process. The study found that if practicing teachers are equipped with strategies for collaboration, they can make efforts to learn about their practice and from one another. Additionally, that the impact of this process has great benefits for the practicing teacher and consequently their classroom practice and learner experiences. The study therefore recommends that policies for the institutionalization of professional development be put in place and practicing teachers be equipped to chart their own path of improvement in classroom practice. The study findings will be useful to school administrators as they organize and facilitate future professional development experiences for their teachers. Additionally, the conclusions drawn will help in creating theories of practice in relation to teacher-led professional development, especially in developing world contexts.
Use of Information Communication Technology in the Teaching and Learning of Secondary School Biology in Migori County, Kenya
(Kenyatta University, 2019) Owiti, Eunice Atieno; Prof. John N. Maundu; Dr. David Wanyonyi Khatete
This study was on the use Information Communication Technology (ICT) in the Teaching and Learning of secondary school Biology in Migori County, Kenya. The theoretical framework underpinning the study was that Meaningful Learning proposed by David Ausubel in1968 occurs when new information is related to prior knowledge through interactive learning. The problem this study addressed is the situation of low achievement in Biology which points to the ineffectiveness of the ICT integration as an interactive learning element in the teaching and learning process. The purpose of the study was to determine the ICT integration practices in the teaching and learning which Biology teachers and students in Migori County ought to implement as integral to improving conceptualization and achievement in Biology. The study was guided by the following objectives: to examine the accessibility of ICT resources and facilities, to determine the extent to which teachers use ICT resources in teaching, to assess ICT integration practices that can enhance effective use of ICT in Biology and to investigate constraints to use of ICT in the teaching and learning process. The study employed descriptive survey design which utilized stratified, simple random, purposive and convenience sampling techniques. The target population comprised of 153 secondary schools, 390 Biology teachers, 4060 Form three Biology students and the CDE. The study used a sample size of 24 secondary schools, 24 Biology teachers and 325 students. Pilot study was conducted prior to data collection in three schools. Instruments used for data collection included Questionnaire for the students, Interview schedules for teachers and CDE, Observation schedules and ICT resource and facilities Inventory. Data Analysis was done through Descriptive and Inferential statistical procedures. Responses from close-ended questions were organized, coded and analyzed quantitatively and the findings were presented as distributions in frequencies, percentages and graphs. Qualitative Analysis was used in reporting responses from interviews and open ended questions from the questionnaires where key statements from interviewees were quoted verbatim. Key findings were: teachers and students lacked ICT knowledge and skills, unavailability of ICT resources, inadequacy of ICT resources and facilities. Major conclusions made included: ICT integration was low in the instructional process; there is inaccessibility to ICT resources and facilities, teachers’ lack ICT knowledge and skills, unavailability and inadequacy of ICT resources and facilities. The findings imply that students are not exposed to the use of ICT in the teaching and learning process hence there is no meaningful learning. Recommendations made were: further researcher to be done using Inferential statistical procedures, schools to avail ICT resources and facilities, teachers to embrace ICT integration with emphasis on practical skills and manipulation of laboratory experiments, teachers to critically analyze the Biology curriculum to identify areas of concern that needs input from ICT use and training of teachers to equip them with relevant and up to date ICT knowledge and skills. The main contribution of this study is that an ICT Integration Model was proposed that teachers and learners should adapt to make ICT use effective in Biology teaching and learning process.
Parental Perceptions, Outcomes and Legal Status of Child Sexual Abuse During Early Childhood Education in Nairobi City County, Kenya
(Kenyatta University, 2020-02) Walioli, Ruth Wangu
Child sexual abuse (CSA) is any sexual act between an adult and a minor or between two minors where one exerts power over the other. Research shows that sexual abuse has potential to cause short and long term harm. Owing to their developmental level, most children abused during their early years are unable to articulate their fears and consequently develop a consternation of negative outcomes associated with CSA. The objectives of this study were: to establish the prevalence of CSA in children aged 5-8 years in Nairobi City County; to explore the influence of different forms of child sexual abuse on children in Early Childhood Education ages 5-8 in Nairobi City County; to explore parental perceptions of effects of child sexual abuse in early childhood Education ages 5-8 in Nairobi City County; to analyse how psychological disorders associated with sexual abuse affect children in Early Childhood Education ages 5-8 in Nairobi City County; to Investigate legal status of CSA in early childhood education. This study used a descriptive survey design and the sampling technique was purposive. It was based in Nairobi City County. The target population comprised of sexually abused children, their parents/guardians and policy makers. The independent variable for this study was CSA, while the dependent variable entailed parental perceptions, outcomes and legal status of CSA in early childhood education. The total sample size was ninety five (95) respondents who included forty five (45) children who had experienced CSA and forty five (45) of their parents/guardians and five (5) policy makers/key informants. The research instruments were piloted on a randomly selected sample of five (5) sexually abused children aged 5-8 years, their parents/guardians and one key informant at Child line Kenya. Cross validity was determined through peer feedback and content validity through expert opinion. Reliability was established through pilot testing of the instruments to ensure clarity and adequacy of items. The study instruments included Trauma Symptom Checklist for Young Children (TSCYC) and interview schedules for children and parents/guardians. The study yielded qualitative data which was analysed thematically guided by study objectives. Further, descriptive statistics were generated using percentages, frequencies and means. Results were presented in tables, figures and texts. Key findings included prevalence of sexual abuse among children aged 5-8 years in Nairobi City County, which was at 78% for girls and 22% for boys. Parents perceived CSA as having affected children through loss of precious learning time. Moreover, outcomes such as psychological disorders affected children through symptoms of anxiety, depression and Post Traumatic Stress Disorder (PTSD). The legal status of sexual abuse in early childhood education entailed various legislations and policies. The study recommended protection and strengthening of the family unit, training of stakeholders on CSA prevention. Inclusion of age appropriate life skills in school curriculums and teacher training programs on signs of CSA , assessment, reporting procedures , withdrawal of the bail option for those accused of CSA, introduction of stringent measures and operationalization of relevant legislations. This was therefore a significant study as it yielded recommendations for both policy and practice.
Senior High Schools Preparedness for Integration of Computer Based Instruction in Teaching and Learning of Social Studies in Northern Region, Ghana
(Kenyatta University, 2020-10) Bariham, Iddrisu
Computer Based Instruction (CBI) is an instructional innovation which helps to improve on the quality of instruction. CBI support learners develop critical thinking, creativity and collaboration skills needed to function effectively in this 21st Century. The Government of Ghana rolled out the ICT in Education Policy (2015) to transform the education. But current literature does not show the extent to which schools, teachers and students were prepared for the application of CBI in the instructional processes. The study, therefore, explored schools’ preparedness for the integration of CBI in Social Studies instruction among secondary schools in the Northern Region, Ghana. The research aimed to establish school administrators, teachers, and students’ perceptions towards the use of CBI in teaching and learning of Social Studies; assess schools, teachers, and students’ level of preparedness for the integration of CBI in Social Studies instruction; investigate the extent to which CBIs are integrated into Social Studies instructions; establish the relationship between the demographic characteristics of Social Studies teachers and their integration of CBI in Social Studies instruction; explore challenges teachers and students faced when employing CBIs in Social Studies instruction; and suggest strategies to deal with the challenges. The study was anchored on the Theory of Planned Behaviour (Ajzen & Holmes, 1976), and the Diffusion of Innovation Theory (Rogers, 1995), and adopted the convergent mixed research methods design. The target population was 7,906 participants from which 972 students, 84 teachers were randomly sampled to complete questionnaires, and 12 heads of school and a Director for ICT were purposively sampled for the interviews. Questionnaires were employed to collect data from teachers and students. Heads of schools and Director for ICT were interviewed. Qualitative data from the interviews were validated using member check and analyzed thematically and supported with anecdotal. A checklist was used to collect data on schools' digital infrastructure. Using Cronbach’s alpha formula, questionnaires were pre-tested to ensure reliability. Questionnaire for the teachers were accepted at r=0.89 and that of the students at r=0.73. Descriptive statistics (percentages, mean and standard deviation) were used to analyze the findings from demographic information of the respondents, teachers and students' perceptions of CBIs integration, preparedness for CBI integration, and the extent of integration of CBI in Social Studies instruction. Inferential statistics (correlation, multiple regression and t-test) were used to test the null hypothesis to determine if there was a significant relationship between teachers’ variables and their use of CBIs in Social Studies instructions. The hypotheses were at α = 0.01 and 0.05. The qualitative data were recorded in audio files (MP3), categorized, transcribed and imported to qualitative data analysis software (MAXQDA) for final analysis and reporting. Data presentation was made using percentages, charts, graphs, and frequencies. The findings discovered that there was no significant relationship between teachers’ variables and their CBI integration in Social Studies instruction. Head teachers, teachers and students although had positive perceptions towards CBI (total mean perception scores: teachers M=3.8, SD=0.8458, students Mean=3.4, SD=1.3794), they hardly incorporated CBI in Social Studies instructions (total CBI integration scores: teachers M=2.2, SD=1.217 and students M=1.2, SD=0.9771), due to lack of internet and computers, poor ICT skills, limited budgetary support, inadequate digital infrastructure, and lack of school-based ICT policies. From the findings, the study recommends in-service training, and provision of budgetary support, supply of digital infrastructure and hiring of ICT experts to provide support to the teachers and students for effective utilization of CBI in teaching and learning in order to improve students’ learning outcomes.
Integration of Information and Communication Technologies into Instruction in the Nepad E-Schools, Kenya
(Kenyatta University, 2020-03) Mogeni, Jackson Mobisa
Societies world over look upon the 21st Century education sector to produce learners who are ready for the present technological demands of the workplace. Integration of Information and Communication Technologies (ICTs) in education is seen as one of the best ways of preparing learners for the workplace. However, the education sector seems to lag other sectors in the uptake of ICTs. The NEPAD e-Schools initiative in Kenya is a Pan-African venture aimed to make learners and teachers ICT-literate, enable them access online information in their subjects, and benefit from e-learning and use ICTs in instruction. The focus of this study was to determine the extent of integration of ICTs into instruction in the NEPAD e-Schools in Kenya. Specifically, the objectives of the study were to: establish teachers’ readiness to integrate ICTs in instruction in the NEPAD e-Schools in Kenya; determine the extent to which ICTs are integrated in teaching and learning in the NEPAD e-Schools; establish the levels to which the NEPAD e-Schools are preparing teachers and learners for the digital world; determine teachers’ and students’ attitudes towards the use of ICTs; and, establish the challenges that teachers and learners encounter in integration of ICTs in instruction. The study was guided by three theories: Diffusion of Innovations by Rogers (2003); Unified Theory of Acceptance and Use of Technology by Venkatesh et al. (2003); and Technological, Pedagogical and Content Knowledge by Mishra & Koehler (2008). It adopted a descriptive survey design and targeted 6 e-Schools of which 5 were selected using stratified sampling. Principals and teachers who participated in the study were purposively sampled while students were randomly sampled. Both quantitative and qualitative data were collected using questionnaire, observation, and checklist. The instruments’ reliability was tested through piloting in one e-School. The questionnaires were re-tested and accepted at r=.70. Data were run for descriptive analysis: frequencies, percentages, measures of central tendency and measures of variability. The study revealed that teachers are insufficiently trained but willing to integrate ICTs. ICTs were inadequate and, sometimes, inaccessible. Schools lacked internet connectivity and consistent electricity supply. The frequency of ICTs usage by teachers was at least once a month, while the time students normally spent using ICTs was below 5 hours weekly; inadequately preparing them for the digital world. Most students demonstrated average practical skill levels in ICTs. Teachers’ and students’ attitude towards ICTs was positive. The challenges facing, teachers and learners included provision and maintenance of adequate, reliable, current and secure ICTs; limited internet; unreliable electricity supply; congested and inaccessible computer labs; and computer viruses. The study recommends, among others, that ICTs integration skills be made part of teacher pre-service curriculum, and in-service ICTs training be regular, extensive, and qualitative. The government should also provide schools with or assist them get more, quality, affordable, serviceable and sustainable ICTs as well as free or affordable, fully established and reliable internet. It should also lower tariffs and taxes on ICTs and internet to enhance access and/or use of ICTs in schools.
Effect of Animations in E-Learning Materials on Students’ Performance in Physics among Selected Secondary Schools in Nairobi City County, Kenya
(Kenyatta University, 2020-09) Wambua, Joseph Muteti
This study focused on the effect of the animations embedded in e-learning materials produced at the Kenya Institute of Curriculum Development. The first objective of this study was to determine the influence of instructional values inculcated by animations embedded in Interactive Digital Content (IDC) on performance of learners in Physics. The second objective was to determine the effect of animations on the concentration span of learners while learning Physics and the last one was to develop a process model for development of quality animations in Physics education. The third one sought to find out if animations enhance conceptual understanding of text within the interactive Physics digital content. Lastly, this study sought to develop an instructional model. It was guided by the Paivio’s dual – coding theory of learning and was done in Nairobi County. Four public secondary schools were purposively sampled out of sixty public secondary schools in the County. One hundred and four students from the sampled schools were involved in the study. Quasi – experimental research design was used. The instruments used in collecting data were piloted in two schools. After piloting, the instruments were validated and made more reliable. During the study, a pre-test was administered to the learners selected to participate in the control and experimental groups and their performance was determined and their scores were recorded. Treatment was given to the two schools in the experimental group where they were given IDC with animations. The control schools were given content without animations. Both groups were given a post – test after interacting with the provided IDC to determine their performance on the topics tested during pre- test. Data was analysed using descriptive statistics and inferential statistics. The scores were recorded for both groups and the data collected was analysed to determine whether there was a significant difference in the performance of the learners in the two study groups. The findings from the study showed that performance of the learners who used the IDC with animations improved significantly. After comparing the means of the learners in the two study groups, during pre-test, the mean posted by learners in the control group was 11.35 while learners the experimental group posted a mean of 15.40. The difference between the means of the two groups in pre - test was calculated using T-test which gave t (90.48) = -1.60, p = 0.64. This shows that the difference between their means was not significant and therefore the groups dealt with were of equivalent ability. During post - test, learners in the control group posted a mean of 12.88 while their counterparts in the experimental group had a mean of 25.27. The significance of the difference between the two means was calculated using T-test which gave t (102) = -3.45, p = 0.001. This shows that there was a significant difference between the means posted by the subjects in the two study groups during the post-test. The results from the data collected from the teachers’ questionnaire, learners’ questionnaire and the observation schedule show that learner’s conceptual understanding of Physics content was enhanced when they used animations and similarly, use of IDC provided stimulus variation more hence extending the learners’ concentration span. It is therefore recommended that the Ministry of Education should review the policy on instructional materials to include Physics IDC with animations and emphasize that Physics educators should use such content.
Integration of Investigative Science Process Skill Teaching Strategy on Students’ Achievement, Problem Solving, Motivation at Secondary School Physics Embu County, Kenya
(Kenyatta University, 2020-10) Njoka, Nazario Mbogo
One of the challenges facing Kenya in the teaching of Physics in secondary schools is how to make learners acquire knowledge, build up capacity for critical thinking in solving problems in any situation and make an effort to enable them understand the application of content in real life situations and careers. Based on this challenge, the present study was designed to determine the effect of investigative science process skill teaching strategy on students’ achievement, problem solving and motivation in Physics. The study was guided by the following objectives; To determine students achievement in school physics when using investigative science process skill (ISPS) teaching strategy, To determine problem solving abilities of learners in physics when using ISPS teaching strategy, To establish if ISPS have any effects on students motivation towards physics compared to conventional teaching strategies, to find out gender difference in achievement among the students taught through ISPS teaching strategy in physics, to establish if there is any difference in achievement among the students taught through ISPS teaching strategy based on school category. Theoretical framework of the study was based on constructivist theories of learning. Quasi- Experimental design was used. The research was carried out in eight schools in Embu County. Stratified random sampling technique was used to select participating schools, then simple random sampling was used to select and assign participating schools in experimental and control group. The sample was form three students. Research instrument used was: Students motivation scale (SMS), Physics Achievement Test (PAT) on the topic of Electricity (II) and an observation schedule was also administered to determine achievement as well as understanding of the topic “(Electricity)”. The research instrument was pilot-tested for validity and reliability. The reliability coefficient was calculated using Kunder-Richardson (KR-Formula20). A coefficient value of 0.768 was considered suitable for reliability of the instrument. Data was analysed using the analysis of variance (ANOVA) and chi-square and t-test. Hypotheses was tested at alpha (α) value of 0 .05 level of significance using a computer Statistical Package for Social Sciences (SPSS) for Windows. The findings of the study demonstrated that ISPS enhanced academic achievement, problem solving and motivation in learning. It is hoped that the results of the study provide useful information to Physics teachers, curriculum developers, Quality Assurance and standards officer (QASO) and teacher-trainers.
Influence of Textile Teachers’ Pedagogical Content Knowledge on Senior High School Graduates Participation in Modernisation of Indigenous Ghanaian Textile Industry
(Kenyatta University, 2019-09) Kassah, Johnson Kofi
The purpose of this study was to investigate the influence of textile teachers’ pedagogical content knowledge on senior high school graduates’ participation in the modernisation of the indigenous textile industry. Textile training institutions in Ghana are designed to train the skills needed for the modernisation of the large-scale and indigenous textile industries. There have been numerous criticisms that the pedagogical content knowledge of textile teachers/lecturers do not equip the school graduates with the skills required to modernise the textile industries. Many studies have been done on the influence of pedagogical content knowledge of Ghana tertiary textile lecturers on the modernisation of the largescale textile industry. However, many studies have not been done on the influence of pedagogical content knowledge of Ghana senior high school textile teachers on the modernisation of the indigenous textile industry hence the need for this study. The study was guided by the following five (5) specific objectives: to establish the influence of demographic characteristics of Ghana senior high schools textile teachers on school graduates participation in modernisation of the indigenous textile industry; to establish the influence of pedagogical content knowledge of Ghana senior high textile teachers on the skills acquisition of school graduates; to determine the nature of pedagogical strategies used by Ghana senior high school textile teachers in training their students; to determine the influence of challenges facing Ghana senior high schools textile training on the operations of indigenous textile industry; to develop a pedagogical model for modernisation of the indigenous Ghanaian textile industry based on the findings of the study. The study employed system theory. Purposive sampling was used to select senior high schools offering textiles, simple random sampling was used to randomly select textile teachers and snowball sampling was used to trace senior high school textile graduates working in the indigenous textile industry. The study design employed was a cross-sectional survey. The total sample size was 243 (225 textile teachers, 12 textile graduates and 6 HoDs). The research instruments used for data collection were a questionnaire, interview guide and non-participant observation. Inferential statistics such as a one-way-analysis of variance (ANOVA) and point-biserial correlation were used to test the null hypotheses formulated. The study found that the pedagogical content knowledge competencies of Ghana senior high schools textile teachers cannot equip school graduates with the skills needed to modernise the indigenous textile industry. The study also found that textile teachers used lecture and discussion methods of teaching than skill acquisition instructional strategies such as field trips, demonstration and work-based. The study recommended that the ministry of education should periodically sponsor textile teachers to have industrial attachments in both local and international renowned textile industries to learn modern skills of textile manufacturing. The study also recommended that workbased (industrial attachment) should be introduced into Ghana senior high schools textile training system.
Pedagogical Techniques That Bolster Learners’ Acquisition of Extensive Reading Habits in Secondary Schools in Laikipia County, Kenya
(Kenyatta University, 2019-11) Mwangi, Francis Gichuki
This study addresses the issue of pedagogical techniques for extensive reading in secondary schools in Kenya at a time when concern is being expressed about declining reading habits in schools. Effective use of pedagogical techniques of reading can greatly improve learners‟ achievement in English and also enhance their reading habits. The study was prompted by poor reading in English among secondary school students in Laikipia County. The study was guided by the following objectives: To establish the pedagogical techniques that promote and sustain extensive reading habits, to examine factors that influence learners‟ extensive reading habits, to establish the resources available that support extensive reading, to establish non-classroom interventions put in place to promote reading habits and to establish the influence of extensive reading habits in English language learners‟ composition writing performance. Guided by the Social Cognitive Theory and The Schema Theory the study adopted the descriptive survey research design to establish the state of extensive reading in schools. Proportional stratified, purposive and random sampling techniques were used in the study. The study sample consisted of 30 English language teachers and 327 students in form 2 and 3. The research instruments used for data collection included: questionnaire for students, interview guides for teachers, documents analysis guide and composition writing test. The instruments were pilot tested to ensure validity and reliability. Both qualitative as well as quantitative data were generated. Qualitative data were organized according to the study themes and presented descriptively on the basis of the study objectives and research questions. Descriptive statistics was used to analyze quantitative data. T-test and Analysis of Variance (ANOVA) were used to test for association between independent and dependent variables. The Statistical Package for the Social Sciences (SPSS) version 17 was used to process the data. The key findings of this study were that English language teachers possessed adequate knowledge and skills to teach extensive reading. Acute shortage of reading resources was a major hindrance to engagement in extensive reading in schools. Collaboration with the Kenya National Library Services, parental involvement and holding reading conferences were some of the non-classroom reading interventions the study established should be applied in schools to promote extensive reading. The study concludes that despite the English language teachers possessing pedagogic knowledge on reading, the learners still encountered reading difficulties as their reading was never monitored or evaluated. This study recommends that the Kenya Institute of Curriculum Development (KICD) in collaboration with schools should come up with a strong extensive reading policy to promote independent lifelong reading habits.
Influence of computer aided instruction on students’ achievement, self-efficacy and collaborative skills in chemistry in secondary schools of Tharaka-Nithi County, Kenya
(Kenyatta University, 2018-01) Julius, Judith Kinya
The study investigated how the use of Computer Aided Instruction (CAI) affects students’ achievement, self-efficacy and collaborative skills in learning Chemistry when compared with the use of Conventional Instructional Methods (CIM). The objectives of the study were: To investigate the effect of CAI on students’ achievement in Chemistry when compared with CIM, to establish gender difference in Chemistry achievement when students are taught using CAI, to assess students’ self-efficacy in the learning of Chemistry when taught using CAI and CIM, to establish gender difference in students’ self-efficacy in Chemistry when students are taught with CAI, to determine students’ development of collaborative skills in Chemistry when taught using CAI and CIM, and to establish the challenges of employing CAI In Chemistry. The study adopted quasi experimental design, based on Solomon Four- Group, Non-equivalent Control Group Design. There were 15 secondary schools with computer laboratory in Maara District, Tharaka Nithi County. Four Extra-County secondary schools with computer laboratory were purposively sampled which included two girls’ only and two boys’ only schools. The four schools were then randomly assigned to either experimental or control groups. The study sample comprised of 174 Form Two Chemistry students from the four sampled schools. The study involved two Experimental groups which were taught through CAI method (use of tutorials, simulations and drill and practice applications) and two Control groups which were taught through CIM (non- computer aided methods) on the topics “Atomic structure, Periodic Table and Chemical families” for six weeks. Data was collected using three instruments namely; Chemistry Achievement Test (CAT), Students’ Self-efficacy Scale (SSES) and Classroom Observation Schedule (COS). Each of the instruments was administered before and after exposure of treatment (CAI) to both experimental and control group. Pilot testing of the treatment instrument, CAT, SSES and COS was done in two secondary schools in Maara Sub-county having the same characteristics as the sample schools. The reliability coefficients of the CAT and SSES were estimated using Cronbach’s Alpha Coefficient and an alpha coefficient of 0.720 and 0.884 was obtained respectively. The researcher administered the CAT and SSES instruments with the assistance of Chemistry teachers in the sampled schools while the COS was utilized by the researcher. Data was analyzed using both descriptive and inferential statistics. The differences between the group means was analyzed using t-test, Analysis of Variance and Analysis of Covariance. The statistical significance was tested at α = 0.05. The study revealed that, the students who were taught chemistry with CAI obtained higher chemistry achievement scores, higher selfefficacy scores and higher collaborative skills scores than the students who were taught with CIM. The study further revealed that girls obtained higher chemistry achievement scores and also higher self-efficacy scores than boys when taught with CAI. The study further revealed that chemistry teachers faced some challenges including inadequate ICT resources when employing CAI in classroom instruction. The findings of this study would be beneficial to chemistry teachers in adopting instructional strategies that would help improve students’ achievement, self-efficacy and collaborative skills in chemistry. In addition, the findings would be valuable to all stakeholders concerned with the enhancement of learning chemistry.
Policy and Provision of Learning Supports and Accommodations for Students with Disabilities in Kenyan Public Universities
(Kenyatta University, 2016-10) Wanjau, Agnes Wanja
The purpose of this study was to examine policy and provision of learning supports and accommodations for students with disabilities (SWDs) in Kenyan Public Universities. An exploratory descriptive survey design was used. Questionnaires, interview schedules, focus group discussion guides, observation checklists and desk research were used as data collection instruments in the study. Criterion sampling was used to select three institutions out of 7 Public Universities as sample group of the study. Total population sampling was employed for SWDs who participated in this study. The faculty, administrators and service providers who participated in this study were selected purposefully. The data obtained by questionnaire were presented and analyzed quantitatively by using descriptive statistics. On the other hand, the data obtained by the use of interview schedules, focus group discussion guides, observation checklist and desk research were presented and analyzed qualitatively. One of the key findings of this study was that two of the studied Kenyan Public Universities had disability policies, however, they had not been released to the public and their implementation was minimal. For the third university the policy was still in draft form due to delays by the administration in ratifying it. A profound finding of this study was that the universities provided few types of accommodations to SWDs. The accommodations provided were also of a narrow range; therefore students did not have an opportunity to choose supports that suited their specific individual needs. The other key finding was that faculty (lecturers) in the Public Universities felt ill prepared and supported to teach SWDs. An overwhelming majority of the members who participated in this study, (90 %), said they had not received any training/professional training in teaching SWDs. Furthermore, well over half of those who taught distance courses indicated that they had not received training in accommodating SWDs in eLearning. A large proportion of the faculty (over 90%) also indicated that they were not familiar with the principles of Universal Design for Leaning. Another profound finding was that SWDs had negative experiences in requesting for supports and accommodations in Public Universities. They were not aware of what accommodations and supports were available to them nor did they receive effective accommodations or supports to enable them participate fully in university education. Although some lecturers were willing to provide accommodations if a student requested, other lecturers were not willing to provide those accommodations. The study found that although disability issues were mentioned in some university policy documents, there were wide gaps between policy and provision of accommodations to SWDs in these institutions of higher learning, as these policies had hardly been implemented. Consequent to these findings a number of recommendations have been made to improve policy and provisions for SWDs at Public Universities in Kenya. First, Public Universities should formulate clear-cut disability policies that are consistent with the Kenya Constitution (2010) and the CRPD to ensure that SWDs are entitled to the required accommodations as mandated by the law. Second, the universities should do a detailed research on assistive devices available to SWDs in the market and provide these to the students. Third, Public Universities should design an appropriate program for training of lecturers on handling SWDs in order to make teaching effective. This program should incorporate the principles of Universal Design. Fourth, Universities should provide necessary supports and accommodations to SWDs with regard to policies, programs and procedures in order to afford them equal opportunity in education. Finally; this study provides a Model for Provision of Learning Supports and Accommodations to SWDs in Kenyan Public Universities, which the universities should adopt in order to give structure to provisions.
Effects of english language on students’ performance in teaching and learning of mathematical modelling at junior secondary school level in Bauchi State, Nigeria
(Kenyatta University, 2016-11) Dogo, Peter
English as a language of instruction is recommended in the Nigerian mathematics classroom, it is also a second language where both teachers and students necessarily use at home to communicate. The study aimed at establishing the effect of English as a second language in teaching and learning of mathematical modellling at junior secondary school level in Nigeria. The junior secondary two learners in Nigeria are second language students who learn mathematics and particularly word problems inmultilingual classrooms. Specifically, the research was to; establish teachers‘ proficiency level of English as a medium of instruction in mathematics classroom, establish teachers‘ preparedness as they teach word problems in English, determine the effect of English Language on teaching and learning of mathematical modelling (word problems) with regard to students‘ performance, determine the effect of mathematical modelling on gender performance and developed mathematical modelling approach for mathematics junior secondary school teachers in Nigeria. The Solomon Four Group design was used as a research design for the study. The design used data obtained from both the pre-test and post-test in the four groups. The instruments used for data collection in this studywere interviews, Mathematics Teacher Questionnaires (MTQ), Students‘ Achievements Test (MWPST) and the classroom observations. The total sampled of the population used in the was 430 (number of teachers 10 and number of students 410). The study used non-proportional and purposeful sampling techniques in chosen the sample.Data from the research instruments were coded and analyzed using Statistical Package for Social Sciences (SPSS) version 17. Analysis of Variance (ANOVA) and independent t-test were used to test hypotheses at 0.05 level of significance. Analysis of data generated from studentspre-test revealed that, the effect of English on students‘ performance in word problems was insignificant (t (203) =0.919, p>0.05). This revealed that students‘ performance was the same before the commencement of the treatment. Post-test result from the study on the effect of English language on students‘ performance indicated a significant difference (F(402)=48.63, p=0.01, p<0.05).This implies that interventionalstrategy (Mathematical Modelling) has significantly improved the performance and problem solving abilities of those groups who were given treatment (experimental)‗ in word problems more than those who were not given the treatment (control). Results of the post-test mean scorebetween the treatment (experimental groups) and controlled groups show a significant difference (p < .05). The data also suggest that the interventional strategy (mathematical modelling) in the posttest positively influenced gender performance and shows a significance difference (t (108) =13.16, p >0.05) in word problem-solving abilities. This implies that gender performance in the post-test was not similar but an increased their performance.Overall results in this study illustrate that number skills displayed bylearners seem to be directly related to language use in the classroom. Key words; Language, Second language, English language Proficiency, Modelling, Mathematical problem solving. Real word problems, students.
Effects of Computer Assisted Learning on Instruction in Organic Chemistry in Public Secondary Schools in Kwale County, Kenya
(Kenyatta University, 2017) Ogembo, John Otieno
The study was informed by the need to contribute in mitigating the persistent poor achievement by a majority of students in chemistry, organic chemistry topic being a major contributor. With evidence indicating insignificant effect of interventions previously implemented, a change in pedagogical approach through use of Computer Assisted Learning (CAL) was proposed. However, paucity of empirical data on its efficacy with regard to instruction for organic chemistry limited discussion on relevance of use of the method. A Solomon’s four quasi – experimental study was therefore designed in which 182 form four students and 37 chemistry teachers purposively selected from schools with ICT infrastructure took part. The students in whole class groups were categorized either as control or experimental groups. Two groups (control and experimental each) were pre-tested, intervention (CAL for experimental and conventional for control) administered for three weeks and all the four groups post-tested. Data was obtained using students’ questionnaire, pre-test and post-test students chemistry achievement test, teachers’ questionnaire, interview schedule and observation checklist. Qualitative data was analysed thematically while quantitative techniques were used for quantitative data with the aid of SPSS. Descriptive statistics including mean, percentages and frequencies as well as inferential statistics in the form of t-test, ANOVA and multiple linear regression were used for data analysis. Post-test results indicated significant mean achievement for students exposed to CAL and significant effect for low ability students in experimental group. Similarly, significant effect was reported for change in students’ attitude, the effect being more for students with negative attitude in experimental groups. However, insignificant mean difference was observed for students based on their age and gender. The study thus established that integration of CAL positively impacts learners’ achievement in organic chemistry, the impact being greater for low ability students. Additionally, it showed that the strategy positively impacts students’ attitude, the change being more prominent for students with negative attitude. For teachers, main effect was reported for their gender, level of education, IT competence, attitude and computer anxiety. Specifically, while level of education, workload and ICT competence had a significant negative effect, effect of computer anxiety was positive. With regard to institutional factors, the effect was positive and significant for leadership support, insignificantly positive for access and negatively significant for technical support. Lastly, inadequate access to ICT facilities, limited leadership support and limited technical support were found to be posing challenges to integration of CAL. It is therefore recommended that stakeholders speed up the roll out of ICT program to all schools in the country, preference being given to county and sub-county schools populated with low ability students. At the same time, adequate ICT hardware, software and reliable internet connectivity should be provided to schools to ease the burden placed on existing infrastructure. At the same time, ICT technicians should be employed in every school to assist with technical cases. Lastly, administrative support to teachers on use of ICT should be enhanced.
Influence of teacher instructional practices on students' engagement in learning physics in coeducational Secondary schools of Murang'a County, Kenya
(Kenyatta University, 2015-11) Waititu, Michael Muchoki; Twoli, N. W.; Maundu, J. N.
Gender equity in enrolment and achievement in secondary school physics remains a matter of pedagogic concern. Studies carried out elsewhere in the world clearly document a myriad of reasons to account for the disparity. This study purposed to investigate how teacher instructional practices influence boys' and girls' engagement in learning of physics in Kenyan co-educational secondary schools. It was guided by feminist pedagogical theory, which is predicated on four learnercentred pedagogy components: creating participatory learning environments, validating learners' ideas and experiences; encouraging social understanding and inspiring application of learned insights in the larger world; and fostering critical thinking and disposition. It applied an exploratory study design to identify nature of instructional practices; to determine underpinnings for the instructional practices; to establish teachers' experiences; and to investigate students' perceptions of frequency of gender inclusive practices in the teaching of physics. Data were collected from 14 out of 19 physics teachers and 1910ut of 25 8 students in 14 co-educational schools in Murang'a County. The data were gathered using classroom observation schedule; survey questionnaire for students; and interview protocol for teachers. Qualitative data were analysed through the method of constant comparison. For the quantitative data, mean scale ratings of perceived frequency of gender inclusive instructional practices were computed and t-test applied to evaluate significance of difference between the boys' and girls' perceptions. Data analysis revealed that teaching of physics in the schools was mostly through expository methods. The teachers applied these methods in disregard of their high professional qualifications; with low achievement expectations for their learners, and more particularly for the girls and; in excuse of inadequate resources. The gap between teaching qualifications and practices in the classroom was further supported by teachers' feeling that they had a high teaching workload and that the syllabus was overloaded. The study further revealed that both the boys and the girls perceived that there was low frequency of gender inclusive instructional practices. Difference in the boys' and girl' perceptions were statistically significant at a = 0.05 for majority of the questionnaire items. Findings of the study would help teachers to reflect about their pedagogical practices for the benefit of the students. Furthermore, the findings would be useful in review of gender-equity training in teacher education programs. In addition, the findings would be valuable to all stakeholders concerned with promoting gender equity and addressing issues of excellence in the teaching and learning of physics.
Integration of assistive technology in instruction for learners with disabilities in inclusive secondary schools in Central Senatorial District Kaduna State, Nigeria
(2016-11) Abdullahi, Jimada
Learners with disabilities (LWDs) in inclusive Education (IE) settings need access to quality education just like their able peers. Accessing quality instruction is a major step to the success of their education, their independence as well achieving quality IE. This study critically examined the integration of Assistive Technology (AT) in support of instruction of LWDs. The study restricted itself to the education of Learners with visual challenges, hearing impaired and mobility impaired in secondary schools in Nigeria, with a focus on integration of (AT) and instructional technique that would address the problem of these students in accessing information for their education This study was based on the following objectives: To establish government policy to guarantee quality instructions for LWDs in IE set up in Nigeria, to ascertain the availability of the ATs for teaching the LWDs in IE schools in Nigeria, to establish ways in which the teachers in the IE schools design and conduct their instructions to ensure LWDs learn effectively, To establish how teachers use AT for instruction of LWDs; To find out challenges facing teachers when using ATs for instruction and to assess the attitude of teachers towards integration of AT in teaching LWDs in IE schools. It was envisaged that the findings, recommendations and the suggestions of this study will be valuable to the Ministry of Education and the Nigerian government in general, in decision making in terms of policy and budgeting in the areas of provision of appropriate assistive technology for LWDs in inclusive secondary education. The results of this research are also expected to offer teachers with special knowledge on the integration of the AT in their teaching. It is also expected that the study will enlighten other stake holders in the field of education on LWDs including sponsors on the assistance they would give to enhance the education of LWDs. The study adopted the survey research design. The location of this study was Central Senatorial District of Kaduna State of Nigeria. A sample of 16 schools, 120 students, 340 teachers, 16 resource center personnel and 16 school principals were selected for the study. Data for this study was gathered using questionnaires, observation schedule, check lists, interview and documentary analysis guides. A pilot study was carried out before the real data collection to ensure that the instruments effectively gathered the required information for the study. The quantitative and qualitative data generated were analyzed using Statistical Packages for Social Sciences (SPSS) version 17.0. The analyzed data was then presented in form of frequency tables, charts and graphs. The research found that the disabilities law only spelt out real meaning of the idea of equalizing learning opportunities for all children in spite of their disabilities without particularly taking into account the nature of environmental requirement and terms of ATs services for each student's disability; The study established that ATs were not adequate to take care of the need of LWDs in the IE classrooms and school environment in Kaduna State Nigeria is not conducive for LWDs; The study also found out that the teachers were using lecture methods to teach LWDs. Also the study further found out that blind and visually impaired learners did not take mathematics due to lack of special methods or skills in teaching mathematics by their teachers, as well as lack of ATs resources in the schools. It was further found out that teachers lacked of skills to use AT. Among other recommendations the study recommended that teachers of learners with disabilities should undergo teacher professional development and that AT resources should be provided in all schools.

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