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dc.contributor.advisorOndigi, S. R.
dc.contributor.advisorGitau, Ndichu
dc.contributor.authorAyako, Lina
dc.date.accessioned2015-12-07T12:44:21Z
dc.date.available2015-12-07T12:44:21Z
dc.date.issued2006
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/13946
dc.descriptionA thesis submitted in partial fulfilment for the Requirements of the degree of master of education, Department of Educational Communication and Technology, School of Education Kenyatta Universityen_US
dc.description.abstractThis study sought to establish teaching strategies used in geography classes and the extent to which these teaching strategies influence students' performance in examinations, acquisition of knowledge and skills. The study was conducted in Nairobi Province public secondary schools. Nairobi Province was chosen for the study because of its diversity in terms of, socio-economic endowment, calibre of schools in terms of availability of resources and performance. Stratified and random sampling was used to select schools from three strata of national, provincial and district schools. Twenty percent (20%) of Nairobi public secondary schools were systematically selected which translated to nine schools from the three strata. In each school, geography teachers teaching Form three classes were used in the study. A total of 16 teachers were involved. The sixteen filled questionnaires and nine out of the sixteen were randomly selected and observed teaching live lessons. A total of 380 students from the nine schools were used in the study. However, only 76 (20%) of the students' responses were randomly selected and used. An achievement test was also administered to establish impact of teaching strategies on students' performance in geography. Data were collected using a questionnaire for teachers and students, an observation schedule, and an achievement test. Data collected were analyzed by use .of descriptive statistics where mean, frequency tables, percentages and spearman rank correlations were used. The study revealed that expository strategy of teaching dominates geography classrooms. The factors that determine choices of teaching methods are lack of resources, lack of time and a big workload. The learners disliked the strategies where teachers dominated lessons. They would have liked to be actively engaged in their own learning. The dominant expository strategies of teaching had a negative effect on performance and there is a significant relationship between acquisition of knowledge and skills. Finally, poor performance in geography can be explained in terms of the teaching strategies used. The strategies in use are expository plus simple question and answer method that are influenced by limited time, resources and the workload.en_US
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titleTeaching strategies: their effects in performance in Geography in selected public secondary Schools Nairobi Province of Kenyaen_US
dc.typeThesisen_US


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