MST-Department of Educational Communication and Technology

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    Information Communication and Technology in Instruction and Influence on Students’ Achievement in Geography: Case of William Vacanrat Shadrach Tubman College, Liberia
    (Kenyatta University, 2025-03) Pewu, Emmanuel Toll
    ICT integration in education enhances skills like creativity, literacy, critical thinking, problem solving, geography, and cognitive abilities, thereby improving learning experiences, engagement, and academic outcomes, thus enhancing overall learning experiences. This study investigates the use of information and communication technology (ICT) resources in geography instruction at the Williams Vacanrat Shadrach Tubman College of Education, University of Liberia. The research aims to establish the type of ICT resources available for geography instruction, investigate the extent to which geography instructors and students are using ICT during instruction, determine the perceptions of geography instructors and students towards the use of ICT, and identify the challenges experienced while utilizing ICT resources during geography instruction by instructors and students. The study utilized a descriptive research design involving 218 respondents, including administrators, geography instructors, part-time instructors, and 202 students. Data of this study was gathered through questionnaires, interview guides, and checklists for observations. The Statistical Package for Social Sciences (SPSS) Version 26.0 was used to analyze the data. The findings revealed that the main ICT resources available for geography instruction at the college are YouTube, the internet, computers, Google Meet, projectors, tablets, printers, Google Maps, mobile phones, Zoom, and spreadsheets. However, the use of ICT resources for geography instruction is inadequate, with most geography instructors making little effort to use student-centered approaches such as field trips to places of geographical concepts. Learning geography with ICT requires highly developed skills and strategies, field trips, and audio and video materials to make students creative. The use of ICT resources like GIS, Remote Sensing, satellite imagery, and digital mapping facilitates making learning geography practical.The study recommends the need for college management and the government to strengthen the use of ICT resources in geography instruction to improve students' achievement. This research equips educational stakeholders with knowledge and skills to effectively incorporate ICT and utilize available resources for teaching and learning, which can be utilized by the Liberian Ministry of Education and other collaborating organizations to plan in-service programs for teacher training.
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    Lego-Bricks-Based Instruction and Its Influence on Student’s Academic Achievement in Chemistry in Secondary Schools in Laikipia West Sub-County, Kenya
    (Kenyatta University, 2025-01) Wachira, Samuel Waithaka
    ABSTRACT The performance in Chemistry has been lower than that Biology and Physics for several years. The low performance in Chemistry is contributed by inadequate understanding of chemical reactions. At form two, students struggle to understand chemical reactions due to their abstract nature. Chemistry textbooks have explained chemical reactions without any suggestion of resources to enhance understanding. This misunderstanding leads to incorrect chemical reactions, incorrect mole ratio and wrong reacting masses at form three. \The purpose of the study was to determine the influence of LEGO-bricks-based instruction on student’s academic achievements in Chemistry in secondary schools in Laikipia West Sub-county. The study was guided by the following objectives; To determine the difference in performance between students taught using LEGO-bricks-based instruction and those taught, To assess the difference in motivation to learn between students taught using LEGO-bricks-based instruction and those taught without LEGO-bricks. To correlate the motivation and performance for students taught using LEGO-bricks-based instruction and those taught without LEGO-bricks. The study was tested by following null hypothesis; H0I; There is no statistically significant difference in performance between students taught using LEGO-bricks-based instruction and those taught using without LEGO-bricks. H02; There is no statistically significant difference in motivation to learn between students taught using LEGO-bricks-based instruction and those taught without LEGO-bricks. H03; There is no statistically correlation between motivation and performance for students taught using LEGO-bricks-based instruction and those taught without LEGO-bricks. The significance of the study was to provide learners with hands-on skills that are offer solution to scientific challenges. LEGO-bricks-based instructional approach raises motivation and autonomy in learning that improves the performance in Chemistry. Improved performance in chemistry increases students' enrollments for scientific courses in universities and colleges. The study provides chemistry teachers with revolutionary instructional methods that enhance conceptualization and understanding of chemical reactions among other abstract concept in Chemistry. The study used quasi-experimental research design. Purposive technique of obtaining sample was used to select secondary schools, students and chemistry teachers to obtain the sample. Two secondary schools were Experimental group while the other two were control group. The study targeted thirty-two (32) Secondary Schools and 2749 students in form two in Laikipia West Sub County. The achievement tests were used to collect data on chemistry performance while students’ motivation questionnaire was used to collect data on motivation to learn. The SPSS program version 25 was used to analyze the data. Research findings indicated that LEGO-bricks-based instruction improved motivation to learn raised learning interest, promoted comprehension of abstract concepts which improved their Chemistry performance. The general recommendation is that teachers of chemistry should be encouraged and supported to engage learners with instructional strategies that promote conceptualization and visualization hence increasing their motivation and performance in Chemistry
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    Integrating Hypermedia in Teaching of Social Studies and Its Effect on Performance among Pupils in Public Primary Schools in Makueni County, Kenya
    (Kenyatta University, 2025-06) Wambua, Pius Kioko
    Hypermedia has been embedded in the education sector. It helps in content delivery, make learning interesting and help pupils to concretise abstract content. Most studies done on hypermedia integration in learning have targeted secondary schools and higher levels of education. The study was inspired by the fact that academic performance in Social Studies at global stage is not well done. The aim of the study was to establish the effects of integrating hypermedia in teaching of Social Studies among primary school pupils and the effect on academic performance. Theospecific objectivesOof the study0were: to establish whether hypermedia influence performance; to investigate factors influencing teachers to integrate hypermedia in teaching of Social Studies; to find out the level of integration of hypermedia in teaching of Social Studies; and to investigate challenges (if any) experienced on integrating hypermedia in teaching. The findings were used to show the effect of integrating hypermedia in teaching among primary school pupils and hopefully help government and educational institutions on how to improve provision of online content. Two theories guided this study; Constructivism theory by Vygostky and Technology Acceptance Model by Davis. The study used quasi experimental research design. The target population was two thousand four hundred and seventy-eight class seven pupils, one hundred and sixty four teachers of Social Studies in eighty three diverse primary schools in Kibwezi Sub County. The study adopted purposive sampling to pick four schools in the experimental group and four other schools in control group. Forty five pupils from each school were randomly sampled. The sample size was three hundred and sixty pupils. Thirty two teachers were also purposively sampled. Questionnaires, Pre and post-tests, observation checklist and face to face interview were used as the research instruments. Pilot study was conducted in two schools outside Kibwezi Sub-County that were not part of the study.0Pearson productUmoment correlationUcoefficient was2used toUcalculate theUcorrelation coefficient1 of both cases to assist in establishing the degree toUwhich theUcontents 1of the2questionnaire were consistentUin getting similar responsesUevery other time2the instrumentTwas given. A2coefficientUof 0.5 was considered sufficient to establish the reliability of the instrument. Data got from factors that influence teachers to integrate hypermedia in teaching, level of integration of hypermedia in teaching and challenges encountered when integrating hypermedia in teaching were analyzed using thematic approach. Data on effect of integrating hypermedia in teaching on performance was analyzed using t tests. Charts, figures and tables were used to present findings. TheOfindings showedOmajority of theRrespondents agreed that hypermedia was useful in teaching. On the level of integration, most of the respondents used the technology sometimes and rarely implying the possibility of time table schedule challenges. Data got on the influence that hypermedia has on performance implied that use of hypermedia was effective and pupils enjoyed interacting with the technology. The teachers while integrating hypermedia in teaching experienced challenges of; inadequate time to use, little or no support technologically, heavy workload, low levels of interest, inability to use desktops and incompatibility with assessments. Based on the findings it is recommended that there should be a policy of school computer rooms and training of teachers to enhance their computer literacy for them to be able to possibly apply hypermedia in teaching.
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    Influence of Information Communication and Technology on Students’ Performance in Landforming Processes in Secondary Schools In Lamu County, Kenya.
    (Kenyatta University, 2025-05) Wainaina, Lucy Njambi
    Research has shown that use of ICT has improved education through creating a learnercentered environment and enhancing the teaching and learning process. It also supports effective, creative, motivated, collaborative, and self-directed learning, while helping to build basic skills. This study looked into how ICT affects students’ performance in learning about land forming processes in secondary schools. The main goals were: first, to identify ICT resources employed in teaching and learning land forming processes; second, to ideentify factors that influence the choice of ICT tools used; third, to examine how well ICT resources help students understand the content; and finally, to outline the challenges faced when integrating ICT in teaching these topics. The study was based on Diffusion of Innovation theory put forward by Roger’s (2003) . Data was gathered through questionnaires, observation checklists, and interviews with key informants. The information collected was analyzed using SPSS software for both numerical (quantitative) and descriptive (qualitative) data. Quantitative data was analyzed through descriptive and inferential statistics. The results showed that schools have different ICT tools to teach land forming processes. These include computers together with internet, video platforms like YouTube, and offline programs such as Word and PowerPoint. However, teachers as well as students in Lamu County never used these tools often, with time being one of the main limiting factors. Other factors that affected ICT use included teachers' attitudes toward using these tools, irregularly using ICT, and limited access to important resources like internet or computer labs. Major challenges mentioned include time limitations, limited access to ICT resources, students’ low ICT skills, and teachers not having enough knowledge or training. The study concluded that although many schools have ICT tools, most teachers are not making full use of them due to various challenges. Therefore, schools should find ways to build and promote a strong ICT culture as recommended by reasearcher.
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    Teachers’ Mathematical Knowledge for Teaching and Its Influence on Learners' Ability to Solve Word Problems in Secondary Schools, Nakuru County, Kenya
    (Kenyatta University, 2024-11) Nimely, Dennis R.
    Despite efforts, interventions, and studies across the world, learners’ performance in Mathematics examinations is still below the expected standard. This has increased a concern surrounding the influence of teachers’ mathematical grasp for teaching on the learners’ ability to solving problems in Mathematics. The bourne of the study was investigating the influence of Teachers’ Mathematical Knowledge for Teaching (TMKT) on ability of learners in solving word problems in Naivasha sub-County, Nakuru County, Kenya. The study’s objectives are: 1) to determine the influence of the level of TMKT on learners’ ability to solve word problems; 2) to establish the influence of teacher-learner classroom interaction in teaching word problems; and 3) to establish the relationship between learners’ reading comprehension and arithmetic skills in solving word problems. The study was guided by two theoretical frameworks: the Mathematics Teachers Specialised Knowledge (MTSK) model and social constructivism theory. The study was underpinned by both quantitative and qualitative research approaches, as well as descriptive and correlational designs. The target population for the study included 65 Mathematics Heads of Department (MHOD), 65 Mathematics teachers, and 2,733 female and 2,450 male learners in Form two (2). Using stratified random sampling approaches, the study chose the gender of Form two (2) students, the categories of schools, and the mathematics teachers and department heads. The class level was chosen with the use of purposive sampling techniques. The necessary data was gathered with the assistance of a sample of 358 participants, which included 10 Mathematics teachers, 10 MHOD, and 338 form two (2) learners. This study’s data collection tools were questionnaires, interviews, classroom observation checklists, Text Comprehension Skills Test (TCST), and Arithmetic Skills Test (AST). Worksheets from learners were chosen at random and distributed to each teacher in order to assess their TMKT. This allowed the teachers to see learners’ mistakes and provide the appropriate steps and answers in accordance with the provided marking scheme. Descriptive and inferential statistics were used to analyse the data and produce frequency counts and tables. Relationships in the research were found using the Pearson product-moment correlation coefficient. The qualitative data was analysed using transcriptions. The findings demonstrated that the ability of learners to solve word problems is significantly influenced by TMKT. Learners’ arithmetic skills and reading comprehension were shown to be somewhat positively correlated. Mathematics educators, policymakers, researchers, and all academicians are likely to find value in the study’s findings.
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    Extent of the Utilization of Collaborative Learning in Physics in Secondary Schools in Nandi County, Kenya.
    (Kenyatta University, 2024-12) Kimoso, Benard Kipchumba
    Several studies have reported that a collaborative approach in learning has a positive impact in learners’ performance, however frequency of utilization of this approach in physics classroom depends on teacher, learners and other external factors which needs further exploration in Nandi North Sub- County. This study seeks to; determine the frequency at which collaborative learning is being utilized in physics classes, Teachers' preparedness, student view when CL is utilized in physics classrooms and limiting factors for its use in physics classes. The study was guided by Vygotsky's social development theory and employed descriptive survey research design. The study targets all students and teachers of physics in public secondary schools in the Nandi North sub-county. In this study, 12(20%) of the total number of schools were selected of which 2 were boy schools, 3 girl schools, and 7 mixed schools. Twelve (12) teachers and three hundred and eighty-four (384) physics students in the selected schools participated in this study. The researcher used a questionnaire, observed classes, conducted interviews, and analysed documents to gather data. A descriptive statistical technique such as percentages, means and frequency counts was used to analyse the data. The finding indicates despite teachers being equipped with Collaborative Learning skills and learners having positive perspective on Collaborative learning, the frequency at which is being utilized is very low. Some major limiting factors for utilizing Collaborative learning include inadequate time, large classes, limited resources and heavy workloads. The Kenyan Ministry of Education and other involved parties could leverage this study's findings to formulate strategies that will improve the implementation of collaborative learning techniques in science classrooms.
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    Audio – Visual Resources in Teaching and Learning and their Influence on Students’ Academic Performance in Secondary Schools in Nairobi County, Kenya
    (Kenyatta University, 2023-05) Masio, Abigail Nduku
    This study seeks to investigate the extent to which the use of audio-visual resources in teaching and learning influences students’ academic performance in secondary schools in Makadara Sub County, Nairobi County. The study objectives are to: Establish the types of audio-visual resources used in teaching and learning, examine factors teachers consider in using audio-visual resources in teaching and learning, assess the extent to which audio – visual resources influence students’ academic performance, analyse whether there are gender differences in the use of audio-visual resources in teaching and learning and establish the challenges faced by teachers and students when using audio-visual resources. The study will be underpinned by Visual, Auditory, Reading and Kinesthetic and Dual – Coding theories. Using descriptive research design the study will deploy qualitative and quantitative techniques that is questionnaires, interview, lesson observation guide and the check list in collecting and analyzing data in conjunction with stratified sampling techniques to select 8 schools out of 17 and random sampling to identify three teachers from each department to participate in the study. A sample of 10 % of students’ population will be selected for the study. All principals and head of departments will be sampled for the study. SPPS version 26 will be used to conduct descriptive statistical analysis. Qualitative data will be categorized and analyzed thematically based on research objectives while quantitative will be transcribed, categorized, established, coded and entered in the computer for descriptive analysis. The analyzed data will be presented in the form of frequency distribution tables, graphs and pie charts.
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    Challenges Influencing Integration of Information Communication Techunologies in Teaching of Biology in Public Secondary Schools in Baringo County, Kenya
    (Kenyatta University, 2018-02)
    Integration of Intormation Communication Teehnologios (1CT) in teaching and Tearning is intended (o enable teachers to facilitate leaming more effeetively and enhance students understanding of concepts. The purpose of this study was (o investignte challenges influencing integration of 1CT i teaching of Biology in Daringo County, Kenya: The objectives of this study included determining the extent of 1CT integration in teaching Biology in secondary schools; establishing the school related factors nfluencing the mtegration of 1CT in the teaching of Biology: determining the tencher related factors influencing the integration of 1CT in the tenching of Biolopy and establishing the Biology curticulum related factors that affeet the teaching of Biology. The study was hased on Rodger's theory of Diffusion of Innovation (2003). Random stratified sampling was used (o obtain o sample of thirty six schools (5 boys, 6 girls and 25 mined) out o a population of 140 schools. A principal and one Biology teacher from cach of the school participated in the survey. Furthermore 6 Sub-County Quality Assuranee Officers (SCQAO) also participated. Rescarch instruments used were Questionnaires, cheeklist for ICT resources, interview schedule and lesson observation, The data obtained was analyzed using mean, frequencies and pereentages. The findings shows that teachers with teaching experience of 21 years and above did not embrace use of ICT in teaching, there is skewed distribution of 1CT resources among the subcounties in Baringo, other factors found affecting integration of ICT in teaching of Biology are lack of specific special classes for teaching Biology, luck of ICT resources, inadequate time of preparing 1CT resources, lack of ICT technical support and inadequate digital e-learning materials, The recommendation included curriculum review which will necessitate full of integration ICT in teaching apart from only digitizing the entire curriculum, the Government through the Kenya Institute of Curriculum Development (KICD) to consider offering computer studies as a compulsory basic education in secondary schools this would form the basis of fundamental foundations that will anchor our education system deep in the muscles of technology and education managers be sensitized on the need to support the teachers in their quest for ICT integration.
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    Inquiry based practical instruction and its effect on students' academic performance in secondary school chemistry in Tharaka-Nithi County, Kenya
    (Kenyatta University, 2023-05) Oboso, Justus Makori
    Inquiry based practical is meant (o promote meaningful learning in science subjects. The aim of the study was to ascertain the academic performance differences in Chemistry between leamers exposed to Inquiry Based Chemistry Practicals(IBCP) and those taught using conventional practical approach. The specific objectives were first, to determine the difference in academic performance of learners taught using integration of inquiry based instruction in Chemistry practicals. Sccondly, to compare the quality of IBCP on students’ academic performance in secondary schools. Thirdly. to determine the frequency of using IBCP on students’ academic performance. The last objective was, to establish whether there were gender differences in academic performance of learners in Chemistry when taught using inquiry based instruction, The research adopted quasi-experimental based on pretest and post- test arrangement. There were 110 Secondary Schools in TharakaNithi County. Four Secondary Schools were purposively sampled and they included two Girls' and two Boys' Secondary Schools. The four Schools were assigned randomly to either Control or experimental groups. The study sample comprised 182 Form Three Chemistry learners from the selected Public secondary schools. The study involved two Schools in the experimental groups who were exposed to the treatment and two control groups that were not exposed to inquiry-based Chemistry practical on the topic “Qualitative analysis™ for a period of six weeks. This topic involves identification of cations and anions in compounds. Data collecting instrument were; Chemistry Achievement Test (CAT); pre-test and post-lest, Chemistry observation schedules and interview guide. The pre-test CAT and post-test CAT were administered before and afler exposure to both experimental and control groups respectively. A pilot test was done using the instruments that were used in the actual study in two Secondary Schools in Tharaka-Nithi County. The Schools were assumed to have the same characteristics as those that were sampled. The study assumed that the findings could be useful not only to the curriculum developers but may also provide insights to rescarchers in science education. The data was keyed in SPSS version 26, reports were generated and analyzed using both descriptive and inferential statistics. The differences between the means of the two groups were analyzed using t-test, The statistical significance was tested at @ = 0.05.The findings of the study indicated that the students who were instructed through IBCP auained higher scores than their counterparts who instructed through CPW. The study further revealed that the female students attained higher scores than male students when both were instructed through inquiry based Chemistry practical approach. The study recommends the use of inquiry-based approach by teachers of Chemistry to cenhance the academic performance of students. The study further recommends that curriculum developers in secondary schools should emphasize teaching through inquiry-based approach.
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    Strategies used in Teaching English Language Oral Skills and their Effects on Learner Classroom Participation in Public Comprehensive Schools in Embu County, Kenya.
    (Kenyatta University, 2024-10) Murugi, Mugo Tabitha
    English language is very critical for global communication and in the key sectors of economy like education therefore shaping an individual’s life. However, dismal performance by learners has been recorded in English learning area. The study therefore; investigated the strategies that are used to instruct oral skills in English language, established the role of innovative strategies in English language learning and established the problems that impede development of learners’ oral skills in public comprehensive schools. The social interactionist theory by Lev Vygotsky fortified this study and it conformed to descriptive survey with mixed methods. The population targeted was 37 schools, 1200 learners, 100 teachers and 37 language panel chairpersons (LPCs). Sampled were 10 schools, 120 learners, 10 LPCs and 10 teachers of English. For data collection, questionnaires, interviews, observations and focus groups were employed. The instruments were piloted in two schools which resembled the sampled within Embu County. The piloting yielded results that enhanced relevance of study items thus guaranteed validity. Reliability was guaranteed by using test-retest method with a correlation co-efficient of 0.80. Thematic analysis and descriptive statistics aided by statistical package for social sciences (SPSS) version 25 were deployed to analyze data. The study findings are presented in form of narration based on themes, frequency distribution tables, means, percentages and standard deviation. The study revealed that the commonly used strategies to teach English in Embu County are songs, pair work roleplay and storytelling. The study also revealed that use of innovative strategies draws the learners’ attention, enhances learners’ memory and understanding, develops learners’ linguistic abilities, enhances classroom interactions and academic achievement, enlivens the learning environment and offers varied learning experiences for practical use of language. Further, the study revealed that large classes, lack of appropriate teaching and learning materials, wrong interpretation of concepts by learners, mismatch between the language of the teacher and that of the learner and lack of interest in learning. The study concluded that the most common methods of teaching English language oral skills are pair work, role play, storytelling and songs. It also concluded that use of innovative strategies draws learners’ attention, enlivens the learning environment, offers varied learning experiences for usability of language in real life contexts and improves classroom interactions and performance. Finally, the study concluded that development of oral skills faces both teacher and learner- related challenges like congested classes, lack of adequate resources, wrong interpretation of concepts by learners, mismatch between the teacher’s language and that of the learner and lack of interest in learning. The study recommended reinforcement of school language policies and practices to enhance development of linguistic abilities like oral skills, teachers to simplify vocabulary and repeat abstract concepts, the Ministry of Education to provide necessary information communication and technology tools like audio-visuals and connect comprehensive schools to power and internet. Finally, the study suggested carrying out of a similar study using quasi-experimental research design for more verifiable findings.
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    Integration of Information and Communication Technologies in Teaching and Learning Geographical Internal Land-Forming Processes in Secondary Schools in Tharaka-Nithi County, Kenya
    (Kenyatta University, 2024-11) Karimi, Mbaka Lenity
    Integration of ICTs is a new development in the recent past all over the world. It has been embraced in most fields and education is not an exception. In education, the integration of ICTs is being encouraged with the aim of preparing the learners for life in the 21st century. The study has thus been prompted by the tremendous advancements in technology and its demands by both teachers and learners to fit in the 21st century. In Kenya, there are policies on the use of ICTs in the teaching and learning of various subjects, and Geography is not an exception. Geography is a discipline that informs a lot about the world. The main goal of this research was to explore the extent of integrating ICTs in the teaching and learning of Geographical Internal Land-Forming Processes in public high schools in Chuka Sub-County, Tharaka Nithi County. The study’s specific objectives were:(i) To identify the types of ICTs used in the teaching and learning of Geographical Internal Land-Forming Processes, (ii) To establish factors influencing the integration of ICTs in the teaching and learning of Geographical Internal Land-Forming Processes, (iii) To examine the extent to which specific ICTs are being used in the teaching and learning of Internal Land-Forming Processes and (iv) To investigate the challenges experienced by both teachers and students when integrating ICTs in the teaching and learning of Internal Land-Forming Processes. The study was carried out in Chuka Sub-County, Tharaka-Nithi County. The theory adopted was that of Everett Rogers diffusion of innovations. The research employed a descriptive research approach. The study’s target population was 41 public secondary schools. Stratified random sampling was used to categorise schools into 4 strata; National, Extra-County, County and Sub-County schools. From the sampled schools, 8 Principals, 8 HoDs, 8 Geography teachers and 128 form two Geography learners were further sampled as respondents. Data was collected using questionnaires, interview schedules and observation checklists. The research conducted a pilot study to assess the reliability of the research instruments. A validity test was also conducted on the tools. The data collected was analyzed using SPSS, version 20. Descriptive statistics in the form of frequencies, percentages, mean and standard deviations was gathered from the analysis and presented in the form of tables. The key findings showed that television, radio, internet enabled mobile phones, and the internet were the main types of ICTs available in most schools. It was also found that teacher, student, school and both school and national ICT policy were the factors influencing the integration of ICTs in the teaching and learning of Geographical Internal Land-Forming Processes. Besides, the extent to which ICTs are adopted within the schools to facilitate teaching and learning in the county was low. The conclusion was that teachers should strive to integrate the available ICTs into their teaching. The study recommendations were that teachers and students should be encouraged to integrate available ICTs, need for accessibility of the ICTs, need for technical support, need for periodic training for effective ICT integration in curriculum. It was expected that the findings together with recommendations would benefit policy makers and practitioners in Kenyan education system. The education stake holders together can make ICT pedagogies, methods and strategies fully integrated in the educational processes in secondary education for quality outcomes.
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    Integration of Information Communication Technology in Teaching and its Impact on Mathematics Academic Achievement of Public Secondary School Learners in Garissa County, Kenya
    (Kenyatta University, 2024-09) Mwaniki, Francis Mutisya
    The integration of ICT in classrooms has been proposed as a strategy to enhance students' academic performance in mathematics. This study examined the impact of ICT use on mathematics achievement in secondary schools in Garissa County, Kenya. The research objectives were to: (a) assess the availability of ICT resources for mathematics instruction, (b) determine the strategies teachers employ to integrate ICT into lessons, (c) evaluate mathematics teachers' attitudes towards ICT integration, and (d) compare the mathematics performance between schools using ICT and those that do not. The study employed a descriptive survey design based on the Diffusion of Innovations Theory. The target population comprised students, mathematics teachers, and school administrators from 18 public secondary schools in Garissa County, with a sample of 267 students in grades 3 and 4, 10 school administrators, and 18 mathematics teachers. Data were gathered through interviews, classroom observations, and surveys. Analysis was conducted using descriptive statistics for qualitative data and inferential statistics for quantitative data, with correlation coefficients calculated. The findings revealed that projectors, GeoGebra, and smart TVs were the main ICT tools available, though their use was limited. The most common ICT integration methods were PowerPoint presentations and whiteboard displays. Teachers generally supported ICT integration, and schools employing ICT resources showed better performance in mathematics. The study concluded that inadequate ICT resources and limited teacher expertise hinder effective mathematics instruction. It recommends increasing ICT resources, enhancing teacher ICT skills, updating software, and encouraging varied ICT use in mathematics lessons. The findings are valuable to policymakers, school administrations, the Ministry of Education, and NGOs in promoting effective ICT use to improve students' mathematics performance.
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    Collaborative Writing Strategy and Its Influence on Learners’ Performance in Functional Writing Skills in English in Secondary Schools, Kiambu County, Kenya
    (Kenyatta University, 2024-07) Juday, Jefferson Poar Wayei
    Functional writing refers to practical use of English, while one engages in a writing exercise to carry out a real-life purpose. Learners need to develop and master the skills for practical communicative skills in writing letters, minutes of meetings, reports, shopping lists, memoranda, requests, or giving directions. Learners also need to master the skills for effective communication in the work environment, and in their daily lives. Low performance of learners on Paper One, which is on functional writing skills in Kenya Certificate of Secondary Education (KCSE), registered a serious concern for teachers and school administrators to revisit approaches and methodologies utilized in teaching the skill. The study, therefore, sought to investigate use of collaborative writing strategy, and its influence on learners’ performance in FWS in Githunguri Sub-County, Kiambu County. 10780 learners, 76 teachers, and 38 heads of English Language Department formed the target population. The sample size comprised of 192 learners, 8 teachers, and 4 heads of English Language Department for all the four public secondary schools. The researcher applied simple random technique to select learners, and purposive technique was applied for instructors and heads of English Language Department. The study used Solomon four group design, which is a type of quasi-experimental research design, for the four public secondary schools that participated in the exercise. The approach was taken so that the researcher could administer the pretest and posttest to the study's experimental and control groups. While teachers and heads of the English Language Department were observed and interviewed using a schedule for interviews and an observation guide, data from students were acquired using questionnaires. SPSS version 21.0 was used to analyze the data. According to the data, teachers rarely employed the collaborative writing method, and its applicability depended on how many learners were enrolled in a given class. After the intervention (which involved teaching using a collaborative writing technique), the mean score of experimental groups was higher mean than the control group. The use of collaborative writing strategies enhanced learners' presentation skills, vocabulary, mechanics, grammar, understanding, collaboration, and communication abilities, as well as their ability to translate lessons from one language to another. The results showed that there was very little teachers’ preparation for use of collaborative writing techniques in teaching FWS. The findings indicated that instructors and learners face several challenges when implementing CWS for instructing FWS in English. Therefore, the study recommended that the Ministry of Education set up ongoing workshops and training sessions to train or educate instructors on use of collaborative writing technique. Moreover, extra facilities should be built to help prevent overcrowded classrooms. The research findings added to the existing body of knowledge concerning the collaborative writing process. The findings also provided information to teachers, and department heads for English language education on the usefulness and usage of collaborative writing in the teaching of functional writing skills.
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    Computer Three-Dimensional Animation Use and Its Effect on Secondary School Students’ Conceptual Understanding of Mammalian Circulatory System in Kiambu County, Kenya
    (Kenyatta University, 2024-08) Rogers, Hassan Bob
    The purpose of this study was to rummaged whether computer 3D animation ameliorate students' conceptual grasp of the mammalian circulatory system (MCS), factors and attitudes of teachers influencing C3D−animation in teaching biology in Gatuanyaga, Thika−East Sub−County. The study’s scope focused on secondary students and biology teachers in public schools, incorporating C3D−animations in the tutelage of biology. This study−investigation’s objectives were to rummage the effectiveness−aftermath of C3D animation in ameliorating protégés’ conceptual grasp of the MCS, rummage factors influencing−deploying C3D animation in tutelage of biology, and, precis perspectives of educators−teacher towards deployment of C3D anime in tutelage of biology. The research−methodology adopted quasi-experimental design−which provide evidence linking a specific intervention and an outcome. The study involved 160 Form−Two students, 80 students within each group (control and experimental), and 13 biology teachers. Pretest and posttests were used as students’ questionnaires, and educators’ questionnaires (precis 5-points) Likert Scale, focused on factors and perspectives of educators influencing deploying C3D−anime. SPSS-Version 25.00 and descriptive narrative were used for data analysis. An independent−t-test was employed to rummage significant apparent−difference with posttest−scores of control and experimental groups after intervention, while descriptive−narratives and frequency−percentages were engaged to analyzed teachers’ questionnaires. The study’s findings showed that, C3D−anime illustration was concrete in enhancing protégés' cogitation of the MCS and retention of key biological− terminologies of protégés in EG than protégés in CG. The findings also established that; institutions lack resources to support teachers in using C3D−animation, teachers lack confidence, and competency in dealing with technical issues related to C3D, as key factors influencing the use of C3D. The findings also established that teachers demonstrated favorable attitudes toward the use of C3D−animation. In conclusion, C3D−anime is effective in teaching and learning to enhance protégés cogitation of nonconcrete contents in biology related to MCS, couple with teachers’ favorable attitudes toward C3D−animation. It is recommended that public schools provide C3D−animation access to biology−teachers and students, and train them in basic animation presentation−skills for teaching and learning.
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    Integration of Inquiry-Based Approach in Teaching and its Impact on Students’ Attitude towards Learning Biology in Secondary Schools, Kiambu County, Kenya
    (Kenyatta University, 2024-09) Doboyou, Jackson T.
    The study looked into the integration of Inquiry-Based Approach (IBA) in teaching and its impact on students’ attitude towards learning Biology. The objectives were to: determine the extent to which teachers of Biology use IBA; determine teacher’s ability levels to integrate inquiry-based approach in teaching Biology; establish the impact of IBA on the attitude of students towards learning Biology; and determine students' attitude towards learning Biology. The study was anchored on the experiential learning theory proposed by David Kolb (1984) and the constructivism theory by Jerome Bruner (1960). In this study, a descriptive survey design was used. A population of 1,194 students from Form three and 29 teachers of Biology from 33 secondary public schools were targeted. Eleven schools were chosen using stratified random sampling technique. Also, a purposive sampling technique was employed to pick 14 teachers while 344 students in Form three were selected for the study using simple random sampling technique. For data collection, the study used questionnaires, interview, and classroom observation guide. Two (2) schools participated in a pilot study to determine the validity and reliability of the research instruments. The data was analysed employing Statistical Package for Social Sciences (SPSS). Findings from the study revealed that majority of the teachers do not often adopt inquiry-based approach. Also, it was found that most of the teachers have the ability to implement inquiry-based approach. Teachers of Biology emphasized on confirmatory inquiry than Guided, Structured and Open inquiry. It was concluded that integration of IBA impacts students’ attitude towards learning Biology. Also, it was demonstrated that majority of the students have positive attitude about learning Biology. The study recommends that teachers should use other levels of inquiry and should be continuously trained in using the approach. It is important to also allow students to design experiments individually. The findings of the study are vital in the educational institutions in encouraging Biology teachers to fully integrate IBA, since there is a transition from expository to the CBC methodologies among teachers in Kenya.
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    Animation Integration in Teaching of Newton’s Laws of Motion and Its Effect on Achievement among Secondary School Physics Learners’ in Makueni County, Kenya.
    (Kenyatta University, 2024-09) Muinde, Nicholas Kyalo
    This study investigated the effect of integrating animation in teaching on learners’ achievement in Physics in Makueni County. The study applied a quasi-experimental research design, involving six secondary schools purposively sampled from thirty-eight public schools in Kathonzweni Sub-County, Makueni County. Data for the study was collected using: pre-test and post-test, learners’ questionnaires, teachers’ questionnaires, lesson observation, and interview schedules for Physics teachers. The Data for objectives (i) and (ii) were analyzed using a t-test to determine the significance of the difference in performance. For objective (iii), the data was analyzed using descriptive statistics. For objective (iv), the data was analyzed and coded along themes. The research study revealed that sub-county schools can perform equally well compared to county, extra-county and national schools when animation model are integrated in teaching. The results showed girls’ performed better in county and sub-county schools when animation were used in teaching. There was a performance gap between girls and boys in county schools and also in sub-county schools. The study also found that learners had a positive attitude towards the integration of animation in all three experimental groups, and they found the learning process captivating. Furthermore, the study revealed that teachers demonstrated competence in selecting quality animated materials from a wide range of multimedia resources, and their psychomotor skills in handling animated hardware and software enhanced. The study recommends to the Ministry of Education (MOE) to designing and developing effective animations as supportive learning tools, and to assist in developing methodologies that can enhance dynamic delivery of learning support. The teachers Service Commission (TSC) should provide in-service training to teachers to sharpen their knowledge on animation. Additionally, the government should ensure the availability of electrical power and animation hardware and software. It is important to note that the findings of this study will be useful not only to the Ministry of Education, but also to school administrators and physics teachers in guiding the instructional integration of animations in teaching Physics, thus encouraging student interaction with both the concept and the content
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    Use of Instructional Videos in Teaching and Learning of English Language Speaking Skills among Secondary School Learners in Kiambu County, Kenya
    (Kenyatta University, 2024-11) Chege, Regina Wangari
    Integration of instructional video resources in teaching English language plays a great role in facilitating students acquisition of knowledge, skills and retention of learnt knowledge. The purpose of this study was to assess the use of video instructional resources in teaching English speaking skills in selected public secondary schools in Kiambu County, Kenya. The study was guided by the following objectives: Find out language teachers competencies in integrating video resources, the extent of technical and leadership support available, to investigate teachers and learner s perception on use of video resources, and to establish availability of video resources for English language teaching in secondary schools. .This study adopted a descriptive survey design. Kikuyu Sub-County was selected as it provides an ideal area of study as it has all categories of secondary schools distributed across; secondly the Sub-County has registered poor performance in English K.C.S.E examinations for a number of years. There are 16 public secondary schools in the Sub-County. Stratified simple random sampling was used to obtain a school sample of 7 schools for the study. The study involved 7 heads of departments of English from the selected schools, 20 teachers of English and 190 form three students as the respondents for this study. The methods of data collection were; questionnaires, observation guide and interview guides. The data collected were analysed using both qualitative and quantitative procedures. Quantitative data was analysed using SPSS version 24.0. Qualitative data were analysed and presented in form of theme, discussions, and explanations and in narrative form. Results indicated that many teachers (72.2%) had been trained to use video resources in teaching English during pre-service course. However, that majority 77.8% of English teachers had not received in-service training in the use of video resources; an implication that English teachers require more training on the use of video resources in teaching English. Results of the study also showed that majority 66.7% indicated the school administration supported audio-visual training in school implying that school management is very important in the development and deployment of multimedia resources in school. Technical support was also highly regarded in the integration of video resources. Regarding teachers and learners perception on use of video resources, majority of teachers agreed that use of video resources enables easy learning of English language. Many learners also agreed that video resources had helped them improve writing, reading, speaking and listening skills. Learners indicated that video content was relatively available for use during learning. From the findings five recommendations were made. The first being that English language teachers should be attending workshops and seminars on the current trends of education. Second, the schools administrations should strive to recruit technical experts to help teachers with smooth integration of videos. Thirdly, teachers should be sponsored to per-take capacity building courses on how best they can use videos when teaching. Forth, learners should be encouraged to use watch videos which could boost the acquisition of the skills and subsequently post better KCSE grades for English. Lastly, The government should help in equipping schools with adequate video resources for easy access by learners and teachers in schools.
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    Availability and Utilization of Selected Instructional Resources for English Imaginative Composition Writing In Public Secondary Schools in Busia County, Kenya
    (Kenyatta University, 2024-11) Mepukori, Ruth Silantoi
    Instructional resources are essential in the composition instruction process. They enhance students’ creativity, contribute to better learning outcomes and cater for diverse individual students’ needs. The availability and utilization of variety instructional resources are essential for effective composition writing instruction. These resources, which include textbooks, visual aids and writing prompts, play a crucial role in enhancing students’ writing abilities. Investigating the availability and use of selected teaching resources for English imaginative composition writing in public secondary schools in Busia County, Kenya, was the aim of this study. The objectives of the study sought to; assess the available instructional resources in the teaching and learning of composition writing; to determine the criteria considered by teachers when selecting instructional materials for composition writing skills; to find out how the available instructional resources were utilized in the teaching and learning of composition writing by teachers and students and to investigate the challenges that teachers and students faced during the utilization of instructional resources in composition writing. Richard Mayer’s Cognitive Theory of Multimedia Learning (1999) provided the framework for this study. The study design used was a descriptive survey. 300 students, 18 teachers and 7 HODs participated in the study. To choose schools for the study, County and Sub-county, simple random sampling was employed. Purposive sampling was used to choose Extra-county schools and Heads of Language department. Teachers of English and students were randomly sampled. The study employed a mixed-method research methodology. Data was gathered using teacher and student questionnaires, interview and classroom observation schedules. Piloting was done in two schools and was employed to find out the validity and reliability of the instruments, identify potential challenges like the time frame required to fill questionnaires and locate where research protocols may or may not be followed. Students and teachers were asked to complete questionnaires to provide information about the kind of educational resource they used. Data was analyzed using the Statistical Package for Social Sciences (SPSS) software version 21.0 which included responses from the questionnaires, interview schedule and classroom observation schedule. The data revealed that traditional resources such as textbooks, dictionary, writing prompts and charts largely dominated classrooms and had more popularity in terms of use as opposed to the audio-visual resources which were negligible and the few available, were under-utilized. Audio-visual resources were largely unavailable. On utilization, the study found that a major setback was inadequate resources and heavy reliance on traditional materials such as the course books. The study revealed that some teachers were limited in knowledge of IT skills and therefore found it cumbersome to use IT based resources. The study recommended that teachers ought to be trained and be encouraged to explore innovative approaches that incorporate visual aids that go beyond the use of traditional course books. Efforts should be made to address the challenge of inadequate resources by providing teachers with additional materials and tools for composition writing instruction that embrace both utilization of audio-visual resources and IT based resources.