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dc.contributor.authorShitohi, Philip B.
dc.date.accessioned2012-05-29T08:21:53Z
dc.date.available2012-05-29T08:21:53Z
dc.date.issued2012-05-29
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/4812
dc.descriptionThe LB 1727.K4 S54en_US
dc.description.abstractThis study seeks to establish if there exists a significant relationship between academic performance and teaching ability or primary teacher trainees in Kenya. Three Primary Teachers' Colleges were included in the sample. These were Kaimosi, Highridge and Machakos. All the trainees in each of the colleges who sat their final examinations in March 1987 were included in the study, their total number being 1135. The final examinations covered both theory papers and practical teaching. Only P1 trainees were included in the study. Several questions had to be answered in the study. These were: - Is a trainee who is academically better necessarily a better teacher?; - Is a trainee who is academically better a poor teacher?; - Is a trainee who is academically poorer necessarily a better teacher? - Is a trainee who is academically poorer a poorer teacher? The design used to carry out the study was a historical survey of the past examination records of performance of Primary Teachers' Examinations of 1987. Tools and instruments used in collecting data included specially designed forms in which aggregate points of academic performance, and teaching practice were recorded. Data collected was analyzed on the same forms to yield 0.26 as a Coefficient of Correlation using Pearson's Product Moment Correlation formula. The significance of the coefficient of correlation was established at 0.05 using 1133 degrees of freedom, and the formula, ts = r N-2 1-r2 Where, ts stands for sample critical t-value r reprends Pearson's Product Moment Correlation Coefficient N is the number of subject in the study The table critical t-value tt will also be used in establishing the significance of the coefficient of correlation. The result of the comparison of the sample t-value and table t-value was used to nullify the null hypothesis since the sample t-value was found to be greater than the table t-value at = 0.05, with 1133 degrees of freedom. Data collected was also plotted on a scatter diagram to show at a glance how academic performance relates to teaching ability. This was done by plotting academic performance along the vertical axis and teaching ability along the horizontal axis. The pattern of dot-distribution gives the impression that there exists only a slight relationship or no relationship at all between academic performance and teaching ability. Tables showing frequencies and percentages were also used in analysing the data further. This analysis provided a detailed breakdown of the trainees and percentages. The percentages were calculated on the basis of each academic group, categorised according to aggregate points obtained in the academic subjects. It was generally observed that academically good trainees make excellent and good teachers, while those academically lower make either very good teachers or fairly good teachers. The results obtained in the study were used in discussion, conclusions and recommendations.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.subjectTeachers, training of -- Kenyaen_US
dc.titleA study of the relationship between academic performance and teaching ability of primary teachers trainees in Kenyaen_US
dc.typeThesisen_US


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