Augmented Instructional Role of the Teacher and Learner Characteristics in Computer Assisted Science Lessons among Secondary Schools in Kenya.

Simple item page
dc.contributor.authorJesse, Samuel N.
dc.contributor.authorMaundu, John N.
dc.contributor.authorTwoli, Nicholas W.
dc.date.accessioned2021-12-09T09:15:58Z
dc.date.available2021-12-09T09:15:58Z
dc.date.issued2016-07
dc.descriptionA Research Article in International Research Journal of Management and Social Sciencesen_US
dc.description.abstractTeacher-centered instructional methods where learners are placed in a passive role is undesirable, yet such is the norm in the majority of classrooms in Kenya. The teaching technique that a teacher adopts may affect learners’ performance and therefore applying an appropriate teaching method is critical to the successful science instructional process. The study reported in this paper sought to investigate the influence of instructional methods on the role of the teacher and learners’ characteristics in science lessons. Biology, Chemistry and Physics (Science) teachers and Form Two learners from six secondary schools situated in Embu County in Kenya were involved in the research. The Form Two classes in three of the six secondary schools were randomly assigned group one while the Form Two classes in the remaining three schools were assigned group two. Group one was taught through computer assisted instruction (CAI) while in group two, conventional instructional methods (CIM) were used. The lessons were observed and data collected using Classroom Observation Schedule (COS). The obtained data were then analyzed using descriptive statistics with the help of SPSS version 20.0. The study found out that use of CAI in teaching science subjects promotes a more active role of the learners such as interacting with learning resources and consulting one another (collaboration) leading to more interest and attention of the learners. The instructional process was found to be more learner-centered with the teacher remaining as a facilitator or a guide to the learners. Various recommendations based on this study were therefore made including ensuring that CAI is implemented in secondary schools, need to provide secondary schools with appropriate ICT infrastructure, organizing CAI inservice courses, seminars and workshops for teachers as well as incorporating CAI inTeachers Training Colleges and university curriculum for pre-service teachers.en_US
dc.identifier.citationSamuel N. Jesse, John N. Maundu, Nicholas W. Twoli (2016). Augmented Instructional Role of the Teacher and Learner characteristics in computer assisted science lessons among secondary schools in Kenya. International Research Journal of Management and social Sciences Vol (1) Issue (7) Year (2016).en_US
dc.identifier.issn: 2455-4553
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/23073
dc.language.isoenen_US
dc.publisherInternational Research Journal of Management and Social Sciencesen_US
dc.subjectComputer Assisted Instructionen_US
dc.subjectConventional Instructional Methodsen_US
dc.subjectInstructional methoden_US
dc.subjectLearners characteristicsen_US
dc.subjectTeachers instructional roleen_US
dc.titleAugmented Instructional Role of the Teacher and Learner Characteristics in Computer Assisted Science Lessons among Secondary Schools in Kenya.en_US
dc.typeArticleen_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Augmented Instructional Role .....pdf
Size:
539.42 KB
Format:
Adobe Portable Document Format
Description:
Research article
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
RP-Department of Educational Communication and Technology