Faculty of Education and Social Science(FESS)

Permanent URI for this communityhttp://erepository.kibu.ac.ke/handle/123456789/99

Browse

Browsing Faculty of Education and Social Science(FESS) by Author "Andiema, Nelly Cherop"

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Activity-based learning strategies used by teachers in public pre-primary schools in Kenya
    (East African Journal of Educational Studies, 2022-05-23) Andiema, Nelly Cherop
    The purpose of this paper is to investigate how activity-based learning is implemented in public pre-primary schools in Kenya with specific reference to West Pokot County, Kenya. The new curriculum being implemented in pre-primary schools in the country demands that activity-based learning be used to foster learning by children in schools. The research utilised a mixed methodology research approach. The target population comprised teachers (1677) and headteachers (417) drawn from 417 Pre-primary centres in West Pokot County. A sample size of 10.0% representing 41 headteachers and 168 public pre-primary school teachers was selected using a stratified random sampling technique. to collect data, questionnaire was administered to pre-primary teachers, interview was conducted for sampled head teachers and researcher collected secondary data through observation method. Data collected was analysed qualitatively and quantitatively using descriptive statistics and thematic content analysis. The study found that activity-based learning was occasionally used (M=3.19, SD= 0.54) by teachers in public pre-primary schools in the study area. Teachers failed to use the recommended methods because of the non-availability of adequate and quality instructional resources. The study recommends that teachers should be supported by parents, government, and school management in the acquisition of the right infrastructure and instructional resources. Teachers also need to be provided with additional training on activity-based approaches implementation in schools.
  • Thumbnail Image
    Item
    Teachers competencies in evaluation of competency based curriculum among special needs learners in Kenya
    (GLOBAL JOURNAL OF EDUCATIONAL RESEARCH, 2020-09-09) Andiema, Nelly Cherop
    Assessment and evaluation activities are conducted to determine whether the curriculum content provided to students resulted to gain of knowledge and understanding. With the Kenya implementing the new Competency Based Curriculum (CBC), not much has been focused on the level of teacher understanding and preparedness towards evaluating special needs learners enrolled in public primary schools. This paper looks at teacher competencies for evaluation of CBC among special needs learners in public primary schools in Kapsaret Sub County, Kenya. The target population involved 83 public primary schools located in the sub county with special needs teachers of the targeted primary schools forming the target population. A sample size of 69 special needs teachers was selected as the sample for the study selected through simple random sampling method. To collect data, questionnaire was used. The analysis of data was done using quantitative and qualitative methods. Research result showed that majority of special needs teachers were not adequately prepared to undertake evaluation and assessment of children with special needs in line with the new curriculum. The lack of adequate understanding and application of formative assessment methods by special needs teachers denied the special needs learners opportunity to acquired competencies and skills as per CBC curriculum. The paper therefore recommends that special needs teachers like other teachers need to be regularly provided with adequate training on different methods of assessment of special needs learners in their classroom. This will ensure that the goals of inclusion are attained hence contributing to special needs learners education growth and development.