Browsing by Author "Beru, Festus K."

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Contextualized science teaching and student performance: the case of a Kenyan girls science class
(Instituto de Relaciones Internacionales" Daza de Valdes", 2017-06) Ooko, Selline; Beru, Festus K.; Nashon, Samson M.; Anderson, David; Namazzi, Elizabeth
This paper is about a case study that investigated the impact of contextualized science teaching and learning onperformance of a Form three (Grade 11) class in one of Kenya’s girls high schools. The class experienced nine weeks ofcontextualized science learning. This involved a full day visit toJua Kaliwhere they interacted with artisans. ‘‘Jua Kali’’ is asmall-scale manufacturing and technology-based service sector where artisans manufacture equipment and otherhousehold items that are ubiquitous in everyday Kenyan culture. The visit was followed by organized classroom-basedgroup discussions about what they had learnt and considered most relevant and meaningful. Following this highlyengaging student learning discourse, their creativity and innovative abilities in science improved tremendously as reflectedin the quality of class presentations and participation in the National Science Congress. Moreover, the school’sperformance in the Kenya Certificate of Secondary Education (KCSE): a final national exam at the end of Form 4(Grade 12) improved from a mean of 9.3 in the previous year to 10.4 in the intervention year (p = 0.022). This was furtherattributable to significant improvement in all science subjects: biology, chemistry, physics and mathematics. Besides thecritical insights about theJua Kali’srichness in scientific phenomena, there is also great potential for contextualized scienceexperience to enhance students’ deeper understanding of science.
Contextualized science teaching and student performance: The case of a kenyan girls science class
(Instituto de relaciones internacionales daza de valdes, 2017) Ooko, Selline.; Beru, Festus K.; Nashon, Samson M.; Anderson, David.; Namazzi, Elizabeth.
This paper is about a case study that investigated the impact of contextualized science teaching and learning onperformance of a Form three (Grade 11) class in one of Kenya’s girls high schools. The class experienced nine weeks ofcontextualized science learning. This involved a full day visit toJua Kaliwhere they interacted with artisans. ‘‘Jua Kali’’ is asmall-scale manufacturing and technology-based service sector where artisans manufacture equipment and otherhousehold items that are ubiquitous in everyday Kenyan culture. The visit was followed by organized classroom-basedgroup discussions about what they had learnt and considered most relevant and meaningful. Following this highlyengaging student learning discourse, their creativity and innovative abilities in science improved tremendously as reflectedin the quality of class presentations and participation in the National Science Congress. Moreover, the school’sperformance in the Kenya Certificate of Secondary Education (KCSE): a final national exam at the end of Form 4(Grade 12) improved from a mean of 9.3 in the previous year to 10.4 in the intervention year (p = 0.022). This was furtherattributable to significant improvement in all science subjects: biology, chemistry, physics and mathematics. Besides thecritical insights about theJua Kali’srichness in scientific phenomena, there is also great potential for contextualized scienceexperience to enhance students’ deeper understanding of science.
Health implications of heavy metals in soil, scalp hair and selected food crops within Eldoret municipality, Kenya
(Journal of environmental science, toxicology and food technology, 2013-12) Ngure, Veronica; Sitati, Noah; Shisia, Silvanus; Simiyu, Gelas; Kinuthia, Geoffrey; Beru, Festus K.
Heavy metals were analyzed in soils, food crops and male scalp hair samples collected from two age group subjects; adults (18 - 45 years) and old age (46 - 55 years) males from polluted and relatively less polluted areas in Eldoret Municipality environs, Kenya. The samples used were collected from same sites as the individuals who had stayed in the sampled regions for more than five years. The samples were digested using acids and analyzed using Atomic Absorbtion Spectrometry (AAS). The results revealed that the consumption of food crops grown on contaminated soils have significantly increased the concentrations of selected metals in the human hair. Pd and Cd concentrations in soils and food crops showed elevated levels above the WHO recommended limits. Pb, Cd, Cr, Cu, and Zn concentrations were significantly higher (p < 0.05) in male scalp hair samples collected from polluted area as compared to control area. In conclusion, consumers in the study area are exposed to high health risks associated with bioaccumulation of heavy metals through ingestion of heavy metals resulting from contamination of food crops grown in the study area and should be sensitized on the dangers of heavy metals on their health.
Spatial distribution and consumption patterns of Woodfuel in Sabatia Division, Kenya
(Journal of technology and socio-economic development, 2011) Beru, Festus K.
In the second phase of the Smallholder Dairy Research and Development Project (SDP), as well as continuing work in central Kenya, attention will be given to Western Kenya where lessons learnt from the Central and Coast regions of Kenya will be applied. Western Kenya shares a number of features that present an opportunity for smallholder dairy research and development. The climate is favourable for dairy production and average farm sizes are declining rapidly due to increasing population pressure. This study follows a sequential process Geographic Information Systems (GIS) analysis to identify potential sites, participatory rapid appraisals (PRAs) in the selected sites and characterization surveys. Each step informs the design and analysis of next study, building each time a better knowledge and understanding of smallholder agriculture and dairy systems and the constraints and refining the recommendation domains for the pilot interventions to be selected with farmers, market agents, regulators and policy makers.
Transformations in Kenyan science teachers’ locus of control: the influence of contextualized science and emancipated student learning
(Routledge, 2017-02-21) Anderson, D.; Nashon, N.; Namazzi, E.; Okemwa, P.; Ombogo, P.; Ooko, S.; Beru, Festus K.
This study investigated Kenyan science teachers’ pedagogical transformations, which manifested as they enacted and experienced a reformed contextualized science curriculum in which students’ learning experiences were critical catalysts of teacher change. Twelve high school teachers voluntarily participated in the study and were interviewed about their pedagogical transformations following their enactment of a reformed contextualized science curriculum. The outcomes demonstrated that students’ emancipated behaviours, learning and performance, qualitatively influenced teacher change and pedagogical reform. Specifically, changes in students, as a result of the ways the science curriculum was implemented, resulted in epiphanies and dilemmas for teachers who subsequently resolved to surrender their tightly held pedagogical control (locus of control) for the betterment of the learning environment and their sense of professional satisfaction.