Browsing by Author "Kevogo, Nebert"

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    Effect of General Computer Use on Secondary School Students’ Performance in Biology
    (Greener Journal of Computer Sciences, 2013-04-16) Kevogo, Nebert; Toili, William; Mutsotso, Stanley N.
    Although knowledge of biology is important for the survival of humans, performance in the subject, both in pre-Kenya Certificate of Secondary Education (pre-KCSE) assessment and national examinations in Vihiga county has always been below average. Several interventions have been put in place to rectify the situation but in vain. However, the effect of the general computer use has not been investigated. This study investigated the effect of the general computer use on secondary school students’ performance in biology. This study used descriptive survey research design. The target population was secondary school biology students of Vihiga county. Data collection was by use of questionnaires, interviews, and document analysis schedule. Sampling was by multistage sampling, purposive sampling, stratified sampling, proportionate sampling and simple random sampling. Sample size was 1003 students. The collected data was analysed using descriptive statistics such as frequencies, percentages and means and inferential statistics such as Pearson’s r, using the Statistical Package for Social Sciences (SPSS). The significance level of the difference between the data was done at the alpha value of 0.05. This study found that there is no relationship between the general computer use and performance in biology.
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    Influence of class size on techniques of teaching science in primary schools of Vihiga County, Kenya
    (International Journal of Educational Research and Reviews, 2013-02-01) Kevogo, Nebert; Toili, William W.; Mutsotso, Stanley N.
    Kenya re-implemented Free Primary Education (FPE) in January, 2003 leading to an increase in student enrolment in some classes more than in others. This could have had far reaching implications on the quality of education of children. Consequently, this study aimed at establishing the influence of increased student enrolment on the techniques used to teach science in upper primary schools. The study employed descriptive survey research design. The sample size was 108 questionnaire respondents and 36 interview respondents, respectively. However, the study only managed to achieve 116 (90 questionnaire and 26 interview) respondents. Sampling involved multi-stage sampling, purposive sampling, proportionate purposive sampling and simple random sampling. Data collection was done using Questionnaire for Science Teachers (QST) and Science Teachers’ Interview Schedule (STIS). The data collected were analyzed using Statistical Package for Social Sciences (SPSS). The significance level of the differences between mean frequencies of use of the teaching techniques was done at the  value of 0.05. The study found that increase in student enrolment influenced use of lecture technique positively while the use of practical, project and assignment techniques were influenced negatively. Such enrolment did not influence demonstration, discussion, field course excursions and question and answer techniques. Consequently, increase in student enrolment impacted negatively on the acquisition of science process skills and attitudes.