Browsing by Author "Makhanu, Edwin Masibo"

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Effect of Utilization of Digital Teaching Materials on Performance of Learners in Literature in Public Universities in Western Kenya.
(Iconic Research and Engineering Journals, 2023-10-11) Wanyama, Martin Nyongesa; Makhanu, Edwin Masibo; Wekesa, Ben Nyongesa
The study focused on assessing the effect of utilization of Digital teaching materials on the Performance of Literature learners at Public Universities in Western Kenya. The study specific objective was to: Examine the effect of utilization of Digital teaching materials on Performance of learners in Literature in public universities in western Kenya,. The study was guided by Connectivism theory. It adopted a descriptive survey design, targeting 899 learners and 32 lecturers. A sample of 277 learners and 32 lecturers was selected using proportionate sampling techniques and census technique respectively. Data was collected using interviews and structured questionnaires. The researcher ensured validity by testing construct, criterion and content validity and reliability through expert input and statistical analysis. This paper examined the relationship between digital learning factors—Digital Teaching Materials, and performance in literature among learners in public universities in Western Kenya. For learners, the study revealed a strong positive correlations, highlighting significant impact on educational outcomes.. These findings emphasize the importance of Digital materials in enhancing student learning outcomes in literature studies, though further research is needed to fully understand this dynamic. For lecturers, the study found a statistically significant relationship between digital learning platforms and performance, explaining approximately 80.3% of the variance in performance. Digital Teaching Materials and positively influenced performance, The study highlights a consensus among learners and lecturers on the positive impact of digital teaching materials on performance in literature courses in Western Kenyan universities. Both groups recognize the significance of digital resources in enhancing comprehension, engagement, research ability, and overall learner success. However, challenges such as technological infrastructure and quality control need to be addressed to optimize integration and effectiveness. To enhance performance in literature education through digital learning: Policymakers should prioritize integrating Digital Teaching Materials Educational institutions need to address challenges related to technological infrastructure and quality control. Investing in robust technological infrastructure and implementing quality control measures will enhance the accessibility, usability, and reliability of digital resources. This includes providing access to digital resources, ensuring technological infrastructure and support, and offering professional development opportunities for educators
How Strategy Evaluation Affects Academic Performance in Public Secondary Schools in Bungoma County, Kenya
(East African Journal of Education Studies, 2023-11-03) Juma, Samwel Muyundo; Wanyama, Kadian Wanyonyi; Makhanu, Edwin Masibo
The Ministry of Education directed that all public secondary schools must formulate and implement strategic plans; some schools have been faced with the challenges in their strategy management. The purpose of this study was to investigate the influence of strategy evaluation on academic performance in public secondary schools in Kenya. The target population for the study was public secondary school principals, teachers, and students in Bungoma County. The county has nine administrative Sub-Counties, each with a Sub-County Education Director, a total of 258 secondary schools having 258 schools’ principals, 1,290 heads of departments, 258 school bursars from public secondary schools. The main tools for data collection for this study were questionnaires, interview schedules and document analysis guides. Both qualitative and quantitative data were collected and analysed. The results of the study illustrated that there was strong positive and significant relationship between strategy evaluation and academic performance in public secondary schools. It is concluded that effective execution of strategic evaluation activities like review of academic performance, setting and achieving targets, involvement of strategic planning team, conducting of SWOT analysis and conducting of periodic performance appraisal. Recommendations of the study are that schools should ensure development of evaluation tools and processes that are aligned with school goals and objectives. Schools should make use of the evaluation results to inform decision-making and improve strategies over time. The findings of this study may be useful in the generation of new knowledge to the Ministry of Education and other stakeholders in education in their improvement of policies and practices of the effectiveness of strategy implementation on academic performance in secondary schools.
Innovative Instructional Strategies Used in Teaching of English Subject in Public Secondary Schools in Turkana Central Sub-County
(East African Journal of Education Studies, 2021-07-21) Akolom, Ignitius Ekitela; Makhanu, Edwin Masibo; Wekesa, Ben Nyongesa
The aim of this paper is to look at how teachers of English used various instructional strategies in teaching the subject in public secondary schools in Turkana Central Sub-County, Kenya. This paper is guided by Rogers’s innovation-decision process theory. The study specifically examined the commonly used innovative instructional strategies in the teaching of English in public secondary schools and their effect on students’ performance in English subjects in secondary schools in Turkana Central Sub-County. The study was anchored on mixed-method research methodology. The study target population involved all Heads of Department of Languages (10), Teachers of English (35) and Form III students (486) from 10 public secondary schools in Turkana Central Sub-County. A sample of 10 HODs, 35 teachers of English and 146 students was selected to represent the entire population. Data collection was through questionnaires and interview schedules. Data analysis was performed using descriptive and inferential statistics. Research results showed that the two most commonly used innovative teaching strategies were communicative language teaching and constructivist language teaching. It was found out that majorly many teachers resort to the conventional teacher centred approaches of teaching. The research recommends that KICD needs to align secondary school syllabus with innovative instructional approaches, teachers need to be trained regularly on innovative instructional strategies, and supportive infrastructure to be provided in schools to ensure innovative and technological approaches are used in English subject teaching and learning in secondary schools in Turkana Central Sub-County.
Selected Teacher Factors and the Use of Collaborative Instruction of English in Secondary Schools in Trans-Nzoia County, Kenya
(Global Scientific Journal, 2024-06-11) Kunyu, Harriet Nasike; Makhanu, Edwin Masibo; Wekesa, Ben Nyongesa
Educational reforms in Kenya seek to enable the learner to become an engaged, empowered and ethical citizen. This can be achieved through provision of quality instruction that provides every learner opportunity to learn. This requires highly knowledgeable, reflective professional teachers having meaningful pedagogical skills to facilitate learning. Collaborative instruction, sometimes called cooperative teaching or team teaching, involves educators working in tandem to lead, instruct and mentor groups of learners. It is a significant concept in the field of English language teaching that involves teachers in sharing expertise, decision-making, lesson delivery, and assessment. The purpose of this study was to investigate selected teacher factors and the use of collaborative instruction in the teaching of English language in public secondary schools in TransNzoia County, Kenya. The study was guided by the objective to determine the influence of the teacher’s gender on the use of collaborative instruction in English. The study was guided by the Vygotsky’s Socio-Cultural Theory. The study adopted a descriptive survey design. The target population was of 314 respondents that were Heads of Department languages, Heads of Subject English and Teachers of English in Kwanza Sub-County. Simple random sampling was used to sample the respondents from the target population. Questionnaires and interview schedules were used as instruments for data collection. Both quantitative and qualitative data was collected. Before the actual data collection, a pilot study was carried out to establish the reliability of the research instruments. Quantitative data was analyzed using descriptive and inferential statistics while qualitative data was transcribed and reported verbatim and thematically. The findings of the study in line with the objective on gender yielded a Chi-Square value of 2. 252 at 3 degrees of freedom and p-value of .522 >.05. From the findings it was concluded that, teacher’s gender has no significant influence on the use of collaborative instruction. Therefore, the study recommends that, both genders should be involved in the design development and implementation of curriculum activities with the view of enhancing collaborative instructions and the Ministry of Education should provide detailed and appropriate guidance on the usage of collaborative instruction
The influence of Learners’ Use of Digital Collaborative Learning on Performance of Learners in Literature in Public Universities in Western Kenya.
(Iconic Research and Engineering Journals, 2023-08-11) Wanyama, Martin Nyongesa; Makhanu, Edwin Masibo; Wekesa, Ben Nyongesa
The study focused on assessing the influence of digital collaborative learning on Performance of Literature learners at Public Universities in Western Kenya. The study specific objective was to: Determine the influence of learners’ use of digital collaborative learning on Performance of learners in Literature in public universities in western Kenya, The study was guided by Connectivism theory. It adopted a descriptive survey design, targeting 899 learners and 32 lecturers. A sample of 277 learners and 32 lecturers was selected using proportionate sampling techniques and census technique respectively. Data was collected using interviews and structured questionnaires. The researcher ensured validity by testing construct, criterion and content validity and reliability. This paper examined the relationship between digital learning factors— Digital Collaborative Learning and Performance in Literature among learners in public universities in Western Kenya. For learners. Digital Collaborative Learning showed a weak, non-significant relationship with performance. These findings emphasize the importance of Digital materials in enhancing student learning outcomes in literature studies, though further research is needed to fully understand this dynamic. For lecturers, the study found a statistically significant relationship between digital learning platforms and performance, explaining approximately 80.3% of the variance in performance. To enhance performance in literature education through digital learning: This includes providing access to digital resources, ensuring technological infrastructure and support, and offering professional development opportunities for educators