Browsing by Author "Masibo, Edwin"

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Analyzing Trainees' Engagement with Learning Management System Across Various Modes of Study in Technical Training Institutions: A Case Study of Kenya
(Journal of Education and Practice, 2024-06-30) Orodi, Mubweka Getrude; Masibo, Edwin; Kati, Robert O.
Learning Management System (LMS) are software applications designed to manage digital learning content. Their utilization in education has been steadily increasing over the past few decades. However, there is need of comprehensive research focusing specifically on the effectiveness of LMS in enhancing the instructional process in Kenyan TTIs. The current state of utilization of Learning Management System in Kenyan TTIs and their influence on the efficiency of instructional processes remains unclear, necessitating an in-depth investigation to assess their role in improving the quality of education and learning outcomes in these institutions. This paper provides an analysis on the engagement levels of trainees using LMS in different modes of study. The study was anchored on Social Constructivism Theory in understanding how trainees learn. A mixed method design was employed involving both qualitative and quantitative approaches. Questionnaires and interview schedules were used to collect data and piloted to test their reliability and validity. The target population was the 34 County Directors in the 34 Counties with approved TTIs in Kenya, 154 Principals from the 154 approved TTI’s in Kenya, 3400 trainers and 132000 trainees from the 154 approved Technical Training Institutions in Kenya. Sampling involved stratified sampling where respondents were classified into their respective strata then Simple random sampling was employed to sample County directors. Principals, trainers and Trainees from the selected Technical Training Institutions. The collected data was analyzed using descriptive and inferential statistics. The study revealed varying degrees of engagement, competency levels, and challenges related to time sufficiency for LMS activities with the majority utilizing LMS on a weekly basis. Trainers expressed mixed perceptions on LMS competency and time sufficiency. The study found LMS as a framework that positively impact learner’s engagement, learning, and assessment in TTIs. The regression analysis highlighted the substantial predictive power of LMS variables—utilization, effectiveness, and pedagogy and instructional process explaining (99.8%) of policy variance. However, correlation findings suggest limited direct influence on policy formulation. The study recommends exploring LMS features, addressing technical challenges, and integrating technology into curricula through policy and collaboration. The study recommends the need for exploring the factors influencing trainees' engagement and the impact of LMS on learning outcomes, skill acquisition, and knowledge retention.
Challenges Encountered by Learners with Visual Impairment in Integrated Classroom in Bungoma County Kenya
(International Journal of Academic Research in Public Policy and Governace,, 2020-02-19) Mihegwa, Hellen; Mutsotso, Stanley N.,; Masibo, Edwin
Learning is a continuous process of acquiring skills, knowledge and attitudes within any environment that learning takes place and begins at early age when a child starts to explore the surroundings around him/her. However, this may not be uniform for all children because of numerous challenges that some of them encounter. This study was to determine how teachers mediated for learner classroom performance among the Visually Impaired learners in integrated secondary schools in Bungoma, Kenya. Variables in the objectives were, different categories of visual impairment, teacher characteristics, influence of instructional resources, challenges encountered and how the challenges were mediated for. The study was in line with the argument of Dewey which has been supported by Gutek, Schiro, Taylor, Flinders and Thornton in the 21st Century. Dewey was the proponent of progressive education which emphasized the need to learn by doing. He stressed that, there was a need to see education as a single process involving teaching and learning. The study was carried out in integrated secondary schools in Bungoma County, Kenya. Descriptive survey research design was adopted by the study. The population that was targeted was derived from integrated secondary schools. The schools were stratified in categories of boys’ school and girls’ school. The respondents for the study were sampled using Simple random sampling. The collection of data was done using teachers, learners, teacher aide and caretakers questionnaire. Interviews were scheduled for teachers, visually impaired learners and learners with sight. Descriptive statistics was used to analyze quantitative data presenting data in summary frequencies and percentage. Tables and charts were also used to present data. The study findings were presented as per the objectives of the study and could be used by educational policy makers and stakeholders to plan on how to provide education that was quality for learners who had difficulties with sight and enhance their active participation in class, school and community activities in Bungoma County. It was concluded that, learners with visual impairment were categorized as blind, low vision and visual disorder. Teachers found it difficult though they tried to interpret the curriculum to suit all learners. They found difficulties in following a lesson plan prepared for learners with visual impairment, and providing differentiated tasks. There were inadequate learning resources and those available did not benefit all learners and were not readily available during class instructions. Learners with visual impairment encountered more challenges in integrated classrooms which were overcrowded and the environment not modified. The school community had misconception about learners with visual impairment. The study therefore recommended that, all learners be given equal opportunity to learn, teachers to be given training in Special Needs Education, learning environment be modified and schools to source for funds to buy instructional resources. Serving Special Needs Teachers with qualifications of a degree and above be deployed in integrated secondary schools to support with the transition from primary schools to secondary schools. Parents to support their children with visual impairment while in school. The study could as well help to establish the classroom dynamics in mediating learner performance among the visually impaired learners in integrated secondary schools in Bungoma County, Kenya.
Comparative Analysis of Assessment Methods Enabled by Learning Management System in Technical Training Institutions in Kenya
(Journal of Education and Practice, 2024-06-30) Orodi, Mubweka Getrude; Kati, Robert O.; Masibo, Edwin
Learning Management System (LMS) are software applications designed to manage digital learning content, and their adoption in education has been steadily increasing. However, comprehensive research is needed to assess the effectiveness of LMS in enhancing the instructional process in Kenyan Technical Training Institutions (TTIs). Currently, the utilization of LMS in Kenyan TTIs and its impact on instructional efficiency is unclear, necessitating an in-depth investigation. This study aims to examine and compare the effectiveness of different assessment methods facilitated by LMS in Kenyan TTIs, grounded in Social Constructivism Theory to understand how trainees learn. A mixed-method design was employed, involving qualitative and quantitative approaches, with data collected through questionnaires and interview schedules that were piloted for reliability and validity. The target population included 34 counties with approved TTIs in Kenya, comprising 3400 trainers and 132,000 trainees from 154 institutions. Stratified sampling followed by simple random sampling was used to select respondents. Data was analyzed using descriptive and inferential statistics. Trainers expressed mixed perceptions about LMS competency and time sufficiency, although they generally viewed LMS positively in terms of pedagogy engagement and alignment with learning needs. Challenges identified included technical issues and resistance to change. While traditional assessment methods such as quizzes, exams, and assignments were prevalent, there were suggestions for better alignment with curriculum objectives. Connectivity and technical glitches emerged as significant barriers to effective LMS implementation, highlighting the need for infrastructure investment and comprehensive training. The study found that LMS positively impacts learner engagement, learning, and assessment in TTIs. Regression analysis showed substantial predictive power of LMS variables on policy variance (99.8%), although correlation findings indicated limited direct influence on policy formulation. The study recommends exploring LMS features, addressing technical challenges, integrating technology into curricula through policy, and fostering collaboration between educational institutions and policymakers to develop guidelines addressing infrastructure needs.
Effect of Learners’ Level of Utilization of Conventional Resources on Classroom Performance in Secondary Schools in Bungoma County, Kenya
(Journal of Education and Practice, 2019-11-30) Makari, Patrick; Mutsotso, Stanley Ngome; Masibo, Edwin
Provision of quality education is a key concern for any nation. In Kenya, with the advent of Free Primary Education and Subsidized Secondary Education, schools are experiencing an upsurge in enrolment of students’ in both primary and secondary schools. This has put a strain on the existing facilities in the schools leading to the need to properly equip the schools to ensure provision of quality education. However with delayed capitation resulting from economic challenges schools face challenges concerning acquisition of instruction resources and this has consequences on students’ performance. There has been need to increase resources to match the rising students’ numbers but due to economic challenges, parity is missing effect of this is being seen in poor performance in examinations. There is need to establish how the utilization of the little available resources facilitate instructions and identification of strategies to enhance this process. The paper therefore sought to determine the effect of learners’ level of utilization of conventional resources on classroom performance in secondary schools in Bungoma County The study was guided by the Cognitive Theory of Instructions as propounded by Jean Piaget that emphasizes the significance of instruction resources in the teaching and learning process. Descriptive survey design was employed. The target population consisted of teachers and students from public secondary schools in Bungoma County. In order to have a representative sample, this study employed stratified random sampling to select schools. Questionnaires, interview and observation schedules and document analysis were used as data collection instruments. Descriptive and inferential data was analyzed using SPSS. The findings of the study showed that majority of the students asserted that their teachers had frequently assigned them with both class and take away assignments which enhanced their utilization of the available conventional resources. The paper concluded that the level of students’ utilization of conventional instruction resources was below the average mean, therefore a unit increase in the utilization of resource persons could improve students’ classroom performance. There was a significant relationship between teacher training and students’ classroom performance which directly influence students’ class performance. It was therefore recommended that principals and officials of the Ministry of Education should ensure regular supervision to enhance effective use of conventional instruction materials and resources in enhancement of classroom performance in public secondary schools in Bungoma County.
Influence of Strategy Implementation on Academic Performance in Public Secondary Schools in Kenya: Case Study of Bungoma County
(East African Journal of Education Studies,, 2024-11-03) Juma, Samwel Muyundo; Masibo, Edwin; Wanyama, Kadian Wanyonyi
Strategy management is crucial for organisational success, but the relationship between strategy management and performance remains unclear. In the context of public secondary schools in Kenya, the Ministry of Education has directed schools to develop and implement strategic plans. However, some schools face challenges in their strategy management. This study aimed to examine the impact of strategy implementation on academic performance in public secondary schools in Bungoma County, Kenya. The study population included 258 principals, 1,290 heads of departments, 258 bursars and quality assurance officers from 258 public secondary schools in the county. Data were collected through questionnaires, interviews, and document analysis. The results indicated a strong positive relationship between strategy implementation and academic performance in public secondary schools. It is concluded that schools that successfully implement strategies to improve education outcomes are more likely to achieve higher academic performance than schools that do not. Recommendations of the study are that streamlining strategy formulation, implementation, and evaluation processes in public secondary schools, enforcing policies to enhance education quality and access, and empowering schools to develop tailored strategic plans are highly encouraged. These findings can inform the Ministry of Education and other education stakeholders in improving policies and practices related to strategy implementation and academic performance in secondary schools.
Influence of Technical Support on ICT Integration in Classroom Practices in Public Primary Schools in Bungoma County, Kenya
(International Journal of Science and Research, 2019-10-16) Simiyu, C. Pius; Mutsotso, Stanley N.; Masibo, Edwin
Quality education requires efficient systems that would provide a supportive learning environment. Globally, education is experiencing paradigm shifts in instructional practices putting a lot of emphasis on the use of Information Communication Technology (ICTs) in classroom practices. Despite the usefulness of these technologies, their integration in classroom practices is slow owing to existence of some challenges. The study reported in this paper sought to ascertain the influence of the integration of ICT pedagogical skills on classroom practices in public primary schools in Bungoma County, Kenya. The objective was to examine instructional and technical support available for ICT integration in classroom instruction. This study was based on the Roger’s theory of diffusion of innovations. The population of the study was drawn from public primary school teachers and Sub-County Quality, Assessment and Standards Officers (SCQASOs) in Bungoma County. Descriptive survey design was adopted and using simple random sampling technique, a sample of 343 was involved comprising of 40 head teachers, 300 teachers and 3 SCQASOs. Data was collected using questionnaires, interviews and observation schedules instruments which were validated by the help of research specialists and their reliability established using the Pearson’s Product Moment Correlation Coefficient. Data collected was analyzed using descriptive statistics involving computation of frequencies and percentages. The findings from the study established that teachers trained have only basic application skills for personal use of the internet and communication but not for classroom instruction. Further, most schools generally lack the necessary infrastructure and technical support for ICT integration classroom practices. Therefore, there is need for teamwork efforts to overcome the challenges to classroom ICT integration. The results are envisaged to contribute to the realization of the need for formulation of suitable policies to enhance acquisition of the necessary ICT infrastructure to facilitate the uptake and use of ICTs in classroom instruction.
Instructional practices in biology and their influence on student performance in secondary schools in Kenya
(International Journal of Scientific Research and Innovative Technology, 2017) Wamukota, Dorcas Nelima; Masibo, Edwin
Performance in Biology in the Kenya Certificate of Secondary Examinations (KCSE) has been below expectations, and has continued to cause concern to educators and the general public. In the past five years, performance of biology nationally has been below average. This performance has been attributed to many factors among which are the uses of predominantly teacher-centered approaches in teaching. Biology was recorded among the worst performed subjects nationally in the KCSE 2008. This prompted this study. The purpose of this study was to investigate the instructional practices that biology teachers employ when teaching. The objective of the study was to establish the instructional methods used by the teachers of biology. In order to achieve the objective of the study, research focused on the instructional methods in use in secondary schools. A descriptive survey design was used in the study. Stratified, simple random, and purposive sampling techniques were used in the sampling. District Quality Assurance and Standards Officers, school principals, biology teachers and form three students participated in the study. Three types of instruments were used to collect data: Classroom Event Observation Schedule, interview schedules, and questionnaires. The data obtained was analyzed using descriptive statistics. The findings showed that teachercentered methods were dominant in the teaching learning process. Biology teachers had the necessary qualifications, training and experience. From the findings, there was a clear indication that instructional methods employed in the teaching affect performance in biology. Teachers used teacher-centered more than learner-centered approaches in teaching denying learners the opportunity for active involvement in the learning process and this had led to low understanding of biological concepts. Active participation of students in the learning process should be enhanced. The available resources though inadequate should be fully utilized to enhance practical work. Teachers and learners should be motivated to encourage a more positive attitude. There should be continuous and effective monitoring of the teaching practices.
Use of Conventional Teaching Resources in Secondary Schools in Bungoma County, Kenya
(Research on Humanities and Social Sciences, 2019-11-30) Makari, Patrick; Mutsotso, Stanley Ngome; Masibo, Edwin
Education is core to national development as it provides the human resource and intellectual capital to drive economies. Attaining this hence requires meaningful and gainful learning through the incorporation of a range of instructional resources that help develop learners skills, attitudes and practical competencies required in the ever changing market economy. However, in spite of the various government interventions to increase access to education, empirical research evidence shows that students continue to perform dismally in both formative and summative evaluation. The paper therefore sought to determine the dynamics existing in the utilization of conventional teaching resources in secondary schools in Bungoma County. The paper was guided by the Cognitive Theory of Instructional as propounded by Jean Piaget that emphasizes the significance of instructional resources in the teaching and learning process. The paper adopted a descriptive survey design. The target population consisted of teachers and students from public secondary schools in Bungoma County. In order to have a representative sample, this paper employed stratified random sampling to select schools. Questionnaires, interview and observation schedules and document analysis were used as data collection instruments. Validity was established through expert opinion. Reliability was established through piloting. Data was analyzed using inferential and descriptive statistics. The findings showed that majority of teachers, students and principals were of the opinion that public secondary schools in Bungoma County had inadequate conventional instructional resources. It was further deduced that funding, number of students and teachers’ ease of use influenced the acquisition of conventional instructional resources in public secondary schools in Bungoma County. From the findings it was recommended that educational stakeholders should improve the quality of instructional through proper identification, selection and utilization of instructional resources. There is need for all stakeholders including the County Government, National Government and the Private sector to contribute financially and materially in the provision of conventional instructional materials and resources.