Browsing by Author "Masibo, Edwin N."

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Effect of peer teaching among students on their performance
(2016) Oloo, Elizabeth Akinyi; Mutsotso, Stanley N.; Masibo, Edwin N.
Mathematics is a key subject in the school curriculum and is considered as critical filter for learners’ career choices. However, over the years mathematics has been one of the poorly performed subjects in the Kenya Certificate of Secondary Education (KCSE). In an attempt to improve performance, great effort has been put into use of appropriate teaching and learning methods that stimulate learners’ interest in the subject. This study was done in 12 randomly selected schools in Bungoma South Sub County. The objective of this study was to determine the effect of peer teaching among students on their performance in mathematics in the teaching and learning process. The study was guided by Vygotsky’s social interaction theory of learning. This theory opines that social interaction plays a fundamental role in cognitive development and that all learning occurs in a cultural context and involves social interactions where peers assist learners in developing new ideas and skills. The target population was heads of departments, teachers of mathematics and form three students. Twelve heads of department, twenty four mathematics teachers and one hundred and seventy six form three students were drawn from the sampled schools to participate in the study. A descriptive survey design was adopted for the study. Data was collected using a teachers’ questionnaire, students’ questionnaire, interview schedule for heads of department and students’ achievement test. Data was analyzed using Statistical Package for Social Sciences (SPSS) version 17.0 and Statistical t-test. The Students’ Achievement test showed that peer teaching increases students’ achievement in mathematics and 100% of the heads of department interviewed believe that peer teaching strategy improves performance. The conclusions made from the study were that peer teaching encourages students’ motivation to learn mathematics, enhances understanding of mathematics concepts and builds confidence in the students. Students should be allowed to form discussion groups where peer teaching can be done especially at the end of every topic as it offers a great opportunity in overcoming the challenge of a demanding mathematics curriculum.
Factors that influence teachers’ perception towards the implementation of strengthening mathematics and science in secondary education (smasse) programme in Bungoma
(Kenya, 2017) Wamalwa, Peter; Masibo, Edwin N.; Mutsotso, Stanley N.
Dismal performance in Mathematics and Science subjects poses a challenge towards realization of the Kenya National development goal of industrialization by the year 2020. The government of Kenya in liaison with the Japanese government came up with Strengthening of Mathematics and Science in Secondary Education (SMASSE) to remedy the situation. This was to be achieved through in-service training for mathematics and science teachers to improve on teacher classroom practices and student’s learning.This paper presents a study on motivation as a strategy that influence mathematics and science teachers’ participation in the inservice training. The study was guided by Rogers’s innovation-implementation diffusion theory. Descriptive survey design was used and thetarget population was 1450 teachers teaching in 275 secondary schools and 9 sub-county Quality Assurance Officers (QASO). Simple random sampling and purposive sampling techniques were used for a sample size of 438. Data was collected using questionnaires, interview schedules and an observation guide. It was analyzed using both descriptive and inferential statistics and it was found out that provision of motivation to teachers influence their participation. It was concluded that all teachers would attend INSETs if motivated. From the conclusion, it was recommended that the national SMASSE office and the MoEST should consider teachers’ views on motivation