Browsing by Author "Munene, Titus Sifuna"

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Integration of Information Communication Technology Instructional Resources on Students’ Motivation and Achievement in Chemistry Practical in Secondary Schools in Kenya
(Journal of Education and Practice, 2023-04-16) Munene, Titus Sifuna; Mutsotso, Stanley N.; Masibo, Edwin N.
Purpose: The main aim of this study was to determine the types of ICT instructional resources integrated and the level of motivation and achievement in learning of chemistry practical in secondary schools. Methodology: The study was conducted through descriptive survey design. The target population for this study were the teachers of chemistry, form three students and the heads of the institutions who were key informants. The schools were selected using stratified random sampling to ensure that there was equal representation of the region. The teachers of chemistry and ICT assistants were selected using simple random sampling technique while purposive sampling was used to select the heads of institutions. The learners were selected using simple random sampling. In the mixed secondary schools, stratified sampling technique was used to ensure gender equality. A sample is a smaller group selected from the target population; 34 teachers of chemistry were used in this study, 14 ICT assistants were used and 282 form three students in Bungoma County. This study used questionnaires as the main tool for collecting data. Work sheet was availed to the students for the experimental research; the work sheet contained simple questions in chemistry practical. The data collected was analyzed through descriptive and inferential analysis and the results were presented in tables and figures. Findings: The findings showed that majority of the schools that participated in the study have integrated ICT in teaching and learning of chemistry practical. The computers were available in the sampled schools and were accessible by teachers and form three students for integration in teaching of chemistry. The smart phones were also available but only teachers accessed these smart phones. The smart phones had the appropriate content that could be integrated in teaching chemistry practical. The media platform available in the smart phones could also allow teachers to project the content by use of overhead projectors and allow learners to view simulations and virtual chemical processes. Very few schools lacked the necessary infrastructure to handle ICT integration in teaching and learning of chemistry such as electrical installation and other fittings that could enable the projection of the content. There was no school in the study area that had the smart board which could allow teachers and learners to interact and manipulate the content to suit the needs for particular specific classes. Unique Contribution to theory, practice and policy: It was concluded that integration of ICT instructional resources could assist learners to perform some experiments in chemistry and provide better opportunities for teachers and students to interact with the content and with each other in the course of teaching and learning chemistry.
Kibabii University use of Television in Promoting Teaching and Learning in Schools
(British International Journal of Education and Social Sciences, 2019-05-16) Munene, Titus Sifuna; Mutsotso, Stanley N.
Television is an audio-visual tool which can be harnessed by educators to be used in education. Invention of television from 1843 was quite a milestone improvement on both the hardware and software to the current gadget we have in both household and educational institutions. The recent innovations in television have given rise to the interactive smart board technology which can be manipulated by the classroom teacher to create and share the content with the learners. This paper focuses on the forms of television used in teaching and learning and how it has promoted education in the Kenyan education. The theory underpinning use of television as an audio-visual tool in education is sensory stimulation theory which has its basic premise that effective learning occurs when the senses are stimulated. Television plays a very significant role in training students for citizenship, fostering the sense of understanding, environmental awareness and inculcation of socio-political and cultural values. The future of use of television in teaching and learning in Kenya depends on the ability of the teacher to create the programs that the learners can undertake to bring about the process of acquiring knowledge, skills and attitudes. In the same vein, television programs like education channel, cartoons, puppets and other graphics will be connected to internet and distributed widely for utilization in teaching and learning. Many schools have embraced the technology. The future of television in schools will depend on whether there is sufficient security to safeguard the gadgets, storage of these gadgets, sources of electric power, supply of internet facilities, roads to supply these gadgets in different schools and preparation of teachers as a resource person. Despite this there are challenges such as resistance from parents who only view television as an entertainment for watching football, news, cinemas and other programs of interests to them. Another significant challenge is lack of confidence and if any, very little in using television in their work as teachers, they therefore try to avoid them, the gadgets are constantly evolving from simple ones like great walls to complex ones like the big screens with large hunch backs, to plasma screens. Some teachers and other stake holders find the current television very expensive and they are owned by a few affluent householders. The paper concludes that, the children should be encouraged to view television as an audio-visual devise that can boost their learning experience.