Browsing by Author "Mutsotso, Stanley"

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The adequacy of instructional materials and physical facilities and their effects on quality of teacher preparation in emerging private primary teacher training colleges in Bungoma county, Kenya
(2013-01) Likoko, Sarah; Mutsotso, Stanley; Nasongo, Joseph
The research was carried out in eight private teacher training colleges in Western Province in Kenya. The study sample was selected through simple random and purposive sampling techniques. The sample comprised of eight college principals, 43 tutors and 416 second year teacher trainees. Pilot testing of the research instruments to establish how the sampled population would respond to the question items contained in the research instrument was very useful. Data was collected through questionnaires and observation checklists. The SPSS computer package was utilized in the analysis of descriptive statistics such as frequencies and percentages. The research findings were presented the results in form of frequency tables and pie-charts. The research established that the rapid emergence of private primary teacher training colleges had a negative impact on quality of teacher preparation. These institutions were faced with challenges such as; lack of adequate facilities like libraries and inadequate instructional materials. These factors continue to have negative effect on the quality of graduates produced
Effect of the ASEI-PDSI approach to teaching on secondary mathematics learning outcomes
(KIBU, 2018-06-12) Katiambo, Dorcas; Mutsotso, Stanley; Wasike, Duncan
Mathematics being a core subject in the Kenyan secondary school curriculum, it is quite crucial for students’ admission to scientific and technological professions in higher learning institutions, in line with vision 2030. Due to continual poor performance in the subject the Kenyan government throughthe Strengthening of Mathematics and Science in Secondary Education (SMASSE) projectcame up with a grand plan to help improve the teaching of science and mathematics in Kenya and many other African countries known as theActivity, Student-centred, Experiment and Improvisation – Plan, Do, See and Improve (ASEI-PDSI) approach.Despite the government’s heavy investment in this project, the effect of this ASEI-PDSI approach on mathematics learning outcomes is yet to be fully realized.Effective implementation of the approach by teachers to teaching should definitely yield better learning outcomes in secondary mathematics in Kenya.This paper therefore examines the effect of the ASEI-PDSI approach on mathematics learning outcomes. The paper is based on a study that investigated classroom interaction patterns and the learning of secondary mathematics in Kenya. The study was carried out in Mt. Elgon sub-county and an experimental research design was adopted. This study targeted teachers of mathematics and their form three students.Data was collected by use of students’ achievement tests, a classroom observation schedule and questionnaires. They were piloted and validated for reliability and data were analysed both qualitatively and quantitatively. The SPSS statistic was applied on the quantitative data to help establish the association between variables in the study. The main finding of this study was that there was a remarkable difference between the experimental and control groups in the test performance, with the later doing better. Teachers who can impress the ASEI-PDSI approach and implement effectively will easily post better learning outcomes in mathematics. It is expected that the findings of this study will give an insightful reference to many education stakeholders; including teachers of mathematics and the quality assurance and standards officers, to help improve the teaching and learning of mathematics and more so promote good performance and learning outcomes in secondary school mathematics in Kenya.
Influence of career progression onretentionamong the academic staff in public diploma teacher training colleges in Kenya
(KIBU, 2018-06-12) Likoko, Sarah; Judah Ndiku, Judah; Mutsotso, Stanley
The purpose of this study was to investigate the influence of career progression on academic staff retention in PDTTCs in Kenya. The study employed ex post facto research design to test the statistical relationships. Purposive sampling was used to select 4 PDTTCs, 4 college principals and 8 senior masters. Simple random sampling was used to select 430 academic staff for the study. Data was collected using a questionnaire which had closed-ended (likert type scale 1-5) questions. College principals and senior masters were interviewed in order to get in-depth information on academic staff retention. The data was analyzed using statistical tools such as One-Way-ANOVA, Independent Samples t-test, Pearson correlation, simple linear regression analysis and multiple regression analysis. The study established an inverse relationship between turnover intentions and promotion opportunities as indicated by a negative coefficient of-0.047. Likewise, an inverse relationship between adequacy of training programmes and turnover intentions of academic staff was established as indicated by a negative coefficient of-0.130. Promotion opportunities and adequacy of training programmes were found to be statistically significant contributors to turnover intentions. The studyconcluded that career progression has a significant influence on retention among the academic staff in PDTTCs in Kenya. This implies that if management for PDTTCs provided adequate training programmes and promotion opportunities, they could significantly reduce the turnover intentions of the academic staff in PDTTCs.The study therefore, recommended that the management for PDTTCs should revise their training policies to ensure fairness, besides increasing financial support for conferences and workshop attendance to help academic staff keep abreast with the best practices in their profession. Further, promotion policies should be clear and well communicated to the staff. The criteria should outline clearly the stand of the institution on internal promotions versus the external appointments. The policies should be revised to make it all inclusive so that it is not skewed in favour of some duties while ignoring others and also to reflect fairness.
Tutor competence and its effect on quality of teacher preparation in emerging private primary teacher training colleges in Bungoma county-Kenya
(2013) Likoko, Sarah; Mutsotso, Stanley; Nasongo, Joseph
Teacher quality is critical in the provision of quality education. Teachers are a country’s determinant of competitiveness and capacity to create more jobs and growth. They are important means of passing on values, skills, knowledge and attitudes required for democracy, citizenship, intercultural dialogue and personal development. Research has shown that teacher effect is much larger than the effect of school organization, leadership and financial conditions. The purpose of this study was to investigate the competence of tutors as a resource in effective teacher preparation. The research was carried out in eight private teacher training colleges in Western Province in Kenya. The study sample was selected through simple random and purposive sampling techniques. The sample size comprised of eight college principals and 43 tutors. Data was collected through questionnaires, interview and document analysis. The Statistical Package of Social Sciences (SPSS) was utilized in the analysis of descriptive statistics such as frequencies and percentages. The research established that incompetent teaching staff in the emerging private primary teacher training colleges had a negative impact on quality of teacher preparation. This factor continues to have negative effect on the quality of graduates produced. The study therefore recommended that, regular monitoring and evaluation audits should be conducted to ensure that these colleges conform to the set standards all the time. Furthermore there is need to constantly review and improve the quality of teacher training to be in tandem with the global trends. This will ultimately enhance preparation of teachers’ and minimize the quality inconsistencies in the private primary teacher training colleges.