Browsing by Author "Mutsotso, Stanley N"

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    Effect of ASEI-PDSI SMASSE Approach to Teaching on Mathematics Learning Outcomes in Secondary Schools in Kenya
    (International Journal of Science and Research, 2019-09-16) Katiambo, Dorcas; Wasike, Duncan W.; Mutsotso, Stanley N
    Mathematics being one of the subjects given a lot of emphasis in the Kenyan school curriculum; it is deemed a determinant subject when it comes to helping Kenya as a developing country to achieve its dream of being a better economy by the year 2030. Performance and attainment in this subject is deemed crucial for students’ admission to scientific and technological professions in higher institutions of learning. Every single learner is encouraged to work really hard in order to obtain good grades in mathematics, as a surety to entry into the most competitive professions in our society. However, performance in this subject has remained low despite deliberate efforts made by the government through the Strengthening of Mathematics and Science in Secondary Education (SMASSE) in-service training programmes. The purpose of this study was to investigate the effectiveness of the SMASSE approaches to teaching on the students’ learning outcomes in secondary mathematics in Mt. Elgon Sub-county of Bungoma County in Kenya, in an effort to improve performance in the subject.A Quasi-Experimental research design was adopted. The study sample consisted of 10 teachers ofmathematics and 450 form three students drawn from 10 secondary schools and one Quality Assurance and Standards Officer. Both qualitative and quantitative data were collected and analyzed through both descriptive and inferential statistics. The findings of this study showed that the SMASSE approaches to teaching had a positive effect on mathematics learning outcomes. The study provides a basis for repackaging the pre-service teacher training programmes and encourages increased attendance of in-service courses to enlighten teachers on better teaching techniques for better learning outcomes in secondary mathematics in Kenya.
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    Gender Inequalities in Early Childhood Development Education Teaching Profession in Kenya
    (Educational Research, 2011-12-16) Mukuna, Truphena E.; Mutsotso, Stanley N
    Gender imbalance in the pre-school teaching profession and feminization of the profession has been a common practice world over. In Kenya, there is an emergent trend of men training as professionals in Early Childhood Development Education but they are underrepresented. The purpose of this study was to investigate the factors influencing the gender imbalance in preschool teaching workforce using a case study. The research sample comprised of 108 pre-school in-service teachers in teacher training institutions in Narok Municipality. Stratified followed by random sampling techniques were employed. The research methodology was qualitative .Focus Group Discussions followed by Key Informant Interviews were used to generate data. This study revealed that culture is the main determinant of feminization of pre-school teaching profession. Men were getting interested in pre-school education but to perform administrative duties not necessarily to teach. Additionally, male parents reported that they were uncomfortable in involving themselves in pre-schools.