Browsing by Author "Oloo, Elizabeth Akinyi"

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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.
History of Educational radio in Kenyan Schools: An Analysis of Prospects and Challenges
(British International Journal of Education and Social Sciences, 2019-05-16) Oloo, Elizabeth Akinyi; Mutsotso, Stanley Ngome
The radio is a powerful audio aid and an important media for education. It is one of the most effective means of imparting education to a large number of people. The work of scientists such as Nikola Tesla, Guglielmo Marconi, Lee De Forest and others are credited with all forms of radio broadcasting which started in the late 1800s. in the early days the radio was mainly used by the military during the first and second world wars. This paper traces the historical development and evolution of radio. It also examines global success stories of use of educational radio and focuses on Kenya’s experience highlighting the legal framework, the prospects and challenges. The history of educational radio has been dynamic due to growth and development in educational thinking and the technological environment. The U.S., Canada and Australia had a strong background in implementing educational radio broadcasts in the 1920s and 1930s, which were referred to as Schools of the Air. The Interactive Radio Instructions (IRI)adopted a conversation technique between the radio teacher and the students unlike the conventional radio broadcast. This format, however, remains limited in its interactivity and is teacher-centred. In studies conducted all over the world, in both developing and developed countries has demonstrated that when radio is used as a supplementary tool, it benefits weaker students. IRI projects were funded by USAID in developing countries including Nicaragua, Bolivia, Kenya and Lesotho. The history of instructional radio in Kenya dates back to 1963. The Ominde Commission acknowledged the significance of the school radio as a valuable teaching aid. Radio has proven educational worth in terms of pedagogical importance and geographical reach. Up to 1992 school broadcasts were on air through the Voice of Kenya (VoK) which later became Kenya Broadcasting Corporation(KBC) which airs the radio programmes to date. The Kenya government funds the radio broadcasts to schools through Kenya Institute of Curriculum Development under Media and Extension Services to schools. Many schools in Kenya do not make use of the educational radio and many teachers and learners are not aware of the existence of educational radio. The radio is here to stay despite recurrent innovations and scientific breakthroughs.