Browsing by Author "Ombogo, P."

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Effective group learning: A case of perspectives from Kenyan high school students
(Eldoret Polytechnic, Kenya, 2013) Nashon, SM.; Anderson, D.; Ooko, S.; Beru, FK.; Okemwa, P.; Ombogo, P.
In this study we examined whether and how youth learned life skills through their involvement on a high school soccer team. We collected data from fieldwork and interviews with 12 male student-athletes and the head coach from one team. Results showed that the coach's philosophy involved building relationships and involving student-athletes in decision making. Issues relating to three life skills (initiative, re spect, and teamwork/leadership) were identified. Although we observed little direct teaching of these life skills, we saw that players generally were producers of their own experiences that supported the development of these skills.
Effective group learning: A case of perspectives from Kenyan high school students
(Eldoret Polytechnic, Kenya, 2013) Nashon, SM.; Anderson, D.; Ooko, S.; Beru, FK.; Okemwa, P.; Ombogo, P.
In this study we examined whether and how youth learned life skills through their involvement on a high school soccer team. We collected data from fieldwork and interviews with 12 male student-athletes and the head coach from one team. Results showed that the coach's philosophy involved building relationships and involving student-athletes in decision making. Issues relating to three life skills (initiative, re spect, and teamwork/leadership) were identified. Although we observed little direct teaching of these life skills, we saw that players generally were producers of their own experiences that supported the development of these skill.
Transformations in Kenyan science teachers’ locus of control: the influence of contextualized science and emancipated student learning
(Routledge, 2017-02-21) Anderson, D.; Nashon, N.; Namazzi, E.; Okemwa, P.; Ombogo, P.; Ooko, S.; Beru, Festus K.
This study investigated Kenyan science teachers’ pedagogical transformations, which manifested as they enacted and experienced a reformed contextualized science curriculum in which students’ learning experiences were critical catalysts of teacher change. Twelve high school teachers voluntarily participated in the study and were interviewed about their pedagogical transformations following their enactment of a reformed contextualized science curriculum. The outcomes demonstrated that students’ emancipated behaviours, learning and performance, qualitatively influenced teacher change and pedagogical reform. Specifically, changes in students, as a result of the ways the science curriculum was implemented, resulted in epiphanies and dilemmas for teachers who subsequently resolved to surrender their tightly held pedagogical control (locus of control) for the betterment of the learning environment and their sense of professional satisfaction.