Browsing by Author "Toili, William W."

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    Achieving competences for sustainable development and sustainability: analysis of the role of transformative learning at university level
    (KIBU, 2018-06-12) Toili, William W.; Toili, Emmanuel; Toili, Mary Muyoka; Songok, Ruth
    Kenya’s education system has often been criticized for its inability to prepare learners for their lives out of school and even out of university. In particular, the graduates from our universities are criticised by the society at large for lack of intuition and creativity. The purpose of this paper is to investigate the extent to which university academic programmes, policies and instructional strategies and practices used in Kenya are an adequate means of achieving educational as well as societal transformation with regard to sustainability. The problem is necessitated by the lack of focus in Kenyan universities on transformation as a fundamental learning outcome, particularly for programmes that resonate with the communities the universities are expected to serve.The problem seems not to do with the content of the curriculum, but with the manner in which the curriculum is delivered to the learners. This calls for creativity and innovativeness on the part of the universities. The use of more innovative instructional approaches that are interactive lead to transformative learning that enables students to change their ways of thinking and to become more productive, creative, and engaged citizens. Such students willingly contribute to the intellectual, cultural, economic and social transformation of the communities they serve. The case study research design will be used focusing on four selected universities: Masinde Muliro University of Science and Technology; St. Paul’s University; University of Nairobi; and Jomo Kenyatta University of Agriculture and Technology. The design will be augmented with the analysis of CUE standards and guidelines, academic programmes, practicals and university policy documents. In addition, questionnaires, field observations and interviews in the context of Sustainable Development Goals (SDGs) will be employed. The findings will indicate the need for the use of innovative teaching and learning strategies in fostering transformative education and sustainability. The findings would contribute to the current discourse on implementation of education for sustainability (EFS) through transformative university education.
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    Influence of class size on techniques of teaching science in primary schools of Vihiga County, Kenya
    (International Journal of Educational Research and Reviews, 2013-02-01) Kevogo, Nebert; Toili, William W.; Mutsotso, Stanley N.
    Kenya re-implemented Free Primary Education (FPE) in January, 2003 leading to an increase in student enrolment in some classes more than in others. This could have had far reaching implications on the quality of education of children. Consequently, this study aimed at establishing the influence of increased student enrolment on the techniques used to teach science in upper primary schools. The study employed descriptive survey research design. The sample size was 108 questionnaire respondents and 36 interview respondents, respectively. However, the study only managed to achieve 116 (90 questionnaire and 26 interview) respondents. Sampling involved multi-stage sampling, purposive sampling, proportionate purposive sampling and simple random sampling. Data collection was done using Questionnaire for Science Teachers (QST) and Science Teachers’ Interview Schedule (STIS). The data collected were analyzed using Statistical Package for Social Sciences (SPSS). The significance level of the differences between mean frequencies of use of the teaching techniques was done at the  value of 0.05. The study found that increase in student enrolment influenced use of lecture technique positively while the use of practical, project and assignment techniques were influenced negatively. Such enrolment did not influence demonstration, discussion, field course excursions and question and answer techniques. Consequently, increase in student enrolment impacted negatively on the acquisition of science process skills and attitudes.