Browsing by Author "Wamukota, Dorcas Nelima"

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Domain-specific beliefs of biology teachers about the subject on the integration of technology in instruction in secondary schools in Kenya
(KIBU, 2018-06-12) Wamukota, Dorcas Nelima; Masibo, Edwin; Nyukuri, Robert
This paper focuses on the domain-specific beliefs of biology teachers about the subject and its instruction and the effect of these beliefs on the integration of ICT in instruction in secondary schools in Kenya. Information and Communication Technology has a critical role to play in helping education deliver its mandate of transforming Kenya into an industrialized nation as envisaged in the Kenya vision 2030. It is important that ICT is integrated in the teaching of all subjects in the school curriculum. Its application contributes to effectiveness in delivery of the content. However, this is met with many challenges as many teachers do not seem to prioritize its use in instruction based on their beliefs about the subject and how it should be taught. The study will investigate the domain-specific beliefs of biology teachers about the subject and its instruction and the effect of these beliefs on the integration of ICT in instruction in secondary schools in Kenya. The study will be guided by the following objectives: Identify the distribution of the teachers of biology in the three belief categories, determine how the teachers’ beliefs affect frequency of use of technology in instruction, determine the effect of the teachers’ beliefs on their perceptions about integration of ICT in instruction, and to establish the factors affecting ICT integration in instruction. The study will be based on the social constructivist learning theory by Lev Vygotsky. It will adopt the descriptive survey design, and targets secondary school principals, biology teachers, and form three students. Stratified and simple random sampling techniques will be applied to select respondents from the different categories of schools. Data will be collected using questionnaires, observation, and interview schedules and analyzed using means, frequencies, percentages and Analysis of variance. Data will be presented in form of tables, graphs and pie charts. The findings may pave way for interventions to facilitate proper integration and meaningful instruction which will lead to acquisition of the pertinent knowledge, skills, attitudes, and competence for further training. The study will benefit the following groups: teachers, Students, DQASOs, administrators who include School principals, Deputy Principals, Heads of Departments, Heads of Subjects, Curriculum Developers, and Curriculum support officers.
Instructional practices in biology and their influence on student performance in secondary schools in Kenya
(International Journal of Scientific Research and Innovative Technology, 2017) Wamukota, Dorcas Nelima; Masibo, Edwin
Performance in Biology in the Kenya Certificate of Secondary Examinations (KCSE) has been below expectations, and has continued to cause concern to educators and the general public. In the past five years, performance of biology nationally has been below average. This performance has been attributed to many factors among which are the uses of predominantly teacher-centered approaches in teaching. Biology was recorded among the worst performed subjects nationally in the KCSE 2008. This prompted this study. The purpose of this study was to investigate the instructional practices that biology teachers employ when teaching. The objective of the study was to establish the instructional methods used by the teachers of biology. In order to achieve the objective of the study, research focused on the instructional methods in use in secondary schools. A descriptive survey design was used in the study. Stratified, simple random, and purposive sampling techniques were used in the sampling. District Quality Assurance and Standards Officers, school principals, biology teachers and form three students participated in the study. Three types of instruments were used to collect data: Classroom Event Observation Schedule, interview schedules, and questionnaires. The data obtained was analyzed using descriptive statistics. The findings showed that teachercentered methods were dominant in the teaching learning process. Biology teachers had the necessary qualifications, training and experience. From the findings, there was a clear indication that instructional methods employed in the teaching affect performance in biology. Teachers used teacher-centered more than learner-centered approaches in teaching denying learners the opportunity for active involvement in the learning process and this had led to low understanding of biological concepts. Active participation of students in the learning process should be enhanced. The available resources though inadequate should be fully utilized to enhance practical work. Teachers and learners should be motivated to encourage a more positive attitude. There should be continuous and effective monitoring of the teaching practices.