Browsing by Author "Wanyama, Martin Nyongesa"

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Effect of Utilization of Digital Teaching Materials on Performance of Learners in Literature in Public Universities in Western Kenya.
(Iconic Research and Engineering Journals, 2023-10-11) Wanyama, Martin Nyongesa; Makhanu, Edwin Masibo; Wekesa, Ben Nyongesa
The study focused on assessing the effect of utilization of Digital teaching materials on the Performance of Literature learners at Public Universities in Western Kenya. The study specific objective was to: Examine the effect of utilization of Digital teaching materials on Performance of learners in Literature in public universities in western Kenya,. The study was guided by Connectivism theory. It adopted a descriptive survey design, targeting 899 learners and 32 lecturers. A sample of 277 learners and 32 lecturers was selected using proportionate sampling techniques and census technique respectively. Data was collected using interviews and structured questionnaires. The researcher ensured validity by testing construct, criterion and content validity and reliability through expert input and statistical analysis. This paper examined the relationship between digital learning factors—Digital Teaching Materials, and performance in literature among learners in public universities in Western Kenya. For learners, the study revealed a strong positive correlations, highlighting significant impact on educational outcomes.. These findings emphasize the importance of Digital materials in enhancing student learning outcomes in literature studies, though further research is needed to fully understand this dynamic. For lecturers, the study found a statistically significant relationship between digital learning platforms and performance, explaining approximately 80.3% of the variance in performance. Digital Teaching Materials and positively influenced performance, The study highlights a consensus among learners and lecturers on the positive impact of digital teaching materials on performance in literature courses in Western Kenyan universities. Both groups recognize the significance of digital resources in enhancing comprehension, engagement, research ability, and overall learner success. However, challenges such as technological infrastructure and quality control need to be addressed to optimize integration and effectiveness. To enhance performance in literature education through digital learning: Policymakers should prioritize integrating Digital Teaching Materials Educational institutions need to address challenges related to technological infrastructure and quality control. Investing in robust technological infrastructure and implementing quality control measures will enhance the accessibility, usability, and reliability of digital resources. This includes providing access to digital resources, ensuring technological infrastructure and support, and offering professional development opportunities for educators
Influence of Selection of Literature in English Guidebooks on Academic Performance of Learners in Secondary Schools in Bungoma County, Kenya
(International Journal of Contemporary Applied Researches, 2019-09-11) Wanyama, Martin Nyongesa; Kati, Robert; Wekesa, Ben Nyongesa
The development and selection of English literature guidebooks has gained prominence in in the last decade in Kenya. Literature guidebooks are integral tools in enhancing learners and teachers understanding of specific literature set text with aim of improving grades of students in literature. The current study examined influence of selection of literature guidebooks in learning and teaching of English. It was guided by the following objective: to evaluate factors influencing selection of guidebooks as learning and teaching resources, student academic performance in Literature. Vygotsky’s Sociocultural Theory guided this study. The study employed descriptive research survey design with 714 target population comprising 700 students and 14 teachers. The study was delimited to secondary schools in Bumula Sub County within Bungoma County. The Sub-County was sampled purposively due to consistently registered poor mean scores in English as a subject. The schools were then stratified with consideration of the seven wards, gender, day and boarding schools as well as mixed or single gender schools. In addition, a sample size of 119 respondents was finally based on 10%-30% of targeted population by use of simple random sampling. Data was acquired by use of questionnaires and structured interviews. The commonly used literature guidebooks for The River and the Source set book were highlighted as Guide to The River and the Source by Richard Oketch et al, Moran Publishers, Guide to The River and the Source by Margaret Roche, Focus Publishers, National Institute of Education Guidebooks for The River and the Source. The selection of literature English guidebooks was determined by cost of the guidebook, year of publication, language used in the guidebook, logical explanations used in the book, vocabulary used, the readers attitude towards literature, interpretation of words, language unbarrenness, availability, etiquette portrayed, layout of book and illustrations used, recommendation from the head of department, color of the cover and appropriate font size. In terms of analysis the findings revealed that format and structure of most of the above guidebooks are relevant to the literary needs of secondary school learners as evident through a well outlined table of contents. It was further found out that consistency and logical arrangement of the layout influence the selection and use of Guide books. The study concluded that indeed selection and use of guidebooks in learning and teaching of literature in English influence performance of English as a subject in secondary schools. The study recommends that there should be an improvement by authors of the literature guidebooks to better English as a subject through appropriate activities for practice, give a critical detail of the set books being reviewed, and enhance appropriate language that is affordable to the learners.
The influence of Learners’ Use of Digital Collaborative Learning on Performance of Learners in Literature in Public Universities in Western Kenya.
(Iconic Research and Engineering Journals, 2023-08-11) Wanyama, Martin Nyongesa; Makhanu, Edwin Masibo; Wekesa, Ben Nyongesa
The study focused on assessing the influence of digital collaborative learning on Performance of Literature learners at Public Universities in Western Kenya. The study specific objective was to: Determine the influence of learners’ use of digital collaborative learning on Performance of learners in Literature in public universities in western Kenya, The study was guided by Connectivism theory. It adopted a descriptive survey design, targeting 899 learners and 32 lecturers. A sample of 277 learners and 32 lecturers was selected using proportionate sampling techniques and census technique respectively. Data was collected using interviews and structured questionnaires. The researcher ensured validity by testing construct, criterion and content validity and reliability. This paper examined the relationship between digital learning factors— Digital Collaborative Learning and Performance in Literature among learners in public universities in Western Kenya. For learners. Digital Collaborative Learning showed a weak, non-significant relationship with performance. These findings emphasize the importance of Digital materials in enhancing student learning outcomes in literature studies, though further research is needed to fully understand this dynamic. For lecturers, the study found a statistically significant relationship between digital learning platforms and performance, explaining approximately 80.3% of the variance in performance. To enhance performance in literature education through digital learning: This includes providing access to digital resources, ensuring technological infrastructure and support, and offering professional development opportunities for educators