Journal Articles

Permanent URI for this collectionhttp://erepository.kibu.ac.ke/handle/123456789/9624

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Ameriketako Ametsa
(Mendebalde Kultura Alkartea,, 2001-11-15) Walibora, Ken; Ormazabal, Manu
This story published in 2001 won the 2003 Jomo Kenyatta Prize organized by the Kenya Publihers Association. Issa, a Kenyan village boy, tells us the story of his life. “Itxoin eta egingo duk amets Amerikarekin. Orduan prest egongo haiz harantz abiatzeko” (‘Wait and you’ll dream of America. Then you’ll be ready to go.’), his friend told him. And Issa will have that dream. In Nairobi the two of them, together with a third “friend, will make plans for America. There will be lessons to learn from their adventures.
Effectiveness of a Language Based Program in School Mathematics on Students Understanding of Statistics
(Eurasia Journal of Mathematics, Science and Technology Education, 2006-12-04) Wekesa, Duncan Wasike
Mathematical knowledge and understanding is important not only for scientific progress and development but also for its day-to-day application in social sciences and arts, government, business and management studies and household chores. But the general performance in school mathematics in Kenya has been poor over the years. There is evidence that students have problems in understanding and interrelating the symbols and special language structure as used in mathematics. Nevertheless in a recent study, a program called Socialized Mathematical Language (SML) module was designed to enhance student’s learning outcomes in school mathematics. The study was carried out in a real classroom setting that involved comparisons between the treatment and control groups. A Solomon Four Group quasi-experimental design was employed to involve four high schools in Bungoma District. A total of 156 form two students enrolled in four intact classes from the selected schools were exposed to the same content in statistics for a period of two weeks. Three dependent measures namely the Mathematics Achievement Test (MAT), the Mathematics Skill Test (MST) and the Mathematics Classroom Environment Questionnaire (MCEQ) were used to assess the effectiveness of the program on students’ academic achievement in understanding of statistics, their skill performance and perceptions of the classroom environment during statistics lessons. The results affirm statistically significant learning gains in favour of the treatment groups. The study concludes that the use of SML program has amajor implication for school mathematics instruction in the area of statistics.
Effect of a Socialized Mathematical Language Module on Students’ Understanding of Mathematics and their perception of the Learning Environment
(OSSREA, 2007-01-04) Wekesa, Duncan Wasike; Mondoh, Helen Omondi
There is evidence that students have problems in understanding and interrelating symbols and special language structure as used in mathematics. The study or which the paper is based was designed to develop and explore the instructional potential of a Socialised Mathematical Language (SML) module in teaching and learning of statistics in mathematics. A quasi-experimental approach adapted from the Solomon Four Group Experimental Design was employed to compare experimental and control groups drawn from schools in Bungoma district. Four different instruments namely achievement test, students' questionnaire, teachers' questionnaire and observation schedule were used to collect data from 156 Form Two students selected for the study. Both descriptive statistics (means, standard deviations, & percentages) and inferential statistics (t-test & the Analysis of variance) were used for data analysis. The findings indicate that the SML module resulted in significant learning gains better perception of the environment and provided appropriate opportunities for student participation and interaction. The study concluded that the SML module was helpful in enhancing the teaching and learning of mathematics. The module was found to facilitate in making the subject more understandable to students and hence improved student performance in the subject.
Reviewed Work(s): Women in Taarab
(Research in African Literatures, 2008-08-15) Waliaula, Ken Walibora
Disenchantment with the State of the Nation in Ben Okri’s The Famished Road, Orhan Pamuk’s Snow and Rashid al Daif’s Passage to Dusk
(Journal of the African Literature Association, 2008-11-15) Waliaula, Ken Walibora
Income Inequality Controversies on the Development of Education in Kenya.
(Problems of Education in the 21 st Century:, 2008-12-04) Maiyo, Julius Kiprop; Achoka, Judy; Ndiku, Judah; Amunga, Jane; Wekesa, Duncan Wasike
Income differentials are a phenomenon that is manifest among individuals, regions and nations. The magnitude of the inequality has diverse effects on education which is itself a key determinant of individual as well as group income. Income inequality is reflected in the unequal access to different levels of education and to schools of different quality of education. This results in unequal consumption of education. These factors heighten the already existing inequality since the distribution of earnings is to a large extend determined by the level and distribution of schooling across population. The effect of income inequality on education dispersion and the average attainment in the population depresses economic growth and affects investment in education by individuals as well as states. Differential investment in education means unequal access to new knowledge and skills which are the driving force in this century. Already, the knowledge revolution has brought the threat of widening the gap between developed and developing countries with disparities in knowledge and information reinforcing disparities in capital and other resources. This paper examines the controversies causes of income inequality and the resultant effect on the development of education. The study is a desk review which nevertheless extensively explores existing literature on income inequalities and education dispersion. It narrows this down to the situation in Kenya by focussing on current reactions to income inequality in general and the effect on education. The paper also provides the conclusion and the way forward through the recommendation.
Negotiating Local Knowledge II: Kiswahili and Attitudes toward Disability
(Disability Studies Quarterly, 2009-11-15) Waliaula, Ken Walibora
Reviewed Work(s): A New Generation of African Writers: Migration, Material Culture and Language by Brenda Cooper
(Canadian Journal of African Studies, 2010-11-15) Walibora, Ken Waliaula
Uhalisia na Uhalisiamazingaombwe
(Swahili Forum, 2010-11-15) Waliaula, Ken Walibora
Je, kuna uhusiano gani kati ya Euphrase Kezilahabi wa Tanzania na Gabriel García Marquez wa Kolombia, au kati ya Kyallo Wadi Wamitila wa Kenya na Juan Rulfo wa Meksiko ama kati ya Günter Grass wa Ujerumani na Said Ahmed Mohamed wa Zanzibar? Waandishi hawa waliotengwa kitaifa na kilugha wanaunganishwa na uamuzi wao wa kuandika riwaya kwenye mtindo usiokuwa wa kawaida, mtindo wa uhalisiamazingaombwe
Reviewed works: East African literature: Essays on Written and oral Tradition
(RESEARCH IN AFRICAN LITERATURES, 2011) Waliaula, Ken Walibora
Reviewed work(s): The African Diaspora and the Disciplines by Tejumola Olaniyan and James Sweet.
(African Studies Quarterly, 2011-08-15) Waliaula, Ken Walibora
Misingi ya Ukalimani na Tafsiri
(Serengeti Bookshop, 2011-10-02) Simiyu, Fred Wanjala.
Reviewed Work(s): The Oral and Beyond: Doing Things with Words in Africa by Ruth Finnegan
(Canadian Journal of African Studies, 2011-11-15) Waliaula, Ken Walibora
Effectiveness of Teaching Preparations on Mathematics Achievements: A case of Kenya
(Problems of education in the 21st century, 2011-12-30) Amadalo, Maurice Musasia; Wekesa, Duncan Wasike; Wambua, Joseph Mulei
Despite playing a central role in peoples’ daily life, the average Kenyan secondary school students’ mathematics score in national examinations has consistently averaged below 40%. The contribution of teachers’ lesson preparations and subsequent delivery leading to this poor result has not been investigated sufficiently in Kenyan secondary schools. This is especially so for topics deemed to be difficult. The present study investigated the effect of teacher preparations when teaching the topic “Vectors” to form three secondary school students. The instructional plans impact on achievement as well as on skills performance in Mathematics formed the objectives of the study. The Solomon- four experimental design was adopted. Professionally drawn Instructional Plans provided the treatment. Students’ achievement was determined using a Mathematics Achievement Test, MAT. The study determined that the use of the instructional plans improved students’ achievement and skill performance compared to the control group. Consequently use of instructional plans when teaching mathematics was recommended for improved students’ achievement. Emphasis on students’ stepwise skill performance rather than insistence on acquisition of correct answers during problem solution in mathematics was recommended
Reviewed Work(s): The politics of language and nation building in Zimbabwe
(Journal of Multilingual and Multicultural Development, 2012-07-24) Waliaula, Ken Walibora
Investigation of Factors That Influence Syllabus Coverage in Secondary School Mathematics in Kenya
(International Journal of Humanities and Social Science, 2012-08) Amadalo, Maurice Musasia; Shikuku, Beatrice Nakhanu; Wekesa, Duncan Wasike
Mathematics plays a vital role in individual, national and global development. However, over the years mathematics has been one of the most poorly performed subjects in the Kenya Certificate of Secondary Education Examinations (KCSE). In an attempt to improve performance, great effort has been put into completion of the syllabus. This study was done in Kakamega South district, involving a total of 85 secondary schools. The main objective was to determine the percentage of the syllabus covered, and correlate it with student performance. 16 out of 85 schools were purposively selected and used in the study. The head teacher, the head of mathematics department, and two randomly selected mathematics teachers from each of the 16 schools took part in the study. In total there were 64 respondents. A descriptive survey design was adopted for the study, and data collected using three questionnaires. Correlation between syllabus coverage and student performance using Pearson’s Product Moment Correlation Coefficient (PPMCC) was 0.8343. Furthermore, a One Way Analysis of Variance (ANOVA) was determined and confirmed that syllabus coverage has a significant effect on student performance in mathematics at KCSE level. Also, a number of factors were identified as being responsible for early, late or non coverage of the coverage
Remembering and Disremembering in Africa
(The Thoughtful Museum, 2012-11-20) Waliaula, Ken Walibora
In remembering the attainment of political emancipation, post-independence African countries have learned to narrate the official national narrative and to forget other stories. Commemoration of the nation’s past almost always goes hand in hand with officially decreed national amnesia. Therefore, the story of the nation has to be narrated and remembered by forgetting certain aspects of the colonial past. By implication the dual act of remembering and forgetting sets the pattern for how the postcolonial African nation narrates itself in the postcolonial moment. Focusing on Kenya as an example, this paper argues that the national commemoration of political emancipation from colo nial rule tends to silence narratives of opposition and political incarceration that emerge in the post-colonial moment. The outcome is a remembering-and-forgetting battle that has implications for how diverse individuals conceive of themselves collectively as a nation and how they forge or fail to forge a coherent collective memory
Kitovu cha Fasihi simulizi
(Serengeti Educational Publishers, 2013-01-01) Wanjala, Fred Simiyu
Reviewed Work(s): Riwaya ya Mbali na Nyumbani ya Adam Shafi
(2013-01-29) Waliaula, Ken Walibora
A computer mediated simulation module for teaching cell division in secondary school biology
(International Journal of Educational Research and Development, 2013-05-04) Wekesa, Duncan Wekesa; Wekesa E. W.; Amadalo M. M.
This paper describes the design and development of a valid, reliable and flexible instrument, a Computer-Mediated Simulation (CMS) module for teaching cell division topic in secondary school biology. The design was based on the generic instructional approach of Plan, Do, See and Improve (PDSI). Each step has an outcome that feeds the subsequent step or results in modification of the prior step. The design and development of a CMS module is aimed at bringing out the dynamics of the process of cell division to facilitate students understanding of the topic better. The process of cell division specifically involved the aspects of meiosis and mitosis. The module was also developed to fill, in some way, the special need for media and technology in biology teaching at secondary school level in Kenya and perhaps elsewhere. Evaluation of the CMS results of the actual implementation in test schools provide improvement highlights of the strengths of the module geared towards shifting the point set presently to a more desirable outcome

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