Department of Curriculum, Instruction & Technology

Permanent URI for this collectionhttp://erepository.kibu.ac.ke/handle/123456789/106

Browse

Now showing 1 - 15 of 15

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.
Factors that influence teachers’ perception towards the implementation of strengthening mathematics and science in secondary education (smasse) programme in Bungoma
(Kenya, 2017) Wamalwa, Peter; Masibo, Edwin N.; Mutsotso, Stanley N.
Dismal performance in Mathematics and Science subjects poses a challenge towards realization of the Kenya National development goal of industrialization by the year 2020. The government of Kenya in liaison with the Japanese government came up with Strengthening of Mathematics and Science in Secondary Education (SMASSE) to remedy the situation. This was to be achieved through in-service training for mathematics and science teachers to improve on teacher classroom practices and student’s learning.This paper presents a study on motivation as a strategy that influence mathematics and science teachers’ participation in the inservice training. The study was guided by Rogers’s innovation-implementation diffusion theory. Descriptive survey design was used and thetarget population was 1450 teachers teaching in 275 secondary schools and 9 sub-county Quality Assurance Officers (QASO). Simple random sampling and purposive sampling techniques were used for a sample size of 438. Data was collected using questionnaires, interview schedules and an observation guide. It was analyzed using both descriptive and inferential statistics and it was found out that provision of motivation to teachers influence their participation. It was concluded that all teachers would attend INSETs if motivated. From the conclusion, it was recommended that the national SMASSE office and the MoEST should consider teachers’ views on motivation
Impact of internship programme on the performance of public health care institutions
(Global Journals Inc. (USA), 2012-10-29) Yeswa, Eunice A.; Okaka, Dr Ochieng; Mutsotso, Stanley N.; Odera, Odhiambo; Mumb, Hazel Miseda
The study seeks to obtain the impact of internship programme on the performance of public health care institutions. Contextual factors are sought that influence the relationship, impact and effect between internship programme and performance of public healthcare institutions. The research design adopted is descriptive survey through both qualitative and quantitative data. This study is conducted in Kakamega County, western region of Kenya. The population of the study is 2225 with a stratified randomly selected sample of 444 respondents. Primary data is collected through questionnaires while secondary data is sourced from official hospital records, journals, text books and internet articles. Data is analyzed using descriptive and inferential statistics. The study concludes that internship programme influences performance of public healthcare institutions
Tutor competence and its effect on quality of teacher preparation in emerging private primary teacher training colleges in Bungoma county-Kenya
(2013) Likoko, Sarah; Mutsotso, Stanley; Nasongo, Joseph
Teacher quality is critical in the provision of quality education. Teachers are a country’s determinant of competitiveness and capacity to create more jobs and growth. They are important means of passing on values, skills, knowledge and attitudes required for democracy, citizenship, intercultural dialogue and personal development. Research has shown that teacher effect is much larger than the effect of school organization, leadership and financial conditions. The purpose of this study was to investigate the competence of tutors as a resource in effective teacher preparation. The research was carried out in eight private teacher training colleges in Western Province in Kenya. The study sample was selected through simple random and purposive sampling techniques. The sample size comprised of eight college principals and 43 tutors. Data was collected through questionnaires, interview and document analysis. The Statistical Package of Social Sciences (SPSS) was utilized in the analysis of descriptive statistics such as frequencies and percentages. The research established that incompetent teaching staff in the emerging private primary teacher training colleges had a negative impact on quality of teacher preparation. This factor continues to have negative effect on the quality of graduates produced. The study therefore recommended that, regular monitoring and evaluation audits should be conducted to ensure that these colleges conform to the set standards all the time. Furthermore there is need to constantly review and improve the quality of teacher training to be in tandem with the global trends. This will ultimately enhance preparation of teachers’ and minimize the quality inconsistencies in the private primary teacher training colleges.
Communication constraints faced by staff in Kenyan public universities
(2013-03) Mamuli, L.C.; Mutsotso, SN.; Butali, D.N; Odhiambo, O.
This study sought to investigate effective communication constraints faced by staff in public universities. The study location wasin Masinde Muliro University of Science and Technology (MMUST), Kenya. The study sample involved 152 academic and administrative staff. Stratified random sampling techniques based on the respondents’ job descriptions were employed. Data collection involved use of questionnaires and secondary data for example, the University Act of 2007 and the employee survey findings of 2006. Data was analyzed using descriptive statistics and findings revealed that MMUST staff had experienced constraints in effectively communicating to other members of staff. The study identified the constraints in conveying messages citing lack of adequate working equipment and office space
Origin and development of key religious organizations in Kenya: their influence on curriculum implementation in public secondary schools
(2018-05) Aggrey, Amugune A.; Ngome, Mutsotso S.; John, Shiundu O.
Historically, religious organizations in Kenya have had great influence on education. Their participation has been viewed by stakeholders as either positive or negative. The objective of this study was establish the origins and development of key religious organizations in Western area of Kenya and their influence on curriculum implementation in public secondary schools. The study is based on Ludwig Von Bertalanffy theory of General Systems from which the systems approach in the learning process is derived. The study adopted a descriptive survey design. The target population for this study was all secondary schools in the region of study, County Directors of Education, Sub-County Education Officers, principals and teachers in secondary schools, religious leaders and students. Of the twenty two sub-counties, the study used purposive sampling to carry out the study in ten sub-counties. This gave a total of 650 students, 102 teachers, and 60 principals of secondary schools, 5 Islamic leaders, 10 church leaders, 2 County Directors of Education, 4 Education Officers and 1 curriculum developer. This gave a sample size of 834 respondents. The instruments for data collection were questionnaires for principals, teachers, students and interview schedule for religious leaders as well as education officers. Focus Group Discussion and Observation Schedule were also used. To establish validity and reliability, the instruments for data collection were assessed by two experts from the Department of Curriculum and Instructional Technology. The questionnaires were also piloted and the anomalies were corrected before the study was conducted. Presentation of data was based on the objective of the study and was put in form of tables, bar-graphs and descriptions. The findings were as follows: key religious organizations have influence on curriculum implementation. Majority of the schools in the study area were founded by key religious organizations. The study found out that parents, local communities and the Government of Kenya play a crucial role in curriculum implementation. From the above findings the following conclusions were made: religious organizations play an important role in curriculum implementation in public secondary schools The Roman Catholic Church and Friends Church are dominant in the study area. The recommendation was that there should be clear policy guidelines on the role of religious organizations on curriculum implementation in public secondary schools.
The influence of communication channels on management practices in Kenyan public universities
(2013) Mamuli, LC.; Mutsotso, SN.; Namasaka, DB.
This study was conducted at Masinde Muliro University of Science and Technology. It was guided by communication model as propounded by Shanon and Weaver (1949). This study was designed to investigate the influence of communication channels on management practices in Kenyan public universities. The study specifically investigated the types of communication channels used in the university and related the channels to the constraints faced in communicating messages in the university. Literature was reviewed in relation to the above stated objective. The study sample was drawn from MMUST and involved both academic and administrative staff. The sample size was one hundred and fifty two (152) which represents 77.6% of the target population. Stratified random sampling techniques based on the respondents’ job descriptions were used. The instruments for data collection involved use of questionnaires and information from secondary data materials for instance the University Act of 2007 and the employee survey findings of 2006. Data was analyzed using descriptive statistics. The major findings revealed that MMUST had few channels of communication and that the communication policy framework was in place. However, the study identified that MMUST relies on Head of Departments, Group representatives, memos, notice boards, face to face and telephone to communicate. The study therefore, recommended that MMUST embraces new channels of communication (i.e. use of email) for efficiency purposes in addition to the already existing ones. Also, the university should adopt strategies of enhancing communication between the staff and administration.
Effect of peer teaching among students on their performance
(2016) Oloo, Elizabeth Akinyi; Mutsotso, Stanley N.; Masibo, Edwin N.
Mathematics is a key subject in the school curriculum and is considered as critical filter for learners’ career choices. However, over the years mathematics has been one of the poorly performed subjects in the Kenya Certificate of Secondary Education (KCSE). In an attempt to improve performance, great effort has been put into use of appropriate teaching and learning methods that stimulate learners’ interest in the subject. This study was done in 12 randomly selected schools in Bungoma South Sub County. The objective of this study was to determine the effect of peer teaching among students on their performance in mathematics in the teaching and learning process. The study was guided by Vygotsky’s social interaction theory of learning. This theory opines that social interaction plays a fundamental role in cognitive development and that all learning occurs in a cultural context and involves social interactions where peers assist learners in developing new ideas and skills. The target population was heads of departments, teachers of mathematics and form three students. Twelve heads of department, twenty four mathematics teachers and one hundred and seventy six form three students were drawn from the sampled schools to participate in the study. A descriptive survey design was adopted for the study. Data was collected using a teachers’ questionnaire, students’ questionnaire, interview schedule for heads of department and students’ achievement test. Data was analyzed using Statistical Package for Social Sciences (SPSS) version 17.0 and Statistical t-test. The Students’ Achievement test showed that peer teaching increases students’ achievement in mathematics and 100% of the heads of department interviewed believe that peer teaching strategy improves performance. The conclusions made from the study were that peer teaching encourages students’ motivation to learn mathematics, enhances understanding of mathematics concepts and builds confidence in the students. Students should be allowed to form discussion groups where peer teaching can be done especially at the end of every topic as it offers a great opportunity in overcoming the challenge of a demanding mathematics curriculum.
Land use systems and distribution of tichoderma species in Embu region, Kenya
(2007) Okoth, Sheila A.; Roimen, H.; Mutsotso, B.; Muya, Kahindi; Owino, J.O.; Okoth, P.
The distribution of Trichoderma species in soils of Embu region in relation to land use practices was investigated. The study area was chosen because of its significant land use intensification. Soil washing and dilution plate techniques were used to recover Trichoderma spp from soil samples. The fungal isolates were identified and assigned to eight species. Greater populations as well as a wider range of species were obtained in soils collected from the natural forests while coffee farms were the poorest ones. Land use affected the distribution of Trichoderma. Napier farms had the highest abundance of this fungus. The species that showed the highest incidence in all cases was T. harzianum. Plant type was a major determinant of the occurrence of this fungus. Trichoderma favored plants with shallow and widespread rooting systems, to the deeply rooted perennial coffee and tea trees. The age of the plants also was a driving factor. Both inorganic and organic fertilizers are used in the region. There was a negative correlation between amount of chemical fertilizers and abundance of the fungus. Organic fertilizers were used exclusively in napier farms that had the highest fungal abundance. Soil pH and amount of phosphorus were limiting and influenced the occurrence and abundance of this fungus. However carbon and nitrogen were not limiting though they were high in the forests and napier farms where the fungus was also abundant. Trichoderma showed tolerance to soil acidity since it was abundant in the most acidic soils under napier. Land intensification affected Trichoderma distribution negatively.
An analysis of non-formal curricular activities in Mumias sub-county, Kenya
(Human resource management academic research society, 2013-09-01) Oloo, Abisaki; Mutsotso, SN.; Poipoi, Moses
The presence of non-formal curricular activities in schools and the availability of resources that promote the same are indicators of possible implementation of NFCAS. Hence the focus of this study was to analyze the NFCAS offered in secondary schools in Mumias Sub-County, Kakamega County. In order to achieve the set objectives the researcher sought to establish the NFCAS that are available in secondary schools and the NFCAS that were popular, the adequacy of the facilities that promote NFCAS and the frequency of participation of students in NFCAS. Descriptive survey design was employed. Random sampling was undertaken to identify the school types while purposive sampling was used to select the respondents that were information rich. 16 schools, 22 heads of schools, 154 teachers, 1154 students and 1 District Quality Assurance and Standards Officer were derived from the total population. The NFCAs available included a variety of games and sports, clubs and societies and performing arts; Football, Netball and Volleyball were most popular games whereas basketball was the least popular The study concluded that student’s access to and participation in non- formal curriculum activities is limited due to lack of adequate facilities and unavailability of time. Recommendations of the study were that the scope of the activities be broadened to involve whole school populations and that schools strengthen their support of the activities. In conclusion the Ministry should ensure that guidelines on registration of schools based on availability of space be adhered to.
Study methods for improving quality learning and performance in higher education
(Academic Journals, 2010-12-30) Mutsotso, SN.; Abenga, ESB.
Education is an investment to development and poor study methods should not compromise the mandate of higher education institutions to generate, preserve and disseminate knowledge and produce high quality graduates. Universities admit students with varying backgrounds in terms of learning/study styles, levels of preparedness and concepts of university education. Some were “drilled “, spoon fed, taught for exams, or have wrong purposes/values of university learning. These negatively impact on their study skills and achievement. In complementing the role played by academic staff, students need to be conscious of their personality and study ethics as they influence studying. It is futile to teach well while students lack the fundamentals to conceptualize and internalize the new knowledge. This paper proposes a paradigm shift in study methods and suggests strategies for both the lecturers and the students in universities towards improved learning and performance. The paper is based on the “distributed learning approach” to adequately cater for individual differences that exist among the students. The model is significant for university students, most of whom begin serious studying on realization that examinations are around the corner. This causes stress, confusion and tendency to cheat in examinations. Distributed learning model will address the study space needs and the efficiency and effectiveness of study methods
The adequacy of instructional materials and physical facilities and their effects on quality of teacher preparation in emerging private primary teacher training colleges in Bungoma county, Kenya
(2013-01) Likoko, Sarah; Mutsotso, Stanley; Nasongo, Joseph
The research was carried out in eight private teacher training colleges in Western Province in Kenya. The study sample was selected through simple random and purposive sampling techniques. The sample comprised of eight college principals, 43 tutors and 416 second year teacher trainees. Pilot testing of the research instruments to establish how the sampled population would respond to the question items contained in the research instrument was very useful. Data was collected through questionnaires and observation checklists. The SPSS computer package was utilized in the analysis of descriptive statistics such as frequencies and percentages. The research findings were presented the results in form of frequency tables and pie-charts. The research established that the rapid emergence of private primary teacher training colleges had a negative impact on quality of teacher preparation. These institutions were faced with challenges such as; lack of adequate facilities like libraries and inadequate instructional materials. These factors continue to have negative effect on the quality of graduates produced
Challenges facing provision of integrated education for the disabled child in Webuye division, Bungoma east district Kenya
(2009-01-01) Maiyo, Julius K.; Owiye, Joan A.
The foundation of present day special education in Kenya dates as far back as 1968 when the government published sessional paper NO. 5 on special education. The paper laid out a public policy framework for children with disabilities such as hearing and visual impairment, mentally and physically handicapped and multiple handicaps (GoK, 2003). Among the key policies was the integration of disabled children into regular formal schools in order to enhance their participation in formal learning. Regrettably however, 40 years down the line, the government is yet to realize reasonable access of elementary education that can help liberate and make the disabled child self-reliance. The sector still faces challenges related to access, equity and quality. The study carried out in Webuye division, Bungoma East District, adopted a descriptive survey design specifi cally to analyze challenges facing provision of inclusive formal education to the disabled child. The relationship between the variables was explained using Rawlasian theory of justice. A total of 6 schools out of 104 were purposively sampled. Questionnaires and interview schedules and document analysis were used to collect data from education offi cers, heads and teachers of sampled schools. Analysis of data was done using statistical tools such as percentages and frequencies. Findings were presented using tables. It was concluded that, as much as the policy on special education is clearly laid out, for it has not been fully implemented. People’s attitude towards inclusive education remains wanting, and therefore, only a small fraction (3.4%) of public schools is offering inclusive education. The regular school curriculum is too academic oriented and the teachers are yet to embrace inclusive education. The study recommends that, the MoE adapts inclusive curriculum, examination and grading system. Comprehensive special schools should be established to cater for pre-school, primary school, high school and technical schooling to provide meaningful education to meet their needs.
An investigation to the efficacy of free primary education in withdrawing and maintaining children from child labour in Kiambu district, Kenya.
(2010-12-20) Ngao, Gladys; Maiyo, Julius K.; David, Mulwa M.
It is estimated that about 250 million children aged between 5-14 years were working world wide by the year 2006, at least 120 million were working full time and close to 80 million in hazardous work. These are children who either have no education at all or have had very little education. The study was geared to investigate the efficacy of free primary education in withdrawing children from child labour and maintaining them in primary schools. The study was conducted Kiambu district. The study used descriptive survey research design, the sample size was 70 respondents comprising of: 32 pupils, four head teachers, 16 teachers, and 16 parents, Kiambu District Quality Assurance and Standards Officer (DQASO)and the Secretary of Kiambu District Child Labour Committee (SDCLC).The study employed purposive and simple random sampling design to pick the respondents. Data was collected by use of questionnaires and focused group discussion. The study employed descriptive survey statistics to analyze data obtained. The major findings were that most schools did not have any orientation programmes for children withdrawn from child labour (CWCLs), and guidance and counseling programmes were not effective mainly because of the understaffing in the schools. The study established that most schools had various limitations in maintaining CWCLs and did not have any mechanism through which they could reach out to the children who dropped out of school. The study recommended among others that the government in conjunction with NGOs working against child labour should establish feeding programmes in the affected schools.
Peace education for sustainable peace and development: a case of Kenya
(International Research Journals, 2012) Mulwa, David M; Maiyo, Julius K.; Ngao, Gladys; Mugambi, Paul
A culture of peace will be achieved when citizens of the world understand global problems; have the skills to resolve conflicts constructively, know and live by international standards of human rights, gender and racial equality, appreciate cultural diversity and respect the integrity of the Earth. Such learning cannot be achieved without intentional, sustained and systematic education for peace. Education is the single most important means for empowerment and sustained improvement in all well being. Sustainable development is a basic Human Right and unless this target is reached with the potent tool of Education the purpose of Education would remain unfulfilled. Building a culture of peace and learning to live together is the responsibility of everyone, and education is the principal means by which this goal can be achieved. For this to become reality, nations must develop social-emotional and ethical values, attitudes and skills that sustain social coexistence in which everyone participates, shares and develops fully. Africa as continent has featured continuously in the world news due to frequent conflict and violence where several lives and properties have been destroyed, most recent is Sudan, Congo, Zimbabwe Kenya, Ivory Coast and Egypt among others. The present paper articulates peace education as the soul of education that can create the shield for human survival and development, discussed also is the role of teachers in peace education. The study concludes that Peace education is an essential component of quality basic education in Kenya, Economic and social development is linked with peace and cannot be achieved in a country where there is violence and social instability. Peace Education is thus urgently needed as a way of finding new solutions and improving the living conditions of millions of people. The study recommends that government should promote the training of Teachers and Administrators towards peace education and democratic interactions.

Browse

Recent Submissions