Journal of Education and Practices ISSN 2617-5444 (ONLINE) & ISSN 2617-6874 (PRINT)

A COMPARISON OF CASE BASED LEARNING, TEAM BASED LEARNING AND REGULAR TEACHING METHODS INFLUENCES ON STUDENTS’ PERFORMANCE IN CHEMISTRY IN MAARA SUB COUNTY, KENYA

Antony Arimba — 2024-02-28

Most concepts in Chemistry are difficult which leads to poor performance of students. The purpose of the study was to compare Case Based Learning (CBL), Team Based Learning (TBL) and Regular Teaching Methods (RTM) influences on students’ performance in Chemistry. The study used a 3 x 2 x 2 quasi-experimental factorial design. The target population was eighteen thousand six hundred and eleven (18,611) students in Maara Sub County. Three schools were selected purposively. A sample of one hundred and six (106) Chemistry students were selected for the study. Simple random sampling method was used to assign groups to experimental and control. The experimental groups were exposed to Case Based Learning and Team Based Learning. The control group was instructed through Regular Teaching Methods. The instrument used was the Chemistry Achievement Test (CAT). The validity of the instrument was ascertained by experts from Egerton University. Reliability coefficient of the CAT was 0.79. Analysis of Data was done using means, standard deviations, standard error differences, t-test, ANOVA and ANCOVA at α = 0.05. Students taught using CBL obtained higher mean scores in chemistry than those that were taught through TBL and RTMs. The study concluded that CBL should be used to teach students to improve performance in chemistry. Curriculum developers, policy makers and teachers may use CBL and TBL in chemistry learning.

FILTERING REALITY: THE IMPACT OF PATTERNS OF INSTAGRAM'S USE ON PSYCHO-SOCIAL WELL-BEING OF UNDERGRADUATE STUDENTS AT BOMET UNIVERSITY COLLEGE

Lucy Ngundo — 2024-03-01

In the age of digital connectivity, Instagram has evolved into a dynamic social media platform, seamlessly blending visual content with interpersonal interactions. The research recognizes the far-reaching impact of Instagram across diverse domains such as education, health, business and e-commerce, entertainment and media, non-profit endeavors, and social causes, and the role of the platform as a visual-centric space for crafting and sharing realities. However, the phenomenon of "Filtering Reality" through Instagram's curation tools prompted a systematic exploration to address a gap specifically focusing on the impact of patterns of Instagram's use on psychosocial well-being among undergraduate students at Bomet University College. The research questions were addressed through a systematic review of relevant literature, including how frequency, duration, and types of content engagement in specific patterns of Instagram use impact student’s psycho-social well-being. The paper addressed ways the curated online personas resulting from distinct patterns of Instagram use contribute to the formation or alteration of self-perception, social relationships, and emotional well-being. To provide a conceptual lens the study employed the Uses and Gratifications Theory (UGT) concerned with what individuals derive from using a medium and how they use it. The methodology adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) where a systematic search of Web of Science and Scopus identified 356 records, from which 85 manuscripts were selected after screening titles and abstracts, focusing on the relationship between Instagram use and mental health indicators. Snowballing was then conducted, yielding 20 additional articles, resulting in a total of 77 manuscripts included in the review, examining the association between Instagram usage patterns and mental health, as well as key psychosocial variables contributing to this association. The study holds significance for both academic and practical domains, offering insights that can inform interventions, policies, and educational strategies to promote a healthier online environment for students. Acknowledging the scope and limitations inherent in any research endeavor, the paper concludes by highlighting avenues for future research; exploration of positive effects, and cultural variations in Instagram use particularly focusing on the undergraduate demographic.

RELATIONSHIP BETWEEN SCHOOL ACCOMMODATION STATUS AND PRINCIPALS’ PERCEPTIONS ON COST EFFICIENCY OF PUBLIC SECONDARY SCHOOLS IN BOMET COUNTY, KENYA

Philip Kirui — 2024-07-05

Public secondary schools in Kenya are expected to operate cost-efficiently. However, the cost of education in many public secondary schools in Bomet County remains high, indicating potential cost inefficiencies. Grounded in the cost efficiency theory and the principal-agent theory, this study investigated the relationship between school accommodation status and principals' perceptions of cost efficiency in public secondary schools in Bomet County, Kenya. The correlational research design was adopted. Purposive, stratified, proportionate, and simple random sampling techniques were used to select five Sub-County Directors of Education (SCDE) and 175 principals. Data was gathered from principals using a semi-structured questionnaire, while information from SCDEs was collected through an interview schedule. The instruments were piloted in Nakuru County, yielding validity and reliability thresholds of 0.822 using Cronbach's alpha. Descriptive statistics, including frequencies and percentages, were used to analyse the data, while the Chi-Square test of independence examined the relationship between school accommodation status and principals' perceptions of cost efficiency using SPSS software. Results showed that 77.1% of principals were from day schools, 17.4% from boarding schools, and 5.5% from day/boarding institutions. Nearly three-quarters (74.8%) of principals perceived their schools' cost efficiency as low, 20.3% as moderate, and 4.9% as high. SCDEs were aware of cost-saving strategies employed by principals but did not explicitly state how these impacted cost efficiency. No statistically significant relationship was found between school accommodation status and perceptions of cost efficiency (χ2 [4, N = 143] = 2.121, ρ > .05). The study concludes that most public secondary schools in Bomet County are day schools, with cost efficiency perceived as low. Factors other than accommodation status likely influence principals' perceptions of cost efficiency. Recommendations include equipping principals with financial management skills to enhance schools' cost efficiency.

INFLUENCE OF PARENTS’ EDUCATION ON CHOICE OF AGRICULTURE SUBJECT AMONG PUBLIC SECONDARY SCHOOLS STUDENTS IN KEIYO NORTH SUB COUNTY, KENYA

Benjamin Seronei — 2024-08-13

Agriculture is one of the vocational subjects taught in Kenyan secondary schools’ curriculum. Students acquire knowledge and skills that are essential for future education or employment in the agricultural sector. Despite its importance, the proportion of secondary school students who chose the subject in Keiyo North Sub County has been below 40% over the years. Parents’ education level has been cited among factors that influence choice of subjects. This paper examined the influence of parents’ level of education on choice of agriculture subject among secondary school students in public secondary schools in Keiyo North Sub-County, Kenya. The study adopted the correlational research design and was guided by social learning theory. A sample of 415 form three students and 45 career guidance teachers were selected using stratified proportionate sampling techniques to participate in the study. Data was collected using a career guidance teachers’ and students’ questionnaires. The content and face validity of the two instruments were checked by experts from the Faculty of Education and Community Studies, Egerton University. Data was analysed with the aid of the Statistical Package for Social Science. The findings indicated that majority (58.3%) of parents had college or university level of education and agriculture subject was chosen by 45.3% of the students. The results also indicated that parents’ level of education was a significant predictor of students’ choice of agriculture subject, pseudo R²= .031, model coefficient χ²(4, N = 402) = 10.174, p = .038. It was concluded that parents’ education influences students’ choice of agriculture subject. The paper recommends that school managers and education policy makers be encouraged to involve parents in students’ subject choices in their endeavour to make agriculture subject attractive to learners.

HEAD TEACHERS’ SELF-EFFICACY AND PUPILS’ ACADEMIC ACHIEVEMENT IN PUBLIC PRIMARY SCHOOLS IN KAKAMEGA COUNTY, KENYA

Joyce Lodenyo — 2024-11-13

Primary school education is crucial for economic development in Kenya. The government, through the Teachers Service Commission (TSC), has implemented training programmes to enhance school leadership, aiming to improve pupils' academic achievement. Despite this effort, public primary schools in Kakamega County have continued to register low pupils’ academic achievement. The study examined head teachers’ Instructional Supervision beliefs on pupils' academic achievement in public primary schools in Kakamega County, Kenya. Based on Bandura's (2001) self-efficacy theory, the research employed a descriptive survey design with a stratified random sample of 329 participants, including head teachers, deputy head teachers, and Sub-County Directors of Education, drawn from a population of 916 public primary schools. Data collection involved closed-ended questionnaires and structured interviews, with analysis conducted using SPSS Version 25. Validity was evaluated through a comprehensive review process where the questionnaire was submitted to academic supervisors and research specialists for their expert assessment. Pearson's Product Moment correlation to assess the instruments' reliability coefficient was used where coefficients exceeding 0.7 suggested that the research instruments were determined to possess sufficient reliability and were deemed appropriate for the study. The findings revealed significant moderate correlation between pupils' academic achievement and head teachers' beliefs on: instructional supervision practices (r = .572, p<.01), These findings indicate that head teachers' self-efficacy significantly correlates with pupils' academic achievement in Kakamega County's public primary schools. The study recommends strengthening Teachers Service Commission (TSC) leadership training programmes for head teachers, with particular focus on head teachers’ instructional supervision beliefs. Additionally, schools should develop policies to enhance parental involvement in pupils' education. Future research should explore other aspects of teacher self-efficacy and investigate potential mediating and moderating factors in this relationship between head teachers' self-efficacy and academic achievement.

RELATIONSHIP BETWEEN SELF-EFFICACY AND SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN KISWAHILI LANGUAGE SKILLS IN NAKURU COUNTY, KENYA

Anne Kariuki — 2024-11-21

Secondary school students’ academic achievement in Kiswahili language in Nakuru County has been low over the years. This unsatisfactory achievement could be due to the students’ self -efficacy given that it has been cited as a significant predictor of performance. This paper examined the relationship between self-efficacy and secondary school students’ academic achievement in Kiswahili language skills in Nakuru County. It was grounded on the Social Cognitive and Krashen’s Monitor Model theories and adopted the correlational research design. Purposive, proportionate and simple random sampling techniques were used to select 405 students who participated in the study. Data was collected using Students’ Self-Efficacy Questionnaire (SSEQ), and Kiswahili Language Skills Achievement Test (KLSAT). The face and content validity of the two instruments were checked through expert judgement. The reliability of SSEQ and KLSAT were estimated using the Cronbach Alpha and Kuder Richardson formulae and found to be 0.812 and 0.756 respectively. Simple linear regression test, conducted using the Statistical Package for Social Science, was utilised to determine the relationship between self-efficacy and Kiswahili language achievement. The results showed that self-efficacy mean score was at M = 3.64 (SD = 0.16) out of 5 while Kiswahili language achievement mean score was 6.70 (SD = 3.47) out of 20. There was a positive relationship (r = .262) between self-efficacy and achievement in Kiswahili language skills. Self-efficacy explained 4.2% (R² = .042) variation in the outcome and was a significant predictor of achievement in Kiswahili language skills, F (1, 402) = 17.094, p = .000. This paper concludes that students’ self-efficacy was high while achievement in Kiswahili language skills was unsatisfactory and there was none causal relationship between the two.