Journal of Education and Practices ISSN 2617-5444 (ONLINE) & ISSN 2617-6874 (PRINT)
About Us JEPs is a double-blind peer reviewed (refereed) and Quartely open-access journal featuring original articles in all aspects of education. The journal aims at providing high quality and original articles that are relevant and impactful in solving challenges relating to educational issues. JEPs articles are processed with the highest international standards and best practices so as to ensure that they add knowledge to theoretical understanding of education, its practices and processes as well as help solve real-world challenges pertaining to the same. The journal provides a platform for educational professionals, consultants, policy makers, scholars, researchers and interested members of public across the world to share their insights in theoretical and practical aspects of diverse components of education. It also seeks to be an invaluable repository for quality reference materials for researchers within the area of education and its many facets. The Editorial Team Prof. Henry Onderi (PhD) -School of Education, Jaramogi Oginga Ondinga University of Science & Technology (Journal Chief Editor) David Kuria Wamukuru, (Ph.D) - Faculty of Education and Community Studies, Egerton University, Kenya Boniface Njuguna Mwangi, (Ph.D) - Department of Education, Africa Nazarene University, Kenya Dr Waweru Muriithi, (Ph.D) - Department of Psychology & Foundations, Bomet University College ---------------------------------------------------------------------------- Scope of the Journal JEPs accepts journal articles in all spheres of Education including but not limited to: Teacher Education; Curriculum Development; Educational Management; Educational Planning; Economics of Education; Educational Psychology: Foundations of Education; Early Childhood Education; Primary Education; Secondary Education; Technical Education; Tertiary Education; University Education; Science Education; Special Education; Educational Technology; E-Learning; Distance Education/Learning; Interactive Learning Environments; Learning by Doing: Simulations for Learning: Intelligent Learning/Tutoring Environments; Collaborative Learning & Environment; Didactic/Pedagogical Issues; and Teaching/Learning Strategies. JEPs Journal Subscription Any person or institution can apply for a hard copy subscription in any of the JEPs issue. The issues are published on a monthly basis and volumes on a quarterly basis. For more details of subscription, log into ESSRAK JEPs is an official publication of Education and Social Sciences Research Association of Kenya (ESSRAK)
INTERDISCIPLINARY REVIEWED JOURNAL FOR BUSINESS PROCESSES ISSN 2617-5444(ONLINE) & ISSN 2617-6874 (PRINT)
INFLUENCE OF DRUG ADVERTISEMENTS IN THE MEDIA ON DRUG ABUSEIN SECONDARY SCHOOLS IN NAKURU COUNTY, KENYA
This study examined the influence of media-based drug advertisements on drug abuse among secondary school students in Nakuru County, Kenya. The study was motivated by increasing concerns regarding adolescent exposure to alcohol, cigarette, and substance-related content through television, radio, newspapers, magazines, and digital media platforms. An ex-post facto research design was adopted. The target population comprised Form Two and Form Three students, deputy head teachers, and heads of guidance and counselling departments from selected secondary schools within Nakuru County. Nine schools were sampled through simple random sampling, while purposive sampling was used to select deputy head teachers and guidance and counselling heads. A total of 335 respondents participated in the study. Data were collected using questionnaires and interviews and analyzed using descriptive statistics. The findings revealed that students were highly exposed to media content promoting alcohol and cigarette consumption, with television and radio advertisements exerting considerable influence on students’ attitudes and behaviours toward drug use. The study further established that school-based guidance and counselling programmes were insufficiently structured to effectively counter the influence of persuasive media advertisements. The study concludes that unrestricted exposure to drug-related advertisements contributes significantly to adolescent drug abuse. The study recommends stricter government regulation of alcohol and cigarette advertisements, strengthening school counselling programmes, enhancing parental supervision, and promoting media literacy education among learners.
Copyright (c) 2026 Journal of Education and Practices ISSN 2617-5444 (ONLINE) & ISSN 2617-6874 (PRINT) https://creativecommons.org/licenses/by/4.0
RELATIONSHIP BETWEEN ENTREPRENEURSHIP TRAINING PROGRAMME AND TEACHERS' INSTRUCTIONAL ATTENDANCE IN PUBLIC PRIMARY SCHOOLS IN KAKAMEGA COUNTY, KENYA
Quality teaching is a key role of teachers that is highly dependent on their instructional attendance patterns. High instructional attendance rates for teachers is a major factor in the attainment of Kenya's Sustainable Development Goals, specifically the provision of quality education. It had been observed that teachers' instructional attendance in public primary schools in Kakamega County was significantly low, raising concern among educational stakeholders in the county. It was probable that post-service preparedness programmes offered to teachers by the Teachers Service Commission (TSC) and more specifically the entrepreneurship training programme was likely contributing to the situation under study. The purpose of this study was to investigate the relationship between entrepreneurship training programme and teachers' instructional attendance. Anchored on the Integrative Life Planning Theory, the study adopted a correlational design. The target population comprised 10,104 TSC-employed teachers across 916 schools, from whom a sample of 385 teachers was drawn using Slovin's formula and multi-stage sampling. All 13 sub-county head teachers' association chairpersons were purposively selected as key informants. Data were collected via structured questionnaires and interview schedules. Reliability was ascertained via test-retest (r > 0.70) and Cronbach's alpha (0.794-0.892). Quantitative data were analyzed using SPSS, while qualitative data were thematically analyzed using NVivo 12 (k = 0.86). A 93.4% teacher response rate yielded 360 usable questionnaires. The study null hypothesis was rejected (a = 0.05). Entrepreneurship-trained teachers showed 86% higher odds of high attendance (OR = 1.86), though only full programme completion (5-6 sessions) yielded significant effects. The study concludes that entrepreneurship training programme positively influence instructional attendance through a shared mechanism of psychological security. The study recommends full-completion entrepreneurship training with post-training mentorship, and emphasis on financial independence as a stress-reduction intervention with mobile delivery for rural schools.
INFLUENCE OF INSTRUCTIONAL LEADERSHIP ON IMPLEMENTATION OF EARLY YEARS OF EDUCATION CURRICULUM IN MOIBEN SUB-COUNTY, KENYA
This study sought to examine the influence of school leadership on the implementation of Early Years of Education (EYE) curriculum in Moiben Sub County, Kenya. It also sought to examine how school leaders contribute to the successful implementation of the EYE curriculum. A sample of pre-primary curriculum teachers, school administrators, and Board of Management participated in the study to gather their perspectives on the leadership practices that facilitate or hinder curriculum implementation. The study utilized a mixed-methods approach, combining questionnaires and interviews, thematic and document analysis to collect and analyze data. The findings of the study indicate that at 0.95 confidence interval level, r= 0.258. This proves that there is a positive relationship between the two variables. The results also show a statistically significant relationship (p ≤ 0.05) between instructional leadership on implementation of early years of education. The study concludes that school leadership significantly influences the implementation of the Early Years of Education curriculum, with administrative leadership having the strongest impact, followed by supervisory practices and instructional leadership. It is recommended that the Ministry of Education, in collaboration with Teacher Service Commission (TSC), should provide targeted professional development for headteachers to strengthen instructional leadership skills, focusing on curriculum guidance, teacher mentorship, and fostering learner-centered teaching practices.
FREQUENCY OF SPORTS PARTICIPATION IS NOT ASSOCIATED WITH ACADEMIC PERFORMANCE: EVIDENCE FROM TEACHER TRAINING COLLEGES IN WESTERN KENYA
Teacher training colleges in Kenya's Western Region have consistently performed well in national sports competitions. However, a significant proportion of trainees fail the qualifying examinations. Whether the frequency of sports participation contributes to this pattern remains unclear. This study aimed to determine whether a statistically significant relationship exists between the frequency of participation in sports-related co-curricular activities and the academic performance of teacher trainees in Western Kenya. A cross-sectional research design was employed. Of the total sample size of 343 trainees, 124 were drawn from Kibabii, 104 from Eregi, and 115 from Ugenya. The respondents completed a self-administered questionnaire. Content validity was established through a review by two subject-matter experts in physical education and educational measurement. Internal consistency reliability was assessed using Cronbach's alpha, which yielded a coefficient of 0.73, exceeding the recommended threshold of 0.70. Participation in sporting activities was categorized as 'five times a week or more', 'three to five times a week', and 'twice a week or less.’ Academic performance was classified as Distinction, Credit, or Pass. A chi-square test of independence was applied at a significance level of p < .05. No statistically significant relationship was found between the frequency of sports participation and academic performance among participants, χ²(4, N = 298) = 0.46, p = .977; among non-participants, χ²(4, N = 45) = 1.24, p = .872; or in the full sample, χ²(4, N = 343) = 0.24, p = .993. The null hypothesis was therefore retained. The distributions of Distinction, Credit, and Pass were nearly identical across all three frequency levels. The findings suggest that the frequency of sports participation is not significantly associated with academic performance among teacher trainees. Teacher training institutions should focus on co-curricular frameworks that prioritize the quality and intensity of engagement over the number of sessions per week.
INFLUENCE OF PARENTING STYLES ON THE STUDENT’S CHOICE OF AGRICULTURE SUBJECT IN PUBLIC SECONDARY SCHOOLS IN KEIYO NORTH SUB-COUNTY, KENYA
Agriculture is a key vocational subject in Kenya’s secondary schools, as it equips learners with knowledge and skills for entrepreneurship, employment and further education. Despite its importance to national development, enrolment in agriculture has persistently been low in Keiyo North Sub-County. Studies suggest that parenting style shapes students’ academics decisions and career pathways. This paper investigated the influence of parenting style on students’ choice of agriculture subject in public secondary schools in Keiyo North Sub-County. It adopted the correlational research design. The accessible population comprised 50 career guidance teachers and 1448 form three students. A sample of 337 students and 45 teachers were selected using stratified, proportionate and simple random sampling techniques. Data was collected using structured questionnaires for both students and career guidance teachers. The face and content validity of the two instruments were established through expert judgement. The reliability of the students’ questionnaire was estimated using the Cronbach Alpha method while that of the teachers was assessed using the inter-coder agreement. The reliability coefficient of the students’ questionnaire was 0.890 while the teachers’ questionnaire yielded a Cohen Kappa coefficient of 0.726. The paper hypothesis was tested at .05 level of significance using binary logistic regression. The findings revealed that only 45.3% of the students had chosen agriculture subject, underscoring the continued low uptake of the subject. Authoritative parenting style was predominant (67.8%) but parenting style was not a significant predictor of students’ choice of agriculture subject (pseudo R2 = .008, model coefficient χ2 (2, N = 400) = 2.280, p = .320). The paper concludes that parenting style plays a limited role in shaping students’ decisions to enroll in agriculture subject, other factors are more influential in determining students’ subject choices.
GENDER DIFFERENCES IN KISWAHILI READING COMPETENCE AMONG SECONDARY SCHOOL LEARNERS: EVIDENCE FROM BARINGO CENTRAL SUB-COUNTY, KENYA
Kiswahili is a compulsory subject in the Kenyan secondary school curricula. However, it consistently records some of the lowest scores in the Kenya Certificate of Secondary Education (KCSE) examination. From 2017 to 2021, the mean Kiswahili score in Baringo Central Sub-County was not greater than a C- for five successive years. Does this pattern indicate that students are entering secondary school without the reading skills required by the subject? The issue of gender has often been in the spotlight of reading research. Boys and girls do not always respond in the same way when completing reading tasks. However, it is largely unknown whether this holds for Kiswahili. No published study has specifically examined this in Baringo Central Sub-County. This study aims to address this gap. Ninety Form Two learners were selected from four co-educational public secondary schools in the sub-county. Forty-five were male, and forty-five were female. The selection process employed purposive sampling and systematic sampling at various stages. The reading competence was assessed using the Gray Oral Reading Test, Fifth Edition. The assessment includes four dimensions: oral fluency, accuracy, reading rate, and comprehension. In this sample, the instrument was found to be reliable as reflected by a Cronbach's alpha of .775. An independent-samples t-test was conducted to determine whether there is a significant sex difference between the two groups. On average, female learners scored higher (M = 49.91) than male learners (M = 47.74) in the post-test. Nevertheless, this difference is not significant. The value of t(88) was 0.901 (p = .370). The null hypothesis was kept. However, this does not mean that boys and girls read equally well. It suggests that both groups struggled at approximately the same level. The finding diverts attention from gender-specific factors to a systemic interpretation that is affecting all learners in the region, and may also be the reason why Kiswahili has consistently underperformed in national examinations.
INSTRUCTIONAL SUPERVISION SELF EFFICACY AND ACADEMIC ACHIEVEMENT IN KAKAMEGA COUNTY PRIMARY SCHOOLS, KENYA
This paper explored the relationship between head teachers’ instructional supervision self-efficacy and pupils’ academic achievement in public primary schools in Kakamega County, Kenya. The study was guided by Bandura's self-efficacy theory and adopted the correlational research design. It targeted 916 public primary school head teachers. Stratified, proportionate and simple random sampling techniques were used to select the 282 head teachers who participated in the study. Data was collected using a head teachers’ questionnaire, which was validated through expert judgement. It was deemed reliable as it yielded a coefficient of 0.871. Data was analysed with the aid of the Statistical Package for Social Science. The Pearson’s correlations test was used to determine the relationship between head teachers’ instructional supervision self-efficacy and pupils’ academic achievement. The findings indicated that the pupils’ academic achievement was below average while head teachers’ supervision of instruction self-belief was moderately strong. A positive and statistically significant relationship was observed between head teachers supervision of instruction self-belief and pupils’ academic achievement, r(282) = .572, p<.05. This paper concludes there are other factors that affect pupils’ academic achievement besides head teachers’ instructional supervision self-efficacy. It also concludes that pupils in schools managed by head teachers with strong instructional supervision beliefs tend to do better academically. It recommends that to improve achievement, primary school educators should focus on factors which affect it such as provision of adequate instructional materials, adoption of appropriate teaching approaches, creating a conducive teaching-learning environment among others. Head teachers’ instructional supervision beliefs should also be enhanced through training and exposing them to experiences that enhance their self-confidence and motivation.
Copyright (c) 2025 Journal of Education and Practices ISSN 2617-5444 (ONLINE) & ISSN 2617-6874 (PRINT)
THE INTEGRATION OF ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION IN KENYA: A THEORETICAL PERSPECTIVE ON AI COMPETENCY FRAMEWORK
This paper explores the integration of artificial intelligence (AI) in higher education in Kenya, focusing on its impact on curriculum development, teaching facilitation, and assessment. AI technologies have the potential to transform educational practices by enabling personalized learning, enhancing administrative efficiency, and supporting data-driven decision-making. In Kenya, universities are increasingly adopting AI for tasks such as automating grading, offering personalized learning experiences, and providing 24/7 academic support through AI-powered chatbots. However, challenges related to equity, access to technology, and ethical considerations remain significant, particularly in rural areas with limited access to digital resources. To address these challenges, the paper advocates for the development of an AI competency framework for educators. This framework would equip teachers with the necessary knowledge, skills, and ethical mind-sets to effectively integrate AI tools into their teaching and learning practices. Drawing on global research, such as UNESCO's AI competency framework for teachers, as well as local studies from Kenya, the paper emphasizes the importance of professional development, infrastructure investment, and policy guidelines in ensuring equitable AI adoption. The paper concludes that, with the right support and resources, AI can play a pivotal role in transforming Kenyan higher education, fostering inclusive and personalized learning environments while safeguarding academic integrity and ethical standards. By empowering educators and addressing the digital divide, AI can contribute to a more equitable, efficient, and innovative educational landscape in Kenya.
Copyright (c) 2024 Journal of Education and Practices ISSN 2617-5444 (ONLINE) & ISSN 2617-6874 (PRINT)
RELATIONSHIP BETWEEN SELF-EFFICACY AND SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN KISWAHILI LANGUAGE SKILLS IN NAKURU COUNTY, KENYA
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.
HEAD TEACHERS’ SELF-EFFICACY AND PUPILS’ ACADEMIC ACHIEVEMENT IN PUBLIC PRIMARY SCHOOLS IN KAKAMEGA COUNTY, KENYA
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.
INFLUENCE OF PARENTS’ EDUCATION ON CHOICE OF AGRICULTURE SUBJECT AMONG PUBLIC SECONDARY SCHOOLS STUDENTS IN KEIYO NORTH SUB COUNTY, KENYA
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.
RELATIONSHIP BETWEEN SCHOOL ACCOMMODATION STATUS AND PRINCIPALS’ PERCEPTIONS ON COST EFFICIENCY OF PUBLIC SECONDARY SCHOOLS IN BOMET COUNTY, KENYA
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.
FILTERING REALITY: THE IMPACT OF PATTERNS OF INSTAGRAM'S USE ON PSYCHO-SOCIAL WELL-BEING OF UNDERGRADUATE STUDENTS AT BOMET UNIVERSITY COLLEGE
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.
A COMPARISON OF CASE BASED LEARNING, TEAM BASED LEARNING AND REGULAR TEACHING METHODS INFLUENCES ON STUDENTS’ PERFORMANCE IN CHEMISTRY IN MAARA SUB COUNTY, KENYA
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.
ENHANCING ACADEMIC ACHIEVEMENT IN INCLUSIVE EDUCATIONAL SETTINGS: PERCEIVED INFLUENCE OF ASSISTIVE TECHNOLOGY DEVICES FOR LEARNERS WITH LOW VISION IN RUCHU AND ITHIRU WARD, KANDARA CONSTITUENCY
Inclusive educational settings strive to cater to the distinctive needs of students with low vision, encompassing their physical, social, and emotional requirements while nurturing academic excellence. This study explored the perceived influence of Assistive Technology Devices (ATDs) on the academic performance of students with low vision, a pivotal aspect of inclusive education. The objective was to assess the availability and adequacy of ATDs' influence on the educational achievement of learners with low vision. The study was grounded in Rogers' Theory of Diffusion of Innovations and the Inclusive Education Framework. The study employed a mixed-methods approach targeting 4623 learners, 123 teachers, and 11 head teachers within the public primary schools located in Ruchu and Ithiru Wards, Kandara Constituency. Using purposive sampling, learners in grades five, six, seven, and eight with low vision were selected, resulting in a sample size of 460 students. Additionally, employing systematic random sampling with a kth number of three, a total of 153 learners were selected for the sample. Out of the 64 teachers from Ruchu, 21 were sampled, and out of 59 teachers from Ithiru, 20 teachers were systematically sampled through random sampling, resulting in a total of 41 teachers. The eleven head teachers from the selected schools were automatically included in the study, resulting in a total sample size of 205 respondents. The researchers employed various measures to ensure the reliability and validity of the research tools. Data collection methods included structured questionnaires for students with low vision and teachers, an interview schedule for head teachers, and a checklist. Analysis from the checklist revealed a range of available ATDs, such as braille, large print materials, and magnifiers, but highlighted the absence of advanced high-tech AT devices, like digitally recorded communication tools, alternate adapted mice, and alternative keyboards. Head teacher interviews revealed financial constraints in obtaining specialized ATDs, leading to resource-sharing among students. Research data from the respondents indicated that the scarcity of high-tech assistive technologies and inadequate ATDs significantly affected the academic performance of learners with low vision. This study recommends increased funding for advanced AT devices, improved resource allocation and access, regular assessment and upgrading of resources, and professional development for teachers to effectively integrate assistive technologies in the classroom. These measures aim to enhance the overall educational experience and outcomes for students with low vision within inclusive educational settings.
Copyright (c) 2023 Journal of Education and Practices ISSN 2617-5444 (ONLINE) & ISSN 2617-6874 (PRINT)
EVALUATION OF TEACHING APPROACHES ON ACADEMIC PERFORMANCE FOR STUDENTS WITH HEARING IMPAIRMENT IN SELECTED INCLUSIVE SECONDARY SCHOOLS IN KAGERA REGION, TANZANIA
Low academic achievement among students with hearing impairment (HI) in inclusive secondary schools has raised questions on how teachers instruct students with HI. The purpose of the study was to find out teaching approaches used by teachers when teaching students with HI in inclusive secondary schools. Hornby’s theory of Inclusive Special Education of 2015 guided this study. The study employed a descriptive survey research design. It targeted 116 respondents including; 2 head teachers, 58 teachers and 56 students with HI. Both simple random and purposive sampling were used to obtain the sample size of 31 respondents who participated in the study. Data were collected using questionnaires, interviews and observations. Reliability of questionnaires was established using test-retest method whereby a correlation coefficient value of 0.81 was obtained after comparing the two tests. Qualitative data were validated using triangulation method and member check and were thematically analyzed while quantitative data were analyzed using descriptive statistics aided by Statistical Package for Social Sciences. The study established that teachers use the following teaching approaches; among others: provision of lesson notes, involvement of students with HI in classroom discussions, writing instructions on the chalkboard and pair students with HI to the hearing students when teaching. The study concluded that majority of the teachers use direct instructional approaches instead of cooperative and peer-tutoring approaches to enable students with HI benefit from hearing peers. It was recommended that teachers should use visual materials to avoid too much talking during teaching/learning process.
EFFECT OF CASE BASED LEARNING AND REGULAR TEACHING METHODS ON SECONDARY SCHOOLS STUDENTS’ ACHIEVEMENT IN CHEMISTRY IN MAARA, THARAKA NITHI COUNTY
Most concepts in Chemistry are abstract. Case Based Learning may help improve achievement in Chemistry. The purpose of this study was to find out the effect of Case Based Learning (CBL) and Regular Teaching Methods (RTM) on secondary school students’ achievement in Chemistry in Maara Sub- County where performance is below average percentage mean scores. The study used a two by two pre-test post- test quasi-experimental factorial design. Purposive sampling was used to select 70 students from a population of 18,611students in three co-educational secondary schools. Simple random sampling method was used to assign groups to experimental and control groups. Pre-test was administered to two groups. The instrument was validated by science education experts from Egerton University Faculty of Education and Community Studies and examiners in the Kenya National Examinations Council. Pilot testing was done in Meru South Sub-County. The reliability of the instrument was 0.79. After eight weeks, a post-test was administered and data analyzed using descriptive and inferential statistics at α = 0.05. The study found that the mean differences in post-test were statistically significant between those exposed to CBL and RTM, p<0.05 the experimental group performed better than RTM group. Based on this study, chemistry instructors may use CBL in teaching chemistry.
ANALYSIS OF KENYA’S PROGRESS TOWARD A KNOWLEDGE BASED SOCIETY
Education and training plays an important role in creating the required human resource necessary for the development of a country. Kenya’s development blue print, the vision 2030 in its social pillar recognizes the education sector as vital in meeting the human resources requirements of “a rapidly changing and more diverse economy” (Republic of Kenya, 2013). Kenya has made great progress in the development of skills and competencies necessary for effective participation in a knowledge based society. This paper seeks to explore how the country has made progress in educating its citizens and developing a human resource for the knowledge based society. The paper explores the concepts of knowledge based society and human development in general and in the Kenya context. The country’s aspirations as contained in the vision 2030 are summarized with a view to showing how the country is transforming into a knowledge based society through the adoption of information communication and technology (ICT), Science, technology and innovation (ST&I), mobile communication, internet penetration and increased access to higher education. University education in Kenya is analyzed in order to show how it can contribute to the realization of the knowledge based society. Some of the emerging issues and challenges that affect Kenya’s educating for the knowledge based are highlighted and suggestions given on the way forward.
A CRITICAL REVIEW OF THE CHALLENGES FACING THE COMPETENCY-BASED ASSESSMENTS IN THE COMPETENCY-BASED CURRICULUM IN NAIROBI COUNTY, KENYA
The introduction of the Competency Based Curriculum (CBC) in Kenya by the government was seen as a positive innovation and a paradigm shift from the examination-oriented curriculum of 8-4-4 to the assessment of learners’ competencies through Competency Based Assessment (CBA). The objective of this study was to identify the challenges facing the Competency Based Assessment (CBA) in the Competency Based Curriculum (CBC). The study adopted a descriptive research design from a target population of 385 grade six teachers of which a sample of 120 teachers were selected through simple random sampling within Nairobi County, Kenya. A structured questionnaire was administered to the teachers to collect information about the challenges hindering the effective implementation of Competency Based Assessment (CBA) in the current Competency Based Curriculum (CBC). Validity and reliability of the study instruments were established through consultation with experts, triangulation and piloting. The structured questionnaire was piloted in one of the schools outside the sampling frame and reliability of the Cronbach's alpha was found to be 0.86 making it suitable for collection of information. The data was analyzed using descriptive statistics and the study findings presented in form of frequency tables, means and graphs. The study findings show that there is slow pace of transition of learners in the 2.6.6.3 Competency Based Curriculum with a transition uncertainty after grade six. It was further noted that the challenges facing the CBA implementation include lack of clear educational policies for effective implementation of the CBC curriculum, lack of validity and reliability of learners` scores, lack of ICT infrastructure, lack of adequately trained teachers, and negative attitude among educational stakeholders towards the new curriculum. The Ministry of Education should provide adequate resources for the effective implementation of CBC and CBA. The government of Kenya should enact educational policies to aid in the effective implementation of the new curriculum.
EFFECTS OF ADVANCE ORGANIZER CONCEPT MAPPING TEACHING STRATEGY ON SECONDARY SCHOOL STUDENTS’ MOTIVATION TO LEARN PHYSICS IN RONGAI SUB-COUNTY, KENYA
Physics is a science that forms an important element in the Kenyan education system. It provides essential knowledge required for technological advancement, achievement of vision 2030 and realisation of sustainable development goals (SDGs). In spite of its importance, students’ motivation to learn physics in Kenyan secondary schools remains low. Among the factors attributable to students’ low motivation to learn physics include; use of teacher centred teaching methods and lack of teaching/learning resources. This study sought to find out the effects of Advance Organizer Concept Mapping Teaching Strategy (AOCMTS), on secondary school students’ motivation to learn physics. Solomon’s Four Non-Equivalent Control Group Design was used. Two experimental groups received the AOCMTS as treatment while two control groups were taught using regular teaching methods. The study was conducted in Rongai Sub-County. Four co-educational secondary schools were purposively selected and randomly assigned to experimental and control groups respectively. Data was collected from a sample of 192 form two students. It was gathered using Student Motivation Questionnaire (SMQ) and analysed with the aid of the Statistical package for Social Science. The t-test, one-way ANOVA and ANCOVA statistical techniques were used to analyse data. The hypotheses were tested at alpha level of 0.05. Findings of the study indicate statistically significant difference in motivation to learn physics between experimental and control groups in favour of experimental groups. Use of AOCMTS resulted in higher motivation to learn physics compared to the use of regular teaching methods. The study concluded that, Advance Organizer Concept Mapping Teaching Strategy may be effective in raising students’ motivation to learn physics and hence physics teachers should be encouraged to use AOCMTS.
PERCEPTIONS ON THE EFFECTIVENESS OF FIELD-BASED STUDY APPROACH TO ENHANCE DEEP LEARNING OF HISTORY AND GOVERNMENT IN SECONDARY SCHOOLS IN KERICHO COUNTY, KENYA
History and Government enhances development of learners’ international consciousness and their appreciation of different cultures. Students’ performance in the subject in Kenyan secondary schools and in particular, Kericho County has been unsatisfactory thus raising concerns about their learning and understanding of the subject. Teaching approaches and the way they are perceived by teachers and learners have been associated with students’ academic performance. This study investigated teachers’ and learners’ perceptions on the effectiveness of Field-Based Study Approach (FBSA) to enhance deep learning of the subject in secondary schools in Kericho County. Descriptive survey research design was adopted. The target population comprised all History and Government teachers and learners in public secondary schools in the County. The study’s accessible population was 274 teachers and 7,575 form four students. Stratified, proportionate and simple random sampling techniques were used to select 163 teachers and 433 form four students who participated in the study. Data was collected using Teachers’ Perceptions Questionnaire (TPQ) and Learners’ Perceptions Questionnaires (LPQ). The instruments were validated by five experts in the Department of Curriculum, Instruction and Educational Management of Egerton University. The two instruments were pilot tested and their reliability coefficients deemed reliable at 0.926 and 0.856 respectively since they were above the 0.70 threshold. Data were analysed with the aid of Statistical Package for Social Sciences (SPSS) version 22. The results indicated that the teachers’ and learners’ perceptions on effectiveness of FBSA in deep learning were positive. The findings of the study may provide History and Government teachers with an insight of the effectiveness of FBSA, leading to frequent use of the approach. This may enhance students learning and understanding of the subject and thus improve their academic performance in it.
Copyright (c) 2022 Journal of Education and Practices ISSN 2617-5444 (ONLINE) & ISSN 2617-6874 (PRINT)
EMPOWERED SCHOOLS EMBRACE THE COMPETENCY BASED CURRICULUM: SHARING THE KENYA CONNECT EMPOWERED SCHOOL MODEL IN MACHAKOS COUNTY
Rural public schools face many challenges and are severely under-resourced. Students are eager to learn and parents see schools as a means for upward mobility for their children. However, public schools struggle due to lack of resources, overcrowded classes, and outdated teaching methodologies. Kenya Connect, a Non-Governmental Organization in Wamunyu, Machakos County has been working to enrich education for the last twenty years. In 2019, we piloted an “Empowered School” program with Sofia primary school participating. This program provides the creation of Professional Learning Communities among the teachers, resources to the schools including art supplies, rulers, educational posters, after-school LitClubs in partnership with LitWorld plus Level-Up Village STEM classes, refurbishing the classrooms with fresh and bright paint, cork-boards and strips to hang student work. In order to be an “Empowered School” all teachers and the head teacher agreed to participate in weekly professional development and other Kenya Connect programs. The Parent Management Committee was also consulted and needed to give their support. Teachers are now using strategies to facilitate a student-centered classroom and are seeing a deeper engagement in learning. We have been monitoring the test scores and noted that the Empowered Schools have higher student achievement than our other partner schools. In 2020, our Empowered Schools scored a mean score of 320 out of 500 against our regular schools who scored 280 out of 500 in the Kenya Certificate of Primary Education. As well, teachers are reporting that students are using critical thinking and problem solving skills, in addition to being more creative.
EVALUATING SIGN LANGUAGE INTERPRETATION DURING TELEVISION NEWSCAST: A CASE OF KAREN TECHNICAL TRAINING INSTITUTE FOR THE DEAF IN NAIROBI CITY COUNTY, KENYA
Sign language interpretation during newscast has faced criticism due to variation of mode of sign language interpretation used by sign language interpreters. This study sought to find out the preferred mode of sign language interpretation in televisions newscasts among learners at Karen Technical Training Institute for the Deaf (KTTID). The findings are significant because they will inform various television stations in Kenya and government to come up with policy framework to have sign language interpretation conducted in the preferred mode for effective delivery of information. The study was anchored on Robert Karasek’ theory of demand control in sign language interpretation. The total study population comprised four hundred and ninety-one students with hearing impairment and fifty-two teachers from Karen Technical Training Institute for the Deaf. Using purposive sampling technique, one hundred and twenty-three students and two teachers were sampled. The study employed a descriptive research design. Questionnaires and interviews were used as instruments for data collection. The researcher used questionnaires to collect data from learners with hearing impairment and interview schedule to collect data from teachers. Instrument validity and reliability coefficients to at least 0.75 confidence level were accepted as valid and reliable. Data was analyzed using both descriptive and inferential statistics. The study established that Kenya Sign language mode of interpretation is preferred during television newscast. It recommended proper training of sign language interpreters on Kenyan sign language interpretation as opposed to sign exact English with regular monitoring of sign language interpreters in Kenya for quality service.
INFLUENCE OF SCHOOL ACCOMMODATION STATUS ON COST EFFICIENCY IN PUBLIC SECONDARY SCHOOLS IN BOMET COUNTY, KENYA
Public secondary schools in Kenya are expected to operate at affordable and sustainable costs. Despite this expectation, the cost of education in relative terms in most public secondary schools in Bomet County is still high. This may be an indicator that public schools are cost inefficient in their operations. The purpose of this study was to investigate the influence of school accommodation status on cost efficiency in public secondary schools in Bomet County, Kenya. The target population was two hundred and seventy principals of public secondary schools and all the five Sub-County Directors of Education in Bomet County. A sample of one hundred and seventy-five principals was selected using stratified and simple random sampling techniques. A semi-structured questionnaire was used to gather data from the principals and an interview schedule was used to solicit data from the Sub-County Directors of Education. The validity of instruments was examined using Content Validity Index. The study found that all variables had achieved Scalar-Content Validity Index of above 0.9 meaning that they were all valid and could thus be utilized in the study. The study results revealed that the Cronbach alpha coefficients of above 0.7 achieved for all variables imply that the variables had sufficient internal reliability to enable their usage in the study. The descriptive statistics including frequencies, means and standard deviations were used to analyze and summarize data. The simple linear regression analysis in inferential statistics was used to test the hypotheses in order to determine the extent to which cost efficiency could be predicted by school accommodation status, school size, and school type and school location. Statistical Packages for Social Sciences (SPSS) statistics version 25 software was used to perform only statistical operations on data analysis. The study found that the respondents agreed to a very small extent in respect to school incurring huge bills on water expenses, electricity expenses, food related expenses and teacher subsistence costs due to accommodation status. The study further found that the respondents were in agreement to a small extent on incurring huge bills on security expenses, administration costs, maintenance costs, transport costs, and subordinate staff costs on the account of school accommodation status. The study concluded that there was no statistically significant influence of the school accommodation status on the cost efficiency of public secondary schools in Bomet County. This was attributable to most of the schools within Bomet County being day schools and the cost indicators being examined having no major differences between day and boarding schools. Day schools in Bomet County need to improve on cost control in order to gain sufficient cost efficiencies in their operations.
IMPACT OF COVID-19 PANDEMIC ON THE PREPAREDNESS OF CANDIDATES FOR THE EARLY CHILDHOOD DEVELOPMENT AND EDUCATION 2020 EXAMINATION - A CASE STUDY OF SAMBURU COUNTY IN KENYA
The reporting of the first case of the COVID-19 pandemic in Kenya on 13th March 2020 greatly affected the education sector in Kenya due to the abrupt closure of all learning institutions. The candidates preparing for the Early Childhood Development and Education (ECDE) 2020 examination were also affected by the closure of their training colleges. The objective of this study was to examine how the COVID-19 pandemic affected students’ preparedness in the ECDE 2020 national examination in terms of payment of college fees and completion of the syllabus. The study adopted a descriptive research design with 185 participants representing 61.60% females and 38.40% males purposely selected to participate in the study since they had registered for the ECDE 2020 examination. Data was collected using a Structured Student Questionnaire (SSQ) and analyzed using SPSS version 26.0. The findings of the study show that a larger proportion of the candidates (Mean = 3.31 and SD = 1.29) felt that the closure of colleges to prevent the spread of the COVID-19 pandemic gave them less time to prepare for the ECDE 2020 examination. The test of Chi-square χ2 (1,185) = 72.268, p = .00 at 0.05 level of significance indicated that the outbreak of Coronavirus significantly affected the payment of college fees by the candidates. The chi-Square χ2 (3, 185) = 56.022, p = .00 also indicated that the candidates were not adequately prepared for the ECDE 2020 examination because most tutors had not completed the syllabus due to the abrupt closure of all learning institutions in Kenya. The study recommended the provision of bursaries and subsidized tuition fees for ECDE candidates to allow them to fully concentrate on their training.
CHALLENGES AND ATTITUDE TOWARDS BLENDED LEARNING AMONG COLLEGE OF EDUCATION STUDENTS IN GHANA
One of the teaching modes adopted during the emergence of COVID-19 pandemic was blended learning among the colleges of education in Ghana. This mode was extended to remedying infrastructure deficit in the colleges of education resulting from the introduction of a new 4-year Bachelor of Education Basic Education Curriculum in Ghana. This study was conducted to find out the attitude and challenges faced by college of education students in blended learning (instructions). A sample of 486 students from Gambaga College of Education constituted the population. The study employed a descriptive research design with quantitative method to collect data, using both online and paper questionnaire. The data analysis involved multiple statistical procedures: frequency counts, simple percentages, and standard deviation. The study exposed that participants had a negative attitude toward blended learning. This was assumed to be associated to the numerous challenges the students faced in their blended learning experiences. Further, the findings revealed among other challenges of blended learning that the teaching of practically demanding courses like calculus, methodology and others results to rote learning and poor performance. A good number (85.8%) of the participants indicated that blended learning deprives them from social interactions and other co-curricular activities vital to their learnings. Almost all (98.1%) of the participants stated that poor network connectivity affected their participation in blended learning. However, a little above half agreed that assessment feedback on blended learning meets their expectations. It is therefore recommended that the government, institutions, and facilitators should consider these challenges and make the appropriate decisions regarding the implementations of blended learning at the colleges of education in Ghana.
CHALLENGES FACED BY PRINCIPALS IN MANAGING TEACHERS EMPLOYED BY BOARD OF MANAGEMENT IN PUBLIC SECONDARY SCHOOLS IN BONDO SUB-COUNTY, KENYA
Principals, on behalf of Board of Management carry out management roles of BoM teachers; this delegated task presents with it numerous challenges. The purpose of this study was to examine challenges principals face in managing teachers employed by BoM in public secondary schools in Bondo sub-county, Kenya. The research addressed the following objective: to identify challenges faced by principals in recruitment of BoM teacher Sequential Mixed Research Approach and Descriptive Research Design were employed. Target population was 36 principals from 36 public secondary schools. Sample size was calculated using Cochran’s Formula where a sample size of 33 principals was obtained. Stratified and Simple random sampling was used to select the 33 principals from the target population. 10% of the sample size for actual study formed the sample size for pilot study. Data was collected using questionnaires and interviews administered to principals. Quantitative data was analyzed using descriptive statistics while qualitative data was analyzed using content and thematic analysis. Study findings were that; in recruitment, principals experience challenges like inability to offer attractive remuneration package and have BoM teachers accept appraisal process. The study concluded that; Limited resources coupled with financial constraints are stumbling blocks to recruitment of BoM teachers. It recommended that Ministry of Education should enact a policy that put into practice a recruitments system of BoM teachers across the country for uniformity and accountability. This research might contribute to creation of a policy in an educational system that legalizes BoM teacher remuneration vote head.
Copyright (c) 2021 Journal of Education and Practices ISSN 2617-5444 (ONLINE) & ISSN 2617-6874 (PRINT)
STUDENTS’ READINESS TO ADOPT E-LEARNING: A CASE STUDY OF ALUPE UNIVERSITY COLLEGE, KENYA
In March 2020, institutions of learning in Kenya closed down due the COVID-19 pandemic. In a bid to salvage the situation, universities and colleges embarked on establishing e-learning infrastructure to enable continuity of learning through virtual platforms. In as much as e-learning continued to gain foothold, there was a need to obtain data about student readiness in terms of user preferences, access and training, since these were critical to the implementation of e-learning systems. This paper therefore presented part results from a wider study on only two constructs of student e-learning readiness: technology access and technological skills. The study employed the quantitative research approach and the descriptive case study research design. It provided opportunity for investigating trends and specific situations for describing, comparing, evaluating and understanding the technology access and technological skills of 300 Alupe University College (AUC) students. Data was collected using an online survey, whose reliability and validity was guaranteed since the constructs were adopted from a standard e-learning readiness tool designed by the Penn State University, and verified by AUC Department of Computer and Applied Statistics. Data gathered was analysed using descriptive statistics, for frequencies, averages and patterns that emerged based on the study variables, and presented using tables/figures and narrations. The study findings revealed that determinants of students’ e-learning readiness reflected variedly. However, technology access and relevant technology skills for e-learning were lacking across the board. To ensure sustainability, the study concludes: student support in adoption of e-learning is key to smooth transition. It recommends establishment of relevant support structures – for instance user friendly Learning Management Systems, and readily available and ICT-compliant technical staff and faculty – to ensure that individual and group student needs are addressed for successful implementation.
INFLUENCE OF TEACHERS PROFESSIONAL TRAINING ON ERRORS CHILDREN MAKE AS THEY LEARN ENGLISH LANGUAGE IN PUBLIC PRE-SCHOOLS IN BUNGOMA SOUTH SUB-COUNTY, KENYA
The purpose of this study was to investigate the influence of teachers’ professional training on errors pre-school learners make as they learn English language in public pre-schools in Bungoma south sub-county in Kenya. The study adopted the social construction theory. It used descriptive survey research design with the target population comprising 3698 preschool teachers and preschool learners in top classes in Bungoma south sub-county.. Simple random sampling was used to select the preschools to participate in the study from each zone. Purposive sampling was used to select teachers and pre-school learners to participate in the study from the pre-schools in the zones. The researcher used observation schedules, documentary analysis forms and interview schedules to collect data. A reliability coefficient of 0.87 was obtained and indicated that the research instruments were reliable. The data collected from the field was examined, edited, coded and presented according to the themes of the research questions and presented in tabular form using frequencies and percentages. The findings showed that the untrained teachers contributed to 42.4% errors made in English language by pre-school learners while degree trained teachers contributed to 2.4% errors made by pre-school learners in English language. These findings indicated that professional training of ECDE teachers has a significant impact on errors made by pre-school learners in English language in Bungoma south sub-county in Kenya. This implies that teacher’s professional training influence errors made by pre-school learners in pre-schools in the research location.
EFFECTS OF GOWIN’S VEE TEACHING STRATEGY ON SECONDARY SCHOOL STUDENTS’ MOTIVATION TO LEARN PHYSICS HOOKE’S LAW TOPIC IN KOIBATEK SUB-COUNTY, KENYA
The study sought to find out the effects of Gowin’s Vee teaching strategy on secondary school students’ motivation to learn Hooke’s law topic in Physics in Koibatek Sub-County in Kenya. Gowin’s Vee Teaching Strategy is a learning activity involving making a V – shaped representation with two sides: the theoretical and methodological. Data were collected in selected co-educational secondary schools in Koibatek Sub-County, Baringo County. Solomon four non-equivalent control group design was used. Two experimental groups were taught using Gowin’s Vee as treatment and two control groups taught using regular teaching methods. The target population was all Physics students in public secondary schools in Koibatek Sub-County. Purposive sampling was used to select 138 students from four co-educational secondary schools which were randomly assigned to experimental and control groups. The instruments used were Physics Students’ Motivation Questionnaire (PSMQ) to test students’ motivation level. Validity of the instruments was determined by Egerton University lecturers in the Department of Curriculum, Instruction and Educational Management and experienced secondary school Physics teachers in the four selected secondary schools. Reliability of the instruments was established through a pilot test process which was undertaken on the sample of Physics students in a co-educational secondary school in Mogotio Sub-county. Estimation of reliability using Kuder Richardson KR 21 gave 0.94 for PCUAT while Cronbach's alpha coefficient gave 0.88 for PSMQ, which is above 0.7- the accepted value. This study is important in enhancing performance and quality of teaching Physics.