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The purpose of the study was to critically analyze the impact of utilization of the instructional resources on pedagogy in public secondary schools in Kenya. Most public secondary schools in Kenya are not fully equipped with enough instructional resources. An in-depth analysis was done to bring to light what must be brought forth to equip all schools with essential instructional materials needed during pedagogy. The main intent of the study was to critically analyze the teachers' preparedness to use instructional resources during instruction for the sole benefit of the students in secondary schools in Kenya. To critically analyze how variety of instructional resources impact pedagogy in public secondary schools in Kenya. To critically analyze how simplicity of instructional resources impact pedagogy in public secondary school in Kenya. To critically analyze the impact of the cost of instructional resources on pedagogy in public secondary schools in Kenya. To critically analyze the impact of the adaptability of instructional resources on pedagogy in public secondary schools in Kenya. Moreover the study was meant to generate the impact of inclusiveness of those instructional resources, the cost of the instructional resources and the availability of instructional resources. The study used qualitative research design that was valid when doing a critical analysis. The study came up with recommendations to the government, teachers and the education stakeholders to ensure that teachers get enough training with respect to instructional resources and also acquire variety of resources to enhance pedagogy in public secondary schools in Kenya.
Integration of ICT with education is rapidly becoming a crucial issue in modern education policy. Many experts in education agree that when ICT is properly applied in teaching and learning, it contributes infinite benefits in enhancing teaching and learning as well as creating other related ICT opportunities. Actually, this has triggered the industrializIntegration of ICT with education is rapidly becoming a crucial issue in modern education policy. Many experts in education agree that when ICT is properly applied in teaching and learning, it contributes infinite benefits in enhancing teaching and learning as well as creating other related ICT opportunities. Actually, this has triggered the industrialized nations in the world to equip their learning institutions with computers and employing professional tutors to assist students become proficient and efficient in technology. ICT in education improves instructional delivery process hence enhancing learners’ participation during teaching and learning process. Developed nations like USA have invested so much on research and publications on ICT related areas for use in their educational institutions. In 1995, the USA government bought more than one million computers to be used in elementary schools and over fifteen million in secondary schools. As reported by Chin and Bergheim (1984), the US government’s fiscal year of 2001 budgeted over $529 million for computer training in schools. In response to the Education Reform Act of 1988, the British government spent over $324 million in sponsoring the use of computers in schools’ management and administration. Britain and United States have been spending so much on ICT in education since then as well as other industrialized states. Developing countries have recently started to embrace ICT through construction of ICT enabled environments equipped with internet connectivity technologies. These ICT technologies facilitate connection of different learning institutions in order to exchange/share learning materials, enhance academic performance in education and improve cultural understanding among different people worldwide. Kenya has the potential of being among the major world market players in ICT by reinforcing her ICT policy in secondary schools through the ministry of education. ICT may act as a: supporting tool during instruction delivery process; management tool for economic development and high technological instrument for development. This research was aimed at exploring the impact of information and communication technology in teaching and learning in Kenyan public secondary schools.
The purpose of the study was to critically analyse the impact of the dynamics of continuous assessments on learner’s attitude towards mathematics in Kenyan Secondary Schools. The continued poor performance in mathematics may be attributed to the students’ poor attitude towards the subject. How the learners develop a poor attitude towards the subject prompted the researchers, who teach mathematics to carry out this study? Learners encounter various forms of assessments in mathematics on daily basis. The objectives of the study were: a) To critically analyse the impact of monitoring of assessments on the attitude towards mathematics in secondary schools in Kenya, b) To find out the impact of the quality of assignments on the attitude of learners towards mathematics n secondary schools in Kenya, c) To determine the impact of peer influence towards assessments on the attitude towards mathematics in secondary schools in Kenya, d) To evaluate how resources used to give assessments affect the attitude of learners towards mathematics n secondary schools in Kenya, e) To establish the impact of reinforcements on the attitude of learners towards mathematics in secondary schools in Kenya. A qualitative research was carried out using a critical analysis design. The study concluded that the continuous assessment dynamics in mathematics go a long way in leaners developing a negative attitude towards the subject. The researcher recommended that: schools should come up with assessment policies to help in monitoring continuous assessments, teachers need to be in serviced on the construction and use of continuous assessment, schools need to have a variety of learning materials other than text books and schools need to nature a positive culture towards mathematics.
The gist of this study was to examine the human and resource preparedness to provide effective guidance and counselling (G&C) services in secondary schools in Bureti Sub County, Kericho County, Kenya. The study used combinations of descriptive survey and correlation research designs. Stratified sampling technique was employed to select 20 principals and 20 heads of G&C department while simple random sampling technique was used to select 400 students yielding a sample size of 440. Questionnaire, interview schedule and document analysis guide were used to collect data for the study. The study established that approximately two thirds of the practicing school guidance and counseling personnel did not have the required qualifications of diploma and above. Guidance and Counseling facilities were too inadequate to facilitate effective implementation of G&C services in most schools within the study locale. Based on the findings, it was recommended that regular workshops on G&C for public secondary school teachers and other service providers be intensified to enable them improve significantly in pedagogy and effectiveness. The importance of professional self-development and upgrading for teacher effectiveness through self-sponsored workshop attendance should be encouraged. These findings are significant to teacher counselors, Principals and the Ministry of Education Science and Technology as it will enable them to enhance G&C services in schools and achieve the set objectives of school guidance and counseling program in schools.[224 words]
The aim of the study was to conduct a critical analysis of the influence of curriculum dynamic mismatch on the labor market alignment. The study sought to analyze the type and quality of education reforms and innovations that have to be implemented in the education system. This looked forward to assess the strengths and weaknesses of the current curriculum and determine what could be done and assist the proposed new curriculum about to take place in a few months’ time. This would help to align the kind of education offered in our learning institutions and what is expected in the labor markets. The objectives of the 8-4-4 system were to prepare high school graduates for the world of work and provide a foundation for further training in relevant postsecondary institutions. The four dimensions of education in Kenya include; the personal dimension where learners acquire the desired knowledge and skills, the social dimension which involves interactions and socializing with others and the product dimension which is aimed at guiding the learning institutions in order to enable them produce graduates who have adequate skills and knowledge used as an input in the job markets. The Kenyan current 8-4-4 system needs to cater for and put emphasis on the product dimension. The study enabled the researchers to make appropriate recommendations that shall correct the situation. Researchers used qualitative research methodology with a content analysis design which involved intensive study of issues in the area of interest through the study of existing records. Relevant research findings as guidance for initial codes were applied. The critical method enabled the researchers to use a systematic analysis of the literature reviewed and discuss its validity and evaluate its worth. Through this research method, the researchers were able to come up with the recommendations on the ways alignment of subjects taught can be used in Kenyan school in a way to ease the ways to relevant job opportunities.
Instructional resources are educational inputs necessary for raising quality of education across the school system. Planning for instructional resources include setting aside money through budgetary allocation for procurement of resources. An assurance for availability and adequacy of instructional resources require defined sources of funds and standardized procedures with appropriate financial base for prudent utilization. Interaction between policy and practice in budgeting process assures efficient utilization of finance for science instructional resources in schools. The study focussed on identification of gaps within national educational policy framework on budgeting process which influence planning for science instructional resources. Specifically, determining extent to which policy framework supports budgetary allocation, financial resources, standardized procedures and financial accountability in science instructional management. The study adopted frontloading approach, a methodological process that translates (inter)national human rights standards and obligations into the budget proposals required for effective implementation in public policy. The study reviewed legal instruments, publications, reports and documentation on instructional management. Findings indicated that, domesticating ICESCR in Constitution of Kenya (2010) scanty policy guidelines on issues of quality instruction; limited specific provision for budgetary allocation for science instructional resources, as much as FDSE provide no budgetary guidelines on bridging deficits, adherence to legal provision guiding procurement procedures and accountability. The study recommends streamlining of policies to entrench framework support for implementation and monitoring and evaluation of resource allocation for quality of instruction and management.
The untrained early childhood development education (ECDE) teacher tends to escape from children's problems instead of dealing with them. They do not know how to deal with different age groups since they do not know what tasks to give which group of children. The type of training enables a teacher to escape the constraints of a curriculum. Once this issue can be established, preferably by research, it will ease the inconsistencies in the ECDE teacher training in Kenya. The purpose of this study was to establish teacher factors that influence the choice of teaching methods used by ECDE teachers in Keiyo South District. This study was guided by the Learning Styles theory by McCarthy (1980) and adopted a descriptive survey design. The study targeted 126 public ECDE centres, 252 ECDE teachers and 126 ECDE head teachers in the public EDCE centres in the district. Simple random sampling technique was used to select 38 public ECDE centres. The study used the questionnaire, interview schedule and observation checklist to collect data. Data was analyzed using descriptive and inferential statistics and presented using frequencies and percentages. The availability of teaching /learning materials, age of the ECDE child, mastery of content and teacher's experience influenced the choice of teaching method. Others such as teacher motivation, number of children and the school locality also tend to influence the choice of the teaching method. It was also established that there was a relationship between the factors and choice of teaching method. A teacher should embrace the use of a variety of teaching methods; they should appropriately choose the teaching methods in consideration of the learners' needs.
This presentation is based on a larger study whose purpose was to explore the various opportunities and challenges influencing integration of ICT in teaching and learning Mathematics in secondary schools in Nairobi County. The study, adopted a descriptive survey design. Three instruments questionnaires', a structured interview schedule and an observation checklist were used to collect data. The study was carried out in twelve public secondary schools in Nairobi County. Data was analysed using descriptive statistics. Findings from the study indicated that, teachers face major challenges such as developing their own technological skills and knowledge as well as self-training in the use ICTs in their teaching. This lack of capacity building support was found by the study to contribute to teacher lax in integrating technology in their teaching in spite of the enthusiasm. This study recommends that new frontiers on technology integration be made accessible to both teachers and students for learning purpose to increase access to information and that, capacity building in technology integration be increased for teachers and awareness be built among pre-service teachers trainees integrating ICT in teaching and learning Mathematics.
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