https://kerd.ku.ac.ke/handle/123456789/31 2026-10-02T00:00:16Z https://kerd.ku.ac.ke/handle/123456789/1514 Modeling E-Learning Implementation Level for Primary Schools in Nairobi County through Stratified Random Sampling Bett, Benard Kipyegon; Odhiambo, Romanus O.; Orwa, George O. Recent policy initiatives on education have focused on improving access to education and retaining pupils in schools through equity and enhancing quality education. However, the Government of Kenya has not unveiled detailed programme that will be a roadmap in implementation of e-learning policies in Kenyan primary and secondary schools set in the year 2006 under the Ministry of Information and Communications. The Kenya Institute of Curriculum Development (KICD), formerly KIE, has worked towards production of e-learning content and materials but the consumption of digital print materials to be produced by publishers have been given little attention in terms of provision of ICT infrastructures at school level. Thus there has been a need to carry out a research to evaluate the e-learning implementation level in Kenyan primary schools. The findings of the research are of great benefit to scholars, government and education private developers. The mathematical equation on finite union of sets is based on the concept of set theory and probability theory models. The scholars will appreciate the utility of mathematical concepts in solving real problem wherefore the link may not be easily observed in usual instructions. On the other hand, the government may find this applied equation, a useful tool to be used in provision of ICT infrastructures at various education centres while emphasis is on equity of resources as exposed by the model. Both the government and private developers can use it to implement e-learning policies to a particular proportion or percentage. The research was carried out in Nairobi County by drawing three independent samples using stratified random sampling strategy from private and public primary schools. Neyman allocation scheme was applied in determination of strata sample sizes per region whereas purposive sampling was applied to obtained regions of the county. Similar questionnaires were administered to selected fifty-one schools and observation used concurrently. The research results are numeric vectors for mean of e-learning implementation level (Y) per stratum per region. The mean e-learning implementation level is greater than 40% in each of the stratum, though some regions have higher and others have lower values. From the Shapiro-Wilk test, all samples have the variable Y from non-Gaussian family except one case, prompting the non-parametric test. At 5% level of significance, Kruskal-Wallis test carried out shows that the sample per region per stratum forms a stratified population. An Article Published in Mathematical Theory and Modeling 2014-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1465 Integration of Audio-Visual Technology on Acquisition of Reading Skills for Pre-Unit Learners in Public Schools in Kajiado North Sub-County,Kenya Nyambura, Mburu S.; Khamadi, Shem I.D.; Shinali, Mary C. Audiovisual (AV) technology has been in existence for a long time. The establishment of an Instructional Resource Programme in Public Nursery Schools in Kenya is essential because it will impart mainly verbal medium as a powerful tool of pictorial-verbal for enhancing communication to pre-unit class learners. The study sought to analyze the problems of lack of skills, Language of content by the integration of AV technology in Public Nursery Schools in Kajiado North Subcounty, Kenya and comes out with some solutions to solve these problems. The purpose of the study was to analyze the integration of AV technology in learning environment. The objectives of the study were to: identify the types of AV technology available for pre-unit learners in Public Nursery Schools in Kajiado North Sub-county; establish the adequacy of AV technology on acquisition of reading skills in the study area; examine the extent of use of AV technology on acquisition of reading skills for Pre-unit learners in the study area and to determine ways of enhancing AV technology on acquisition of reading skills for Pre-unit learners in the study area. The study adopted a descriptive research method design. The target population of the study comprised of 54 schools, 54 head teachers, 54 teachers and 810 pupils. Simple random sampling was used to select the schools, while the head teachers, teachers and pupils were selected using purposive sampling. The sample size comprised of 16 schools, 16 head teachers, 16 teachers and 243 pupils. Interview schedule, Questionnaires and observation checklist were the main data collection instruments. The data collection instruments were piloted before they were put into use in the field to attest their validity and reliability. The data from interview schedule was analyzed using content analysis while the data from questionnaires and observation checklist was analyzed using numerical or statistical means. The data was collected, analyzed, tabulated, classified and presented using frequency distribution tables, bar graphs, charts and summary paragraphs. The study found out that despite the schools having audio visual equipment’s, most of them were not used. Also Majority of the teachers were not computer literate. The study recommended that proper mechanism should be put in place to appreciate and recognize of the needs of integrating audiovisual technology for pre-unit pupil’s education and in other classes as well. An Article International Journal of Scientific Research and Innovative Technology 2019-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1453 Sociocultural Factors that Influence Pre-Service Teachers’ Intentions to Adopt Computer-Based Instructional Technology in Kenya Waweru, Fred Although the use of computer technology has transformed the modern society in an Unprecedented way, its use has not been evenly adopted across the globe. Kenya is among the African countries where the use of technology in education is in the early stages of integration. Research shows that external factors such as technology costs and inadequate infrastructures alone are not the only causal factors that affect adoption of educational technology (Szabo,2002). Other factors inherent within individuals can restrict teachers’ adoption of education technology (Niederhauser & Perkmen, 2008). Using a mixed-method research design, this study explores the underlying internal beliefs that influence Kenyan pre-service secondary school teachers’ intentions to adopt computer-based instructional technology (CBIT) in their future teaching practices. A survey questionnaire with both quantitative and qualitative questions was given to junior and senior year college students enrolled in a bachelor’s degree on Education at a public university located in a metropolitan city in Kenya. The findings highlighted several factors that influence adoption of CBIT by pre-service secondary school teachers. These factors include the role of socioeconomic factors such as the job market, local and global competition for technology use, access to computers and Internet, and the availability of proper CBIT training for teachers. The findings also highlighted the inadequacy of teacher training programs to provide appropriate preparation using technology for pre-service secondary school teachers to adopt CBIT in their future teaching practices. Moreover, pre-service secondary school teachers’ believed that the facilitating conditions influence their intention to adopt CBIT. Addressing these factors is critical if the integration of technology in education is to be realized in Kenya. Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of Doctor of Philosophy, May, 2016 2016-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/727 The Availability of Instructional Materials/Resources Teachers Use To Enhance Teaching of Reading in Early Childhood Classes in Dagoretti and Westlands Divisions, Nairobi County, Kenya Marima, Esther Wairimu Scholars have tried valiantly inventing many teaching methods for the children, in the hope that all children could be taught to read. This study sought to determine the availability of instructional materials/resources teachers use to enhance teaching of reading in early childhood classes. The study adopted the descriptive research design using the survey method and observation technique. Semi-structured interviews were used as the main method of collecting data from 20 class three teachers, 20 Heads of English Department. A sample of 10 primary schools from Dagoretti and 10 from Westlands’ Divisions in Nairobi County was studied. The study found that majority of pre-unit teachers and class three teachers used the “Sound and Read” book while the “Picture Book” was used by a few of pre-unit teachers with the same number of class three teachers. The “Read and Write” book is used by also few of the pre-unit teachers and class three teachers, and in which case the findings were similar with another book “Lets Learn”. The study concluded that sound and read book was the most used book in pre-unit and lower classes levels. The book was mostly used because it is adequate. Other frequently used resources by teachers are flashcards, plasticine, pictures and real objects, wall charts, course books and rhymes. Provision and availability of reading/learning materials is the most recognized solution to the reading problems. The study recommends that there is need for the Ministry of Education and other stakeholders to ensure that reading/learning materials are adequately provided and are available in pre-unit and lower primary class three levels. The study also recommends that awareness should be created to sensitize parents on the need to work closely with the teachers especially during the early years of learning when children are introduced to this crucial lifelong skill of reading. Materials for play and learning should be developed to be used both in school and at home to enhance reading. Furthermore, at this time and age it is necessary to integrate ICT in early childhood learning institutions to enhance learning. An Article published in IOSR Journal of Research & Method in Education (IOSR-JRME) 2017-01-01T00:00:00Z