https://kerd.ku.ac.ke/handle/123456789/101 Thu, 01 Oct 2026 23:57:58 GMT 2026-10-01T23:57:58Z https://kerd.ku.ac.ke/handle/123456789/1182 Pedagogical Techniques that Bolster Learners Acquisition of Extensive Reading Habits in Secondary Schools in Laikipia County, Kenya Mwangi, Francis Gichuki This study addresses the issue of pedagogical techniques for extensive reading of secondary schools in Kenya at a time when concern is being expressed about declining reading habits in schools. Effective use of pedagogical techniques of reading can greatly improve learners achievement in English and also enhance their reading habits. The study was prompted by poor reading in English among secondary school students in Laikipia county. The study was guided by the following objectives: To establish the pedagogical techniques that promote and sustain extensive reading habits, to examine factors that influence learners extensive reading habits, to establish the resources available that support extensive reading, to establish non-classroom interventions put in place to promote reading habits and to establish the influence of extensive reading habits in English language learners composition writing performance. Guided by the Social Cognitive Theory and The Schema Theory the study adopted the descriptive survey research design to establish the extensive reading reading in schools. Proportional stratified, purposive and random sampling techniques were used in the study. The study sample consisted of 30 English language teachers and 327 students in form 2 and 3. The research instruments used for data collection included: questionnaire for students, interview guides for teachers, document analysis guides and composition writing test. The instruments were pilot tested to ensure validity and reliability. Both qualitative as well as quantitative data were generated. Qualitative data were organized according to the study themes and presented descriptively on the basis of the study objectives and research questions. Descriptive statistics was used to analyze quantitative data. T-test and analysis of variance were used to test for association between independent and dependent variables. The statistical package for social sciences version 17 was used to process the data. The key findings of this study was that English Language teachers possessed adequate knowledge and skills to teach extensive reading. Acute shortage of reading sources was a major hindrance to engagement in extensive reading in schools. Collaboration with Kenya National Library services, parental involvement and holding reading conferences were some of the non-classroom interventions the study established should be applied in schools to promote extensive reading. The study concludes despite the English language teachers possessing pedagogic knowledge on reading, the learners still encountered difficulties as their reading was never monitored. This study recommends that the Kenya Institute of Curriculum Development in collaboration with schools should come up with a strong extensive reading policy to promote independent lifelong reading habits. An article published in Journal of Education and Practice Wed, 01 Jan 2020 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1182 2020-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/391 Effects of Sequential Teaching Methods on Retention of Knowledge in Biology by Secondary School Students in Kenya Namasaka, Fred Wafula; Mondoh, Helen Omondi; Wasike, Chrilukovian B. Despite the importance of knowledge in Biology, candidates’ performance at the national examination, The Kenya Certificate of Secondary Education (KCSE) is poor. This could be attributed to the teaching methods. The purpose of this study was to compare differential effectiveness of Sequential Teaching Methods (STM) on the, retention of knowledge in Biology by secondary school students. The study was Quasi- experimental using the Non-equivalent control- group 16 study design. The target population comprised students in the 18 old category National Schools in Kenya that were in existence before 2012. Purposive sampling was used to obtain a sample of eight (8) schools and 402 Students. The students in the eight (8) sub-groups were taught the same Biology topic: ‚General Characteristics of Enzymes‛, using different sequences of three teaching methods namely: lecture, slide demonstration and laboratory (student experiment). Group I (ELD) began with experiments, followed by lecture method and was lastly shown, animated slides. The sequence of the three different methods used in the first group was altered in both the second and third groups as follows: The lecture method, slide demonstration and laboratory experiment (LDE) for Group II, and slide demonstration, experiment and lecture method (DEL) for group III. Students in group IV (control group) were taught using (oral-only) lecture method. The teachers gave lectures and performed slide demonstration while the students carried out laboratory experiments. The test was used as a pre-test and also as a retention test that was administered 40 days after the Post-test BAT. This test had 25 objective questions testing knowledge of facts, application of knowledge and problem solving ability. To measure Retention of Knowledge, the researcher used Biology Retention Test (BRT). The research hypothesis was tested using ANOVA at significant level of 0.05. The results and findings of the study show that STM, when efficiently used in instruction enhance immediate retention of knowledge in Biology more effectively than the oratory lecture method predominantly used in Kenyan Secondary schools. Furthermore, DEL sequence was identified as the most effective in comparison to LDE and ELD. The findings of the study will help curriculum developers and teachers to choose the most appropriate sequence to use in Biology. A research article in European Journal of Education Studies Sun, 01 Jan 2017 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/391 2017-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/389 Project Method and Learner Achievement in Physics in Kenyan Secondary Schools Muriithi, Evanson M.; Odundo, Paul A; Origa, Japheth O.; Gatumu, Jane C. There is a growing demand for the science educators to improve the learning of physics particularly in the developing world due to the critical role it plays in terms of technological advancement. Many approaches and methods are applied with the intention of improving learner achievement in the subject. Methods that promote learner participation have been cited to enhance learner achievement. Project method is one such approach that promotes not only the necessary scientific skills but also the application of the knowledge learnt in solving daily problems. This article presents the findings of a research on the impact of project method on learner achievement in physics in Kenyan public secondary schools. Quasi experimental design was applied. Stratified random sampling was used in selecting eighty four schools from seven provinces in Kenya. Learner achievement was compared using Analysis of Variance (ANOVA). It was realized that use of project method produced better results when compared to traditional methods like discussion and lecture method. The study recommends the use of the project method to supplement other methods of teaching physics. Physics teachers also need to be sensitized on the benefits that accrue as a result of the usage of this method through in-service courses. A research article in International Journal of Education and Research Mon, 01 Jul 2013 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/389 2013-07-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/387 Influence of Teaching Methods on Students’ Academic Performance in Kiswahili Subject in Public and Private Secondary Schools in Lang’ata Sub-county Atandi, Bwari Christine; Gisore, Billiah; Ntabo, Anyona Jared The primary purpose of teaching at any level of education is to bring a fundamental change in the learner through various teaching and learning methods. The effectiveness of these teaching and learning processes largely depends on the choice of the teacher’s teaching method. It appears that the literature with regards to effectiveness of teaching methods may not be extensive. The purpose of this study therefore was to examine influence of teaching methods on students’ academic performance in Kiswahili subject in public and private secondary schools in Lang’ata Sub-county. This study applied mixed methods research design. The target population for this study consisted of all 18 secondary school Principals, 91 Kiswahili teachers and 7691 students of the 18 secondary schools in Lang'ata Sub- County. Both probability and non-probability sampling procedures were used to get a sample of 234 participants (9 principals, 45 teachers and 180 students). Interview guide for principals, questionnaires for teachers and students were used to collect data. Qualitative data were thematically analyzed whereas quantitative data were analyzed with the help of SPSS version 20. Findings revealed that teachers used a blend of lecture, group work and question and answer methods to a larger extent and demonstration, guided learning and role- play to a lesser extent to teach Kiswahili. Teaching methods had both a positive and negative influence on students’ performance in Kiswahili. In conclusion, teaching methods influence students’ academic achievement in Kiswahili. The study recommends regular in service training for Kiswahili teachers as it is believed that in service training addresses contemporary issues that will help teachers understand various methodologies and how to incorporate them in their day to day teaching. A research article in African Research Journal of Education and Social Sciences Tue, 01 Jan 2019 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/387 2019-01-01T00:00:00Z