Teacher Training

Chemistry Teachers’ Role in Changing Practical Work from “Hands On” Activities to “Minds On” Activities

Thu, 01 Jan 2015 00:00:00 GMT

Chemistry Teachers’ Role in Changing Practical Work from “Hands On” Activities to “Minds On” Activities Ituma, Monica; Twoli, Nicholas Practical work is important in the effective learning of Chemistry. In most Kenyan secondary schools practical work mainly involves ‘hands on’ activities where learners follow laid down procedures to arrive at a predetermined outcome. This may lead to working without much thought of the actions and thus low conceptualization resulting in poor performance in chemistry at the end of the course. This study aims at providing alternative approach on how to engage the learners’ mind more in practical activities. Data was collected through observations of practical lessons, followed by analysis of instructional materials used by chemistry teachers and questionnaires for the chemistry teachers. The findings showed that the strategies used to teach practical work did not adequately focus on the learners’ ‘minds on’ the activity. The teachers, therefore, require design and resource support for the implementation of learner-centred investigative practical work in secondary school chemistry. Proceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015

Determining Influence Of Teacher’s Workload On Academic Performance In Secondary Schools, Suba Sub-County Kenya

Tue, 01 Jan 2019 00:00:00 GMT

Determining Influence Of Teacher’s Workload On Academic Performance In Secondary Schools, Suba Sub-County Kenya Adika, Berda Rose; Sika, James Ochieng Education all over the world is regarded as key to overall national development as it improves productive capacity of its citizens. Academic performance in terms of grades and mean score may be a yardstick propelling students from secondary schools to acquire university education. Teachers play a significant role towards academic performance and therefore their workloads may affect academic performance. In Suba Sub –County, in the period 2012 –2015 percentage pass in KCSE was 36.2%, 26.46% and 36.76% while the mean grade was 4.6, 4.7 and 3.9 respectively. The neigbouring sub –county performance was higher in terms of students with C+ and above and the mean grade respectively. The objectives of the study was to determine the influence of teacher workload on student’s academic performance in secondary schools in Suba Sub-County. The study used descriptive and Correlation survey design. The Study population comprise 33 secondary schools with 33 Head teachers, 164 teachers and 1,035 form four students. Stratified sampling was used to determine sample size which comprised of 311 form four students 49 teachers and 30 head teachers in the four existing zones; Kigoto, Gwassi, Kiabuya and Central. The study revealed that influence of teacher’s workload on academic performance was significant (r = .523, N = 154, p<0.01) and also that for every one unit increase teacher workload, there was a decrease in pupils academic achievement as signified by the coefficient (-.558). The study concluded that it is important to reduce workload with tighter control in monitoring attendance to teacher’s in classroom. The study recommended that all stakeholders be involved in enhancing students academic performance and the teachers’ observe best practices in performance of their duties. An article published in Advances in Social Sciences Research Journal

Effects of Cooperative Learning/ Teaching Strategy on Learners` Mathematics Achievement by Gender

Tue, 01 Jan 2013 00:00:00 GMT

Effects of Cooperative Learning/ Teaching Strategy on Learners` Mathematics Achievement by Gender Njoroge, Joseph Njogu; Githua, Bernard Nyingi Due to the high value attached to mathematics globally, the study of mathematics is compulsory in all primary and secondary schools in Kenya. However, students` performance in the subject worldwide and at Kenya certificate of secondary education (KCSE) examination is dismal with marked gender difference. Students have continued to perform poorly in certain mathematics topics due to ineffective teaching strategies practiced by mathematics teachers. One such topic is scale drawing taught to 14 year old form one students in secondary schools in Kenya. This study sought to determine the effects of Students Teams -Achievements Divisions, Co-operative Learning (STAD, CL) teaching strategy on students’ mathematics achievement in scale drawing topic by gender. A simple random sample of four co-educational district secondary schools in Nakuru District was obtained. The study was carried out in a mathematics classroom setting. Solomon four group designs under quasi-experimental research was used. The two experimental groups were taught using co-operative learning strategy as treatment and two control groups were taught by use of conventional teaching methods. The sample size was 323 students comprising 161 boys and 162 girls. A mathematics achievement test (MAT) in scale drawing had a reliability coefficient of 0.84 .The MAT was administered to two groups (E1and C1) before the teaching of the topic and then to all the four groups after learning the topic, scale drawing. The t and ANCOVA tests were used to test the hypothesis at 0.05 significance level. The results indicated that there were no gender differences in students` mathematics achievement after their being taught scale-drawing topic through STAD, co-operative learning strategy. It was recommended that STAD co-operative learning strategy be included in the syllabus for pre-service and in-service teacher education programs and be used by mathematics teachers during instruction. An article published in Asian Journal of Social Sciences & Humanities

Relationship Between Achievement Goal Orientation and Academic Achievement Among Form Three Students in Kiambu County, Kenya

Mon, 01 Jan 2018 00:00:00 GMT

Relationship Between Achievement Goal Orientation and Academic Achievement Among Form Three Students in Kiambu County, Kenya Ng’ang’a, Maria Wacera; Mwaura, Peter A. M.; Dinga, Jotham N. In the last five years (2013 to 2017), poor academic achievement has been experienced in Kiambu County, despite government interventions. Most researchers attribute this to socio-cultural factors with little done to explain personal factors which may contribute towards students’ academic achievement. The study was designed to determine the relationship among students’ achievement goal orientation, and academic achievement in Kiambu County. The study was guided by the goal orientation theory. The research adopted mixed methods sequential explanatory design. The targeted population was all year 2017 Form Three students in Kiambu County. Purposive sampling was used to select Gatundu South Sub-county. Using stratified random sampling 12 schools were selected. Through proportionate stratified sampling, one girl’s only and one boys’ only boarding, one co-educational boarding and nine co-educational day schools were selected. Simple random sampling was used to select 665 participants. Achievement goal orientation scales were adopted and used to measure achievement goal orientation. Purposively, 40 respondents were selected from those who filled the questionnaires for an interview to cross check the quantitative data. Academic achievement was inferred from students’ examination grades obtained from school records. The quantitative data was analyzed using SPPS version 21. Qualitative data was analyzed thematically. A pilot study on 40 students was conducted in a school within the County. Data collected was ISSN: 2411-5681 www.ijern.com 54 analyzed using both descriptive and inferential statistics. Hypotheses was tested at a =.05 level of significance. The findings revealed that all the domains of achievement goal orientation significantly correlated to academic achievement (r (630) =.310, p p<.05).The highest relationship was observed between performance avoidance (r (630) =.355, p<.05). Based on the findings, teachers, parents and all concerned stake holders should work together in creating conducive environment for fostering development of domains of achievement goal orientation found to have a positive predictive value on academic achievement. An article published in International Journal of Education and Research