Department of Education

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Selected digital tools and geography instruction in public secondary schools in meru south sub-county, Tharaka Nithi county, kenya
(Chuka University, 2024) Misiani David Mambo
Geography is a fundamental subject that enables students to comprehend the physical as well as the human aspect of the world around them. The subject area surrounds the study of human activities and how they relate and interact with the environment from local to global scales. Despite its importance as a subject area, Meru South SubCounty students have shown a low performance in Geography in their KCSE examinations. Poor performance in Geography may be attributed to many factors among them lack of adequate and poor use of teaching resources. This study was focused on establishing the types of digital tools, frequency of use, influence of use and challenge faced when using the selected digital tools in Geography instruction in all Meru South Sub-County public secondary schools which are located in Tharaka Nithi County. This study employed a descriptive survey research design with a target population of 1995 respondents comprising of 1868 form three Geography students, 89 Geography teachers and 38 heads of Geography subject. The researcher employed both purposive and simple random sampling methods to determine a sample size of 347 participants. The research instruments used were questionnaires for students and Geography teachers and an interview schedule for Geography subject heads. The instruments were piloted in two schools located in Maara Sub-County to assess their internal consistency. A reliability index of 0.80 was achieved for the teachers' questionnaire, while the students' questionnaire yielded a reliability index of 0.82 as determined by Cronbach's Alpha method. The data analysis was conducted quantitatively using the Statistical Package for the Social Sciences (SPSS) version 29. Both descriptive statistics (percentages and frequencies) and inferential statistics (Chisquare) were employed in the analysis. The hypothesis was tested at a significance level of α=0.05. Qualitative data from the interview was analyzed thematically. The research demonstrated that digital tools are utilized in Geography instruction and have a significant impact on the teaching and learning processes in this subject. The study also established some factors that impedes the use of digital tools like YouTube, Facebook, WhatsApp, Instagram and Twitter in Geography instruction effectively. The effectiveness in content delivery by Geography teachers by use of instructional resources may increase the learner’s concept learning and knowledge retention. It is therefore recommended that teachers of Geography use appropriate teaching resources like the digital tools that may facilitate teaching of abstract topics in Geography. This could also enhance learners understanding of the geographical concepts and help to improve their performance in the subject. The Ministry of Education and school managements should develop technology-related infrastructure and personnel in the institutions to make the digital tools more accessible for use in instruction.
Influence of selected factors on use of instructional approaches in creative writing in public primary schools in Maara sub-county, Tharaka Nithi county, Kenya
(Chuka University, 2024) Njoki Karungari Faith
Approaches to creative writing instruction are a vital part in the overall English language acquisition. Compared to other language skills such as listening, speaking, and reading, writing is a relatively challenging skill to master. Creativity does not only involve writing, but also creatively composing different literary works like poetry, songs, narratives and the like. The writer is expected employ creativity and imagination in their literary work. Instruction of creative writing involves adoption of one or a combination of the product, process or genre approaches. However, there are several factors that are known to influence the use of instructional approaches in creative writing instruction. This study sought to establish the influence of selected factors on use of instructional approaches in creative writing in public primary schools in Maara Sub-County, Tharaka Nithi County, Kenya. The study was guided by four objectives; to determine the influence of teacher preparedness on use of instructional approaches in creative writing, to establish the influence of availability of resources on use of instructional approaches in creative writing, to establish the influence of social cultural factors on use of instructional approaches in creative writing, and to determine the influence of student-teacher ratio on use of instructional approaches in creative writing. The study was based on the ecological systems theory by Urie Bronfenbrenner and the Krashen’s Monitor Theory of Second Language Acquisition. The study adopted a descriptive survey design and was carried out in Maara Sub-County. The target population was 1539 respondents. The sample population comprised 252 grade six pupils, 22 heads of English department and 44 teachers of English making up a sample size of 318 respondents. The sample was determined using Yamane’s (1967) formula. Stratified simple random sampling was used to draw the pupils and the teachers of English. Purposive sampling was used to sample the heads of English department. Data was collected using questionnaires for the pupils and their teachers of English and interview schedules for the heads of department. Face and content Validity measures were used to assess validity of the research instruments. To determine reliability of the instruments, a pilot study was conducted in one school with shared characteristics as the study samples from which a reliability threshold of 0.70 and above was considered sufficient for the study. Data was cleaned, coded and analyzed using descriptive and inferential statistics. Descriptive statistics including frequencies and percentages was used to analyze quantitative data and to describe the relationship between the variables; while Chi Square was used to test the influence of variables based on the objectives of the study. Qualitative data from the interviews was analyzed thematically. Findings illustrated significant influence of teacher preparedness, social cultural factors and student-teacher ratio on selection of instructional approaches in creative writing in public primary schools in Maara sub-county, Tharaka Nithi County, Kenya. The influence of availability of resources was however insignificant. It is therefore recommended that school administration in collaboration with other stakeholders continually sustain staff professional development in order to boost creative writing by equipping the teachers with the relevant up to date knowledge for instruction of creative writing, and provide adequate teaching/learning resources and ensure teachers integrate them in their instruction to facilitate implementation of instructional approaches while the Teachers Service Commission should ensure there is a healthy student-teacher ratio to ensure balance in class to enable optimum implementation of instructional approaches in creative writing.
ZOOL 210: ECOLOGY
(Chuka University, 2023-12-19) Chuka University
REST 412: PSYCHOLOGY OF RELIGION
(Chuka University, 2023-12-19) Chuka University
MATH 452: TESTING HYPOTHESIS
(Chuka University, 2023-12-19) Chuka University
MATH 423: NUMERICAL ANALYSIS II
(Chuka University, 2023-12-20) Chuka University
MATH 344: THEORY OF ESTIMATION
(Chuka University, 2023-12-20) Chuka University
MATH 342: QUALITY CONTROL METHODS
(Chuka University, 2023-12-19) Chuka University
MATH 301: LINEAR ALGEBRA II
(Chuka University, 2023-12-19) Chuka University
KISW 410: LANGUAGES IN AFRICA
(Chuka University, 2023-12-15) Chuka University
KISW 303: MORPHOLOGY AND MORPHOPHONEMIC
(Chuka University, 2023-12-19) Chuka University
HIST 435: IMPERIAL AND COMMONWEALTH HISTORY I
(Chuka University, 2023-12-19) Chuka University
HIST 331: HISTORY OF INTERNATIONAL ORGANIZATIONS
(Chuka University, 2023-12-19) Chuka University
HIST 253: HISTORY OF THE MIDDLE EAST
(Chuka University, 2023-12-19) Chuka University
HIST 203: HISTORY OF SCIENCE AND TECHNOLOGY I
(Chuka University, 2023-12-19) Chuka University
EPSC 431: PERSONALITY AND GROUP DYNAMICS
(Chuka University, 2023-12-15) Chuka University
EPSC 311: MEASUREMENT AND EVALUATION
(Chuka University, 2023-12-20) Chuka University
ENGL 354: COMPARATIVE BANTU LANGUAGE STUDIES
(Chuka University, 2023-12-19) Chuka University
ENGL 313: ASPECTS OF GRAMMATICAL ANALYSIS II
(Chuka University, 2023-12-19) Chuka University
ENGL 231: SOCIOLINGUISTICS
(Chuka University, 2023-12-19) Chuka University

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