Browsing by Author "Mburugu, B. M."

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Differences in Learner Academic Achievement in Biology Among Students Taught Using Computer Assisted Teaching Strategy and Those Taught Using Traditional Instructional Strategies in Secondary Schools in Baringo County, Kenya
(2021) Cheruiyot, G. L.; Mburugu, B. M.; Njagi, M. W.
Achievement in Biology in Kenya Certificate of Secondary Education is low despite its significance in the society; this is demonstrated by the low performance scores of the learners in biology. The purpose of the study was to see if there were any differences in learner academic attainment in Biology amongst students instructed using a computer-assisted instructional method and those instructed using outdated methods in secondary schools in Baringo County, Kenya. The study used a Solomon Four –Quasi experimental design. In Baringo County, eight extra-county secondary schools were chosen using purposive sampling. The stratified random sampling approach was employed in the sampling school for the study. A total of 324 biology students were chosen from a stratified sample of extra-county secondary schools. Form three biology students were randomly selected and allocated to the experimental and control groups in selected schools with more than one stream. The investigational category were instructed by aid of a computer-assisted instructional means, whereas the regulator category received outdated instruction approach. As a research tool, the Biology Achievement Test was used. The research device was put through its paces to see how reliable it was. The dependability of the instrument was determined using the split half approach and the correlation coefficient was calculated using the Spearman Brown prophecy formula. The reliability coefficient of the research instrument was 0. 704. Frequencies and percentages were used to evaluate descriptive data, whereas Analysis of Variance and the t-test were used to assess inferential data. Computer aided teaching (CAT) was found to boost learner academic progress in biology when compared to outdated instructional methods. The outcomes of the study will benefit curriculum makers at the Kenya Institute of Curriculum Development in creating a framework and guidelines for integrating, planning, and the enactment of CAT in schools’ curriculum, which will help to increase learner academic attainment besides motivation.
Influence of Orphanhood on Pupils' Life in Kenyan Primary Schools
(lLAP LAMBERT Academic Publishing, 2016-03-09) Mburugu, B. M.
Blurb/Shorttext Orphanhood in this book is a state of losing a parent (s) by a child. There are many orphans in the world today who are affected academically, socially and discipline wise. Many of these orphans are taken care of by their relatives and especially elderly grandparents. In primary schools the number of orphans has risen especially in Meru, Kenya. The gender disparity has been noted since boys in primary schools are more affected when their parents die than girls. In Academic performance, orphans perform poorer than non-orphaned pupils generally. However, those with caring relatives may outshine their colleagues in class. Since girls take up the role of parenting, their interpersonal relationships are highly affected unlike boys. This book therefore provides a new way of looking at orphans in schools and especially in primary schools. Teachers should be more vigilant in identifying these orphans and provide them with special care and counseling. All educational managers should strengthen counseling programmes in schools. The caregivers of orphaned children should be concerned with wholistic growth of orphans. It is my prayer that this book will be useful to you as a reader.