Browsing by Author "Njagi, M. W."

Now showing 1 - 5 of 5

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in Biology amongst students instructed using a computer-assisted instructional method and those instructed using outdated methods in secondary schools in Baringo County, Kenya.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category were instructed by aid of a computer-assisted instructional means, whereas the regulator category received outdated instruction approach.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 Computer aided teaching (CAT) was found to boost learner academic progress in biology when compared to outdated instructional methods.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.
EFFECT OF COOPERATIVE LEARNING APPROACH ON STUDENTS’ ACADEMIC ACHIEVEMENT IN PHYSICS IN PUBLIC SECONDARY SCHOOLS IN MERU, KENYA
(Chuka University, 2022) Kairo, N. C.; Njagi, M. W.; Kamweru, P. K.
Physics occupies a significant position in secondary school curriculum because of its applications in everyday life. In spite of this importance, the academic performance of Kenyan students in the Physics subject has remained poor over many years. The fundamental challenge in teaching of physics is how to enhance students’ achievement in the subject. Innovative and learner-centered teaching approaches engage the learners in the learning process. Such approaches are effective for mastery of concepts and also enhance learners’ achievement in the Physics subject. Although Cooperative Learning Approach may help in enhancing students’ achievement in physics its effects has not been determined in Meru County. Hence, the study investigated the effects of Cooperative Learning Approach on secondary school students’ achievement in Physics in Meru County. Quasi experimental research design was employed and in particular Solomon’s four group design was used. A sample of 180 respondents was obtained from an accessible population of 6347. Simple random sampling was used to draw the participating four schools from the purposively selected sub county secondary schools. The assignment of selected schools to either experimental or control group was done by simple random sampling. The research instrument that was used was physics Achievement Test. The Reliability was tested by subjecting the instrument to a pilot study in a school in Tharaka Nithi County. The reliability coefficient of the instrument was 0.786. Statistical package for Social Sciences version 25.0 was used for data analysis. The raw data obtained was analyzed descriptively using Mean, Standard deviation, Percentages and inferentially using parametric tests (one-way ANOVA and t-test). The level of significance for acceptance or rejection of null hypotheses was at α = 0.05. The findings of the study showed that the students taught using cooperative learning approach had relatively higher scores in the physics achievement test than those taught using conventional teaching approaches. Thus, cooperative learning approach enhances students’ achievement in physics more than convectional teaching approach. Physics teachers should incorporate cooperative learning approach in teaching to enhance students’ achievement in physics subject examinations.
Effectiveness of experiential learning approach on students’ academic achievement and attitude towards biology in secondary schools in Maara Sub-County, Kenya.
(Chuka University, 2024) Gisoi, J. M.; Njagi, M. W.; Mungiria, J. N.
The main purpose of this study was to investigate the effectiveness of experiential learning approach on students’ academic achievement in biology in secondary schools in Maara sub-county, Kenya. Quasi experimental research design was employed and in particular Solomon four group design. The target population was 22,640 biology students in secondary schools in Maara sub-County, TharakaNithi County. The accessible population consisted of 1,557 form two students in the Sub-County mixed Secondary schools. The purposive sampling was used to draw four sub-County mixed secondary schools from a list of mixed secondary schools in Maara Sub-County. Simple random sampling was used to select and assign participating schools in experimental and control groups. The sample size comprised of 118 students. The research instruments used were Biology Pre-Test (BPT) and Biology Achievement Test (BAT). The instruments were piloted to determine their reliability in a Sub-County mixed secondary school in Meru-South Sub- County. Reliability coefficient for instruments was 0.741. The validity of the research instrument was ascertained by experts in the department of education of Chuka University. Experimental groups (E1 and E2) were taught using experiential learning approach while control groups (C1 and C2) were taught using conventional teaching approach. Statistical Package for Social Science (SPSS) version 26 aided in data analysis. The raw data obtained was analyzed using descriptive statistics (mean, standard deviation, percentages) and inferential statistics (one-way ANOVA, Turkey post hoc analysis, and t-test). The null hypothesis was tested at α= 0.05 significant level. The findings of this study revealed that there was a significant difference in the academic performance between the students taught using experiential learning approach and those taught using the conventional approach. It was therefore recommended that the experiential learning approach should be applied to improve students’ academic achievement in biology. The findings of the study may be helpful to the curriculum planners and learning institutions to incorporate innovative techniques in classroom teaching to improve learning of biology subject in Kenya. The findings also form a ground upon which likely further research could be built for innovative teaching techniques in secondary schools.
Impact of Using Scientific Calculators in Mathematics Instruction on Students Achievement in Secondary Schools in Embu County, Kenya
(Chuka University, 2016) Njagi, M. W.
Mathematics is universal part of human culture. It is used throughout the world as an essential tool in many fields. Mathematics is compulsory for all basic level students in Kenya and as such performance in it is of concern to everybody. Use of scientific calculators was introduced in 2005 to be used from Form Three level. However, its influence on students’ achievement has not been established. This study investigated the impact of using scientific calculators in teaching and learning mathematics on students’ achievement in mathematics in secondary schools in Embu County. The study sought to determine whether there was a difference in achievement in mathematics when students used calculators in assessment. The study employed the descriptive survey research design. The research was done in nine secondary schools in Embu County. The subjects were Form Three students and stratified random sampling technique was used to draw the participating schools. The sample size was 370 students. The research instrument used was the Mathematics Achievement Test. The raw data obtained were scored, coded and analyzed using both descriptive and inferential statistics involving t-test. The hypothesis was tested at α=0.05 level of significance. There was no significant difference in achievement in mathematics when calculators were used or not used by students. The findings provide guidance in calculator use to instructors and policy makers undertaking the quest to improve students’ achievement. The findings may help the curriculum specialists and designers determine how calculators affect the curriculum.
Influence of parental engagement on satisfaction with public boarding secondary schools among students in Maara Sub-County, Tharaka-Nithi County in Kenya.
(Chuka University, 2024) Muchiri, C. K.; Murungi, M. J.; Njagi, M. W.
A boarding school is a learning institution where students study and live away from homes and families. A boarding school includes new ways of life including routines of social and academic activities. It is therefore important to ensure that students are well prepared and satisfied as they study and live in a boarding school. The purpose of this study was to establish the influence of parental engagement on students’ satisfaction with public boarding secondary schools in Maara Sub-County, Tharaka-Nithi County, in Kenya. This study adopted the descriptive survey research design. The target population was a composition of 4,804 students, 38 principals, 38 boarding heads of department (HODs) and 38 form three class teachers from 38 boarding secondary schools in Maara Sub-County, Tharaka-Nithi County in Kenya. The sample size was a total of 439 respondents comprising of 357 form three students, 38 form three class teachers, 38 boarding HODs and six principals from public boarding secondary schools in Maara SubCounty. Purposive sampling technique was used to select 38 public boarding secondary schools from a list of 55 public secondary schools in Maara Sub-County. Simple random sampling was used to select 357 students who participated in the study. Data was gathered using interviews for principals and questionnaires for form three class teachers, boarding HODs and form three students. The instruments were piloted to determine their reliability in a school in Meru-South Sub-County, while validity of the instruments was ascertained by experts in the department of Education of Chuka University. The reliability coefficient for questionnaire was 0.8956. Statistical Package for Social Science (SPSS) version 28.0 was used for data analysis. The obtained quantitative raw data was analyzed using descriptive statistics (percentages, frequency and mean). The findings of the study indicated that parental engagement has significant influence of on satisfaction with public boarding secondary schools among students. The research findings may be useful to parents and teachers as they guide students in public boarding secondary schools. The finding may also be helpful to students as they study and cope with life in public boarding secondary schools. The study findings are also likely to form a basis for reference that informs future research on students’ satisfaction with boarding