Browsing by Author "Njagi, Mercy Wanja"

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EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION IN ENHANCING STUDENTS’ ACADEMIC ACHIEVEMENTS TOWARDS LEARNING OF CHEMISTRY IN SECONDARY SCHOOLS IN MAARA
(Chuka University, 2022) Mugwiria, Rose Gatune; Njagi, Mercy Wanja; Mwenda Eric Elias
Students perform poorly in Chemistry examinations in Kenya. The teaching of Chemistry aims at developing scientific attitudes, concept, principles and skills in learners. Differentiated instruction consists of efforts of teachers to respond to the variance among learners in the classroom. This study investigated effectiveness of differentiated instruction in enhancing students’ academic achievements in chemistry. Quasi-experimental research design was used, particularly Solomon’s four group design. The research was done in four sub-county secondary schools in Maara. The target population was 12,187 chemistry students. The accessible population was 1,242 form two chemistry students. A purposive sampling technique was used to draw the participating schools. Simple random sampling was used to select and assign schools in experimental and control groups. The sample size was 165 form two chemistry students. The instrument used was Chemistry Achievement Test. It was piloted to determine it reliability, while validity of the instrument was ascertained by experts’ opinions from Department of Education of Chuka University. Reliability coefficient for CAT was 0.74. The experimental groups were taught using differentiated instruction teaching approach while the control groups were taught through conventional teaching approach. Statistical Package for Social Sciences version 25 was used for data analysis. The raw data obtained was analyzed using descriptive statistics and inferential statistics. The level of significance for rejection of null hypotheses was at α = 0.05. The findings indicated that differentiated instruction significantly improved the students’ achievement towards learning chemistry. The finding is expected to form a frame of reference for further research on innovative teaching strategies in chemistry education.
Influence of ISO 9001:2008 quality management system on the tangibility of services offered in public universities in Kenya
(Educational Research International, 2017-08) Mbaka, Peter Kimanthi; Jagero, Nelson; Njagi, Mercy Wanja; Omolo, Jonathan
Universities in Kenya sought ISO 9001: 2008 Quality Management Systems to guarantee adherence to the University’s processes and procedures, to ensure excellence in the pursuit of their objectives and to meet customer’s requirements on quality service delivery. The purpose of this study was to determine the influence of ISO 9001:2008 Quality management systems on the tangibility of services offered in Kenyan Universities. The study adopted a descriptive research design. The study population comprised of 305, 214 members of academic staff, administrative staff and students from 30 public universities in Kenya chartered by 2016. Simple random sampling was used to select 9 public universities from 30 public universities. From the selected 9 public universities, proportionate sampling was used to select 72 members of academic staff, 90 members of administrative staff and 222 students. The study established that tangibility of service is to a great extent influenced by adoption of ISO 9001:2008 QMS in public universities. The study recommends that public universities should investigate the possibility of a gap between service quality requirements in standard operating procedures of ISO 9001:2008 QMS on tangibles of work to minimize role uncertainty which requires that the correct facilities be provided to all staff enabling them to offer quality service.
Relevance of Kenya secondary school chemistry instruction in preparation of students pursuing chemistry at University Level
(2015) Njagi, Mercy Wanja; Silas, Edward Njagi
Chemistry is one of the most important branches of science and its knowledge is necessary in the understanding of composition, properties and behavior changes of matter that form the environment around us. Chemistry is highly important in modern societies because of its requirement as a prerequisite to the study of many other science oriented courses such as medicine, engineering and pharmacy. Due to the significance of chemistry, there is need for students to be academically prepared at secondary school level for higher level pursuits. Chemistry as a subject in Kenya is introduced to learners at secondary school level. The purpose of the study was to explore the relevance of secondary school chemistry instruction in preparation of students pursuing chemistry at university level. The study sought to determine whether secondary school background, learning environmental experiences and pedagogical experiences are in accordant to preparation of students pursuing chemistry at the higher level. The study employed descriptive research design and data was obtained using questionnaire. The subjects of study were second year students taking chemistry courses as a main subject. The research was carried out in selected universities in Kenya. Descriptive statistics such as frequencies and percentages were used for data analysis. Results indicated that students find secondary school chemistry relevant in the courses they are pursuing but proper coverage of syllabus, more practicals and more projects would make it more relevant and appropriate. The findings of the study may provide insight to chemistry educators to refocus student preparation in secondary schools and equip them with knowledge and skills necessary to help them solve problems in everyday life rather than passing exams and fitting in prestigious careers.