Faculty of Humanities and Social Sciences

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Browsing Faculty of Humanities and Social Sciences by Subject "Achievement"

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    Collaborative Teaching Strategy and Learner Ability Interaction on Students’ Academic Achievement, in Physics in Nyeri County, Kenya
    (THE INTERNATIONAL JOURNAL OF HUMANITIES & SOCIAL STUDIES, 2021-09) Otiende, N.U.; Njagi, M.W.; Mugambi, J.M.
    The study of the Physics subject continues to play a vital role in industrial development and economic revitalization. For instance, the Physics of the electronic chip has seen tremendous improvements in communication, entertainment, medicine and industry. However, secondary school students continue to achieve dismally. Different factors including the different strategies used in teaching Physics and learner factors have been reported to affect students’ achievement in Physics. Based in Nyeri County the study investigated the interactivity between strategies, learner abilities and academic achievement secondary school students in Physics. The Solomon Four group quasi experimental design was used. A sample of 173 form four students in four mixed day secondary schools in Nyeri County participated in the study. The sample was obtained through purposive sampling to obtain a list of mixed day secondary schools that offer the Physics subject at form four. Through random sampling a list of four schools that participated in the study was obtained. The schools were randomly assigned to experimental and control groups. The research instruments consisted of Physics Pretest (PPT) and Physics Achievement Test (PAT). The Kuder Richardson test was used to determine the reliability of the PPT and PAT. A reliability coefficient of 0.7 and 0.8 was obtained for the PPT and PAT respectively. Descriptive statistics (mean, standard deviation) and inferential statistics (t-test and ANOVA) were used in data analysis. The Statistical Package for Social Sciences (SPSS) version 22.0 was used for statistical analysis. The hypothesis was tested at α=0.05 level of significance. The study established that Collaborative Teaching Strategy enhanced achievement of students of all abilities in Physics. The study recommended that teachers should expose students to Collaborative Strategy more frequently and teacher training programs to equip teachers with skills for collaboration. The findings of the current study are helpful to the curriculum developers in revising curriculum towards learner centeredness by in cooperating collaborative activities. Institute of Curriculum Development may find the information useful during in servicing of teachers towards making the curriculum more learner centered. The Instructional material developers may find the information useful while developing materials that enhance learner activity. The findings of the study may be useful to teachers while implementing the competence-based curriculum at secondary school level during and after transition stage.
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    Effect of Computer Assisted Teaching Strategy on Students Achievement by Gender in Agricultural Education in Tharaka Nithi County, Kenya
    (International Journal for Innovation Education and Research, 2018-02-28) Muchiri, Joyline Mugero
    Gender has remained relevant in education because it has been linked to achievement and participation in certain professions. Gender differences in achievement has been shown to vary according to school subject. This has partly been attributed to the teaching strategy adopted by the teacher. Computer Assisted Teaching (CAT) strategy is a method that uses computers in a learning media and strengthens student’s motivation and educational processes. Little or no information is known about the impact of the strategy in teaching agriculture and consequently it’s effect on achievement by gender. The purpose of the present study was to examine whether there is gender difference in achievement in agriculture among students exposed to CAT strategy. The study employed Solomon Four-Quasi-experimental design. The study was conducted in eight county secondary schools in Tharaka Nithi County, Kenya. Stratified random sampling technique was used in selecting sample schools. A sample of 327 Form One students participated in the study. The research instrument was Agriculture Achievement Test (AAT) with a reliability coefficient of 0.91. Descriptive statistics (means and percentages) and inferential statistic (ANOVA) were used for data analysis. The study showed that CAT strategy improved achievement in agriculture but male students performed better than female students after exposure to CAT strategy. The study concluded that CAT is an effective strategy in improving achievement in agriculture and therefore agriculture teachers should incorporate CAT strategy in their teaching.