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Browsing Conferences by Subject "Achievement"

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    Effect Of Computer Assisted Teaching Strategy On Students’ Achievesment In Agriculture In Secondary Schools In Kenya.
    (Chuka University, 2017) Muchiri, J.M; Barchok, H.K; Kathuri N.J
    The importance of Computer Assisted Teaching (CAT) has increased in schools and Kenya is no exception. CAT 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 on students’ achievement. The purpose of the present study was to investigate the effect of Computer Assisted Teaching (CAT) strategy on students’ achievement in agriculture. 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 findings of the study indicated that CAT strategy improved achievement in agriculture. 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.
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    Effectiveness of integrating science process-skills in teaching mathematics on students’ problem-solving abilities and achievement by gender in secondary schools in Tharaka-Nithi county, Kenya
    (Chuka University, 2020-11-06) Kirimi, D.O
    Mathematics is a product of man's inquiry on natural phenomena which awakens logical thinking contrary to accumulation of facts to satisfy man’s curiosity to subdue the environment. Inadequacy of qualified personnel especially in mathematics and scientific fields implies insufficiency in food production, insecurity, poor health services and may slow technological upbeat in a country. Science process skills are basic concepts which do nurture cognitive and affective skills akin to problem solving abilities, creativity and favourable attitudes towards mathematics and science. The study investigated the Effectiveness of Integrating Science Process-Skills in Teaching Mathematics on Students’ Problem Solving Abilities and Achievement by Gender in Secondary Schools in Tharaka-Nithi County. Solomon Four Group Design was utilized where eight schools participated with four Boys’ schools and four Girls’ schools. Piloting was done in Embu County in a school not participating in the main study to ascertain the reliability and validity of instruments. Data analysis was facilitated using a Statistical Package for Social Sciences (SPSS) Version 19.0. Descriptive statistics and inferential statistics such as t-test, and ANOVA were utilized. Hypotheses were tested at α = 0.05 level of significance. The findings established that integration of science process-skills in teaching mathematics significantly improved the students’ abilities irrespective of gender. The study findings recommend all stakeholders, policy makers, curriculum developers and teachers to embrace integration of science process skills for meaningful learning towards technological realignments in Kenya. Suggestions are made on how adopt and appreciate integration of science process skills in teaching to nurture students’ potentiality in creativity, problem solving and empower their computational skills. Keywords: Science-Process Skills, Problem-Solving Abilities, Achievement, and Gender Parity
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    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.