Department of Education
Permanent URI for this collectionhttps://repository.chuka.ac.ke/handle/chuka/248
Browse
Browsing Department of Education by Title
Now showing 1 - 20 of 47
- Results Per Page
- Sort Options
Item ECDE 0145: DEVELOPMENTAL PSYCHOLOGY(Chuka University, 2023-12-14) Chuka UniversityItem ECDE 141: INTRODUCTION TO PSYCHOLOGY FOR ECDE(Chuka University, 2023-12-15)Item ECDE 141: INTRODUCTION TO PSYCHOLOGY FOR ECDE(Chuka University, 2023-12-15) Chuka UniversityItem ECDE 442: GROUP DYNAMICS AMONG CHILDREN(Chuka University, 2023-12-15)Item ECDE 443: SCREENING PROCEDURES FOR CHILDREN(Chuka University, 2023-12-15) Chuka UniversityItem ECDE 444: RESEARCH METHODS IN CHILD AND FAMILY STUDIES(Chuka University, 2023-12-15) Chuka UniversityItem EDCI 101: FAMILY LIFE EDUCATION(Chuka University, 2023-12-15) Chuka UniversityItem EDFO 111: HISTORY OF EDUCATION(chuka university, 2024-12-20) chuka universityItem EDFO 111: HISTORY OF EDUCATION(Chuka University, 2023-12-19) Chuka UniversityItem EDFO 211: PHILOSOPHY OF EDUCATION(chuka university, 2024-12-20) chuka universityItem EDFO 321: ADULT EDUCATION(chuka university, 2024-12-20) chuka universityItem EDFO 321: ADULT EDUCATION(2024-12-24) chuka universityItem EDFO 924: SOCIOLOGY OF THE SCHOOL(chuka university, 2024-12-24) chuka universityItem Effect of Computer Assisted Teaching Strategy on Students’ Academic Achievement And Motivation in Biology in Public Secondary Schools in Baringo County, Kenya(Chuka University, 2019-09) Cheruiyot, Gilbert LangatBiology is a branch of science studied at secondary school that lays the foundation for careers in medicine, education, agriculture, environment, and biotechnology important in industrial and technological development. Despite the importance of biology in the society, its achievement in Kenya Certificate of Secondary Education has been low, as indicated by the low academic scores of the students. This low achievement could be attributed by factors that could include inappropriate teaching strategy and lack of mastery of concepts by the students. The purpose of study was to determine the effect of integration of Computer Assisted Teaching Strategy (CATS) on student academic achievement and motivation in Biology in public Secondary schools in Baringo County. The study used Solomon Four-Quasi experimental design. Purposive sampling was used to select eight extra-County Secondary schools in Baringo. Stratified random sampling technique was used in selecting sample schools for the study. The researcher sampled 324 biology students from the stratified selected extra County secondary schools. In selected schools with more than one stream, simple random sampling was used to sample form three biology students and assigning them experimental and control group. The experimental groups were manipulated by exposing them to Computer Assisted teaching strategy while the control groups were taught using the traditional teaching strategy. The research instruments that were used to collect data included; Biology Achievement Test and Biology Motivation Questionnaire. The instruments were piloted to establish the reliability. Reliability of the research instruments was determined by using split half method and correlation coefficient was determined by using Spearman Brown prophecy formula. The Reliability coefficient for the instruments was 0.704 and 0.709 for BAT and BMQ respectively with the overall reliability coefficient being 0.706 that was considered suitable for the study. The data obtained was analyzed descriptively using frequencies, percentages and inferentially using Analysis of Variance and t-test. The hypotheses of the study were tested at 0.05 level of significance. The validity of the research instruments was determined by incorporating the expert judgment from the biology teachers and supervisors. The findings of the study showed that integration of CATS enhances students’ achievement in biology. Additionally the findings indicated that the strategy positively influence student motivation in biology. Further the findings shows that there is statistical significance in students’ academic achievement based on gender. Similarly, statistical significance was reported in student motivation based on gender when exposed to CATS. From the findings of the study CATS is effective in improving student academic achievement and enhances motivation in biology. The study findings will be beneficial to curriculum developers at Kenya institute of curriculum development in formulation of policy and guidelines for integration, planning and implementation of CAT in school curriculum in order to enhance learning and improve student achievement and motivation. Therefore, biology teachers should incorporate the computer teaching strategy in teaching in order to improve academic achievement and motivation in biology.Item Effect of Discovery Teaching Approach on Scientific Creativity Amongst Students of Chemistry In Public Secondary Schools In Imenti North Sub-County, Kenya.(Chuka University, 2019-09) Ikiao, Edward Karithi KiriankiThe Chemistry curriculum in Kenya anticipates production of learners who possess scientific creativity abilities of sensitivity, Recognition and Flexibility to solve day to day life. Approaches of teaching chemistry ought to promote Scientific Creativity amongst Chemistry students. In spite of this, level of Scientific Creativity amongst secondary school Chemistry students has remained low. This is attributable to the teaching approaches in use. The current study investigated the effect of Discovery Teaching Approach on Scientific Creativity amongst students of chemistry in Public Secondary schools in Imenti North Sub-county. The study is based on Gardiner‟s Theory of Multiple Intelligence and Okere‟s model Scientific Creativity. The study used Solomon-Four Non-Equivalent Control Group Design. The study was conducted in four County Girls‟ Only Public Secondary Schools. Purposive sampling technique was used to select the participating schools. The target population was all the students in Public Secondary Schools in Imenti North Sub-County. A sample of 186 Form Three students participated in the study. Chemistry Creativity Test (CCT) and Chemistry Class Creativity Observation Schedule (CCCOS) were the research instruments. Validity of the tools was ascertained by high school chemistry teachers who are examiners with the Kenya National Examinations Council (KNEC) and Chuka University lecturers in the Department of Education who are experts. Piloting of the tools was done in Public Secondary Schools of similar characteristics in the neighboring Imenti South Sub-County. Kuder-Richardson Formula (KR-21) was used to determine the reliability of the instruments by use of the formula [n/n-1)*[1-(M*(n-M)/(n*Var))]. The average reliability coefficient of 0.80 was obtained for the two instruments. Descriptive and inferential statistics were used for data analysis. The objectives of the study were to determine the effect of Discovery Teaching Approach on students‟ Sensitivity to chemistry problems, Recognition of relationships and Flexibility in reasoning when solving Chemistry problems. Three null hypotheses were generated and tested at α=0.05 level of significance. Data was analyzed using Statistical Package for Social Sciences (SPSS) computer software version 22. The results showed that there was a significant difference in Scientific Creativity when Discovery Teaching Approach was used as compared to Traditional Teaching Approaches. The study concluded that Discovery Teaching Approach improved Scientific Creativity in Chemistry amongst secondary school students. The findings of the study would be significant to the curriculum developers at Kenya Institute of Curriculum Development (KICD) and the teachers on the approaches to use when implementing the chemistry curriculum. They will also be useful to universities in planning teacher training curriculum and form basis for further research in teaching approaches that enhance scientific creativity amongst learners in other subjects in secondary school science curriculum.Item Effect of strategic direction on the performance of technical training institutions in Meru County, Kenya(Chuka University, 2018-10) Muthaa ,George MungiriaOrganizational performance is important in justifying its existence and resources allocation. To enhance performance, Strategic direction has been identified has useful in promoting organizational performance. For Technical Training Institutions to achieve their core mandate in human resource training, the Government has emphasized on their development and implementation of strategic plans. Technical Training institutions have been operating with strategic plans for at least the last ten years; however no systematic study has been carried out to investigate the influence of these strategic plans on the performance of the institutions. The current study sought to investigate the effects of the strategic direction on performance in respect to enrolment, resources, quality and efficiency. The study used the cross sectional descriptive survey research design. Questionnaires were used for data collection. Instruments were tested for reliability by use of the cronbach’s alpha and a correlation coefficient of 0.75 was obtained. Validity of instruments was ensured by use of peer reviewers and research experts. The researcher personally administered the instruments; this helped in realizing a high return rate. Data was analyzed by use of both descriptive and inferential statistics including frequencies, percentages, means and the regression analyses and presented by use of tables and figures. The study established that the strategic direction had significant influence on the performance of technical training institutions. The introduction of the government policy has a moderating variable improved the model on organizational direction. The researcher recommends the alignment of the institutional philosophy, priorities, innovations and collaborations to the institutional strategic direction which could improve the performance of Technical Training Institutions.Item ENGL 231: SOCIOLINGUISTICS(Chuka University, 2023-12-19) Chuka UniversityItem ENGL 313: ASPECTS OF GRAMMATICAL ANALYSIS II(Chuka University, 2023-12-19) Chuka UniversityItem ENGL 354: COMPARATIVE BANTU LANGUAGE STUDIES(Chuka University, 2023-12-19) Chuka UniversityItem EPSC 222: RESEARCH METHODS IN EDUCATION(CHUKA UNIVERSITY, 2023-08-29) CHUKA UNIVERSITY
- «
- 1 (current)
- 2
- 3
- »