Faculty of Education and Resources Development

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Abagusii traditional environmental knowledge and HIV/AIDS management: Implications for English language teaching
(International Ecolinguistics Association, 2021-05) Maroko, G.M.; Mokua, G.N.; Nyakundi, A.O.; Onyambu, M.O.
Multidisciplinary and multisectoral interventions are necessary for the management of chronic conditions such as HIV/AIDS. One such intervention is the promotion of socially responsible teaching. Anchored within an eclectic theoretical framework involving traditional environmental knowledge, the Sapir-Whorf Hypothesis, and Vygotsky’s theory of thought, language and culture, this paper analyses the link between Abagusii traditional environmental knowledge and management of HIV/AIDS. Seven groups of people living with HIV/AIDS were engaged in focus group discussions on the management of HIV/AIDS treatment adherence through sustainable production and use of natural products. The paper reveals that the Abagusii have rich ecological knowledge on the production and use of natural products, which could improve treatment outcomes of people living with HIV/AIDS. This ecological knowledge can be harnessed, documented and ploughed into ELT materials for English Language Teaching. A three-tier ELT framework comprising classroom activities, integrated tasks and practical actions could be adopted for teaching integrated English in interesting ways while at the same time restoring the environment, food sufficiency and health.
ADMINISTRATIVE FACTORS AFFECTING STUDENT LEADERSHIP IN PUBLIC SECONDARY SCHOOLS IN THARAKA SOUTH SUB COUNTY, KENYA
(International Journal of Creative Research and Studies, 2020-05) Gitonga Mubiu, Jeremy; Mugero Muchiri, Joyline
Student leadership in public secondary schools is very important. Student leaders assist the school administration to manage the school by bridging the gap between students and teachers. Effective student leadership is able to address many administrative problems by communicating the students’ needs to the relevant authorities for timely and necessary action. For a school to have effective student leadership, factors affecting these student leaders within the school framework must be addressed. There are several factors that affect students’ leadership in secondary schools. The purpose of the current study was to determine administrative factors affecting students’ leadership in public secondary schools in Tharaka South Sub County. The study employed descriptive survey research design. The target population of the study was 3850 subjects comprising of students, student leaders and deputy principals in the 25 public secondary schools. A sample of 25 deputy principals, 100 student leaders and 225 students participated in the study. A questionnaire was used to collect data from the respondents. Piloting was conducted prior to data collection in the neighboring Tharaka North Sub County. Spearman Rank Correlation Coefficient formula was used to estimate reliability of the instruments and a correlation coefficient of 0.81 was obtained. Validity of the instruments was established through experts’ judgment from the university supervisors. The data collected was analyzed using frequencies, mean and percentages with the help of Statistical Package for Social Scientists (SPSS) version 17.0. Study findings established that schools offered minimal training programs for student leaders’ development, and very little motivation programs like tours for the student leaders. Most schools provided physical facilities like offices for student leaders and gave full authority to student leaders to punish wrongdoers. The findings also revealed that most schools did not have student leaders’ election period in their calendar. The study recommended that schools should look for ways of offering training programs to student leaders to better their leadership skills and also initiate motivation programs for student leaders.
African Indigenous Philosophical Foundations and Ethics: A Deconstruction and Reconstruction of Kenyan Education System
(European journal of social science, 2024-05-30) Ruth M. Mwanzia
One of the objectives of education is to promote ethical behaviour among learners. This is emphasized by various commissions and reports on education. Despite the enormous investment in education over the years and the high academic qualification, the level of impunity, corruption and intolerance among graduates and other leavers has become a major concern among educationists and stakeholders. Efforts through reforms and commissions have not yielded much in developing ethics among learners. This raises concern on the influence of African indigenous philosophical foundations on ethics. The current study aimed at determining the influence of deconstruction and reconstruction of African indigenous philosophical foundations on ethics among learners in all levels of education. The study was carried out in Kenyan universities and communities. Descriptive survey and correlation research design were adopted for the study. A sample size of 384 respondents comprising of 324 students and 60 academic staff participated in the study. Data collection was done using questionnaires and interviews. Instrument validity was enhanced through expert judgement by supervisors. Reliability of instruments was estimated by use of Cronbach Alpha. Descriptive statistics and inferential statistics were used to analyze the data. Research hypothesis was tested using regression and correlation analysis at a significance level of α = 0.05. The study found out that the African indigenous philosophical foundations contribute significantly towards ethics. The null hypothesis that there exists no significant influence on deconstruction and reconstruction of philosophical foundations on ethics is not supported in the current study. The study recommends the need to integrate the African indigenous philosophical foundations in order to influence ethics among learners in all the levels of education
Burn -Out as a Psychological Effect of Widowhood in Meru County, Kenya: Comparative Study of Widows and Widowers
(Journal of Education and Practice, 2018) Mburugu, Beatrice
Widowhood is a state of losing a spouse through death and has been on the increase in Kenya and all over the world. A spouse’s death is traumatic and affect the widowed persons’ psychological well-being, as they go through the various stages of bereavement. They may become withdrawn, less motivated, become frustrated and isolated which may affect their mental and physical wellbeing when burn-out sets in. There may be adverse effects of widowhood that are psychological since the widowed persons may rate themselves low, have disturbing memories and fatigue after the death of the spouse whom they shared life with. In Meru community, no research has been done on the psychological effects of widowhood yet widowhood is traumatic and a common phenomenon in the community. Therefore, the purpose of this study was to determine the psychological effects of burn-out by comparing widowed men and women in Meru County Kenya. A literature gap exists in Kenya on burn-out of widowed men and women thus motivating the author to come up with such a study. Therefore, the objective of this study was to determine burn-out as a psychological effect of widowhood by comparing widowed men and women in Meru County Kenya. Ex post facto’s causal-comparative research design was considered appropriate for the study because of comparison of groups. A sample of 384 widowed persons (192 widows and 192 widowers) in four Districts that were purposively selected making a total of 384 respondents. Data was collected by use of questionnaires which were administered to widowed persons and two Focus Group Discussions for widowed persons were held in each of the four selected Districts; one for the widowers and another for widows. Data analysis was done by use of descriptive and inferential statistics. Inferential statistics included t-test which was used to establish whether differences in burn-out as a psychological effect existed between widowed men and women. Descriptive statistics that included frequencies, means and percentages were also used. The findings revealed variations in the widowed persons’ psychological effect of widowhood where widows showed high levels of burn-out than widowers. From the findings, it is evident that absence of either of the spouse negatively affects the mental and physical wellbeing of the living spouse especially widows. Counselling programmes of widowed persons in the country are needed to assist and empower them especially widows who are not allowed to remarry. It is therefore recommended that the Ministry of gender, religious organisations, service providers and other stakeholders should use such programmes to address psychological needs of widowed persons. Finally, the findings may assist the widowed men and women to cope better psychologically with their state of widowhood which is traumatizing as they attach meaning in life and bring up their families single handedly.
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 Uside, Noel; Njagi Wanja, Mercy; Mugambi Mugero, Joyline
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.
Consequences of Alcohol and Drug Abuse among Chuka University Students, Kenya
(International Journal for Innovation Education and Research, 2022) Kanga, B. M.
There is a drastic increase in alcohol and drug abuse, especially among the youth in many parts of the World.it has been reported that University students are the most affected by the challenge of alcohol and drug abuse the world over. According to National Campaign against Drug Abuse (NACADA), 84% of youth between 16 to 24 years in Kenya are involved in alcohol and drug abuse. University students fall under this age bracket. To mitigate this all universities in Kenya are required to have Alcohol and Drugs Abuse prevention committees and policies. This study aimed at finding out the effects of Alcohol and Drug Abuse among students at Chuka University. The study adopted a descriptive research design. The target population was 15,290 Chuka University students. A simple random sampling technique was employed to choose 384 respondents. Questionnaires were used to collect data. Statistical Package of Social Sciences (SPSS) version 21.0 for windows was used to analyze data. Data was presented in frequency distribution tables, bar charts, and pie charts.
Critical analysis on how learner-related factors affect application of progressivists’ learner-centered approaches in teaching and learning of Mathematics: A case of Meru South Sub-County, Tharaka Nithi County, Kenya.
(2015-07) Mwangi¹, Simon Nyagah; Mwanzia², Ruth M.
Learning mathematics` problem-solving skills using learner-centered teaching approach, as emphasized in the philosophy of progressivism, enhances creativity and problem solving skills to the learners. In contrast, learning mathematics using teacher-centered approaches have increasingly dire consequences to the pupils such as poor performance, lack of creativity, poor socialization and lack of problem-solving skills. This study critically analyzed how learner-related factors affect application of progressivists’ learner-centered approaches in teaching and learning of mathematics. The study employed descriptive survey research design. The target population comprised of 5,547 subjects consisting of 5,160 pupils and 387 teachers from 129 public primary schools within Meru South Sub-County, Tharaka Nithi County, Kenya. A sample size of 378 respondents was obtained using simple random sampling and purposive sampling techniques. Questionnaires were used to collect data from pupils and mathematics teachers. The results of the data analysis were presented using bar graphs, frequency tables and charts. The research findings revealed several learner-related factors such as motivation, attitude, beliefs and myths on mathematics, which were noted to make pupils participate passively in the learning process. Pupils’ negative attitude towards mathematics was also noted as a major hindrance to the application of Progressivists’ learner-centered approaches in teaching and learning of mathematics in Meru South Sub-County. The researcher anticipates that the findings and recommendations of this study may provide valuable reference for teachers, curriculum developers and policy makers in education on learner-centered approaches to enhance teaching of Mathematics. Key Words: Philosophy of Progressivi
CURRICULUM AND ETHICS: A DECONSTRUCTION AND RECONSTRUCTION OF KENYAN EDUCATION SYSTEM
(International Journal of Education and Research, 2019-05-05) Mwanzia, Ruth Mutunge; Wane, Prof. Njoki; Muthaa, Prof. George M.; Muriithi, Dr. Dennis K.
One of the objectives of education is to promote ethical behaviour among learners. The African educational system inculcated ethics among members of society and produced ethically and morally upright individuals for generations. With the introduction of formal education, the responsibility of inculcating ethics to children was taken up by schools. Despite the enormous investment in education over the years and the high academic qualification of graduates leaving the school, the level of impunity, corruption, negative ethnicity and intolerance has remained a major concern among educationists and stakeholders. There is need to investigate the influence of deconstruction and reconstruction of Kenyan education curriculum on ethics among learners. The study established that, deconstruction and reconstruction of curriculum with inclusion of practical-oriented activities in classroom, community based approaches and co-curricular activities would help influence ethics. It is hoped that the findings of this study will provide useful information to curriculum developers, implementers, planners, policy makers and other stakeholders on ways of integrating African indigenous education into contemporary education to influence ethical values.
Dietary lysine requirement for 7-16 kg pigs fed wheat-corn-soybean meal-based diets.
(2016-02-22) Kahindi, R. K. 1; Htoo, J. K. 2; Nyachoti, C. M. 1
Two experiments were conducted to determine the lysine requirement of weaned pigs [Duroc9(York-shire9Landrace)] with an average initial BW of 7 kg and fed wheat–corn–soybean meal-based diets. The exper-iments were conducted for 21 days during which piglets had free access to diets and water. Average daily gain(ADG), average daily feed intake (ADFI) and gain to feed ratio (G:F) were determined on day 7, 14 and 21. Bloodsamples were collected on day 0 and 14 to determine plasma urea nitrogen (PUN) concentration. In experiment1, 96 weaned pigs were housed four per pen and allocated to four dietary treatments with six replicates per treat-ment. The diets contained 0.99%, 1.23%, 1.51% and 1.81% standardized ileal digestible (SID) lysine, respec-tively, corrected analysed values. The rest of the AA were provided to meet the ideal AA ratio for proteinaccretion. Increasing dietary lysine content linearly increased (p<0.05) ADG and G:F. In experiment 2, 90 pig-lets were housed three per pen and allocated to five dietary treatments with six replicates per treatment. The fivediets contained 1.03%, 1.25%, 1.31%, 1.36% and 1.51% SID lysine, respectively, corrected analysed values.Increasing dietary lysine content linearly increased (p<0.05) G:F, linearly decreased (p<0.05) day-14 PUN andquadratically (p<0.05) increased ADG and ADFI. The ADG data from experiment 2 were subjected to linearand quadratic broken-lines regression analyses, and the SID lysine requirement was determined to be 1.29% and1.34% respectively. On average, optimal dietary SID lysine content for optimal growth of 7–16 kg weaned pigletsfed wheat–corn–SBM-based diets was estimated to be 1.32%; at this level, the ADG and ADFI were 444 and560 g, respectively, thus representing an SID lysine requirement, expressed on daily intake basis as, 7.4 g/day or16.76 mg/g gain.
Dropout among Male Pupils in Primary Schools of Igembe District, Kenya
(2013) Muthaa, George M. 1*; M’muyuri, Misheck M. 2 ,; Bururia, David 1 ,; Mwenda, Eric E. 1
Education plays a key role in human development through the process of empowering people to improve their well being and participation in national building. Dropout however poses a serious threat to gains in education despite the Government emphasis on Education for All by the year 2015. In Igembe District the problem is more pronoused among the male children. The study used the ex-post facto research design. The target and accessible population constituted of educational officers, head teachers, guidance and counseling teachers and pupils. A sample size of 364 was used for the study. This study sought information on causes of dropout among boys and strategies that could be adopted to address this problem. The study established that dropout of male pupils was a common problem that required urgent attention. The major factors leading to dropout included; child labour, family instability, initiation, drug abuse and lack of role models. The study recommends affirmative action for the boy child, abolishing of child labour and initiation of boys after completion of primary school as strategies that could address dropout among male pupils.
Effect of Collaborative Teaching Strategy on Students’ Academic Achievement, In Physics in Public Secondary Schools in Nyeri County, Kenya.
(Journal of Research & Method in Education, 2021-07-12) Otiende N. Uside; Njagi M. Wanja; Mugambi J Mugero
Science education is a key driver for development because technological and scientific revolutions underpin economic advances, improvements in health systems and infrastructure. The study of Physics, as a science subject has seen technological advancement and improved speed of communication. It has resulted to quality security systems and use of high precision equipment in hospitals and industries. However, secondary school students’ achievement in Physics has been declining. Different factors including the different strategies used in teaching Physics have been reported to affect students’ achievement in Physics. Based in Nyeri County the study assessed the effect of collaborative teaching strategy on secondary school students’ achievement 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 Pre-test (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. Hypotheses was tested at α=0.05 level of significance. The study established that Collaborative Teaching Strategy enhanced students’ achievement in Physics. The study recommended that teachers should expose students to Collaborative Strategy more frequently and teacher training programmes 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. The Kenya 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 in implementing the competence based curriculum at secondary school level through incorporation of collaborative tasks since collaboration is one of the core competencies to be achieved through the curriculum.
EFFECT OF COMPUTER ASSISTED TEACHING STRATEGY ON STUDENTS MOTIVATION TO LEARN AGRICULTURE BY GENDER IN SECONDARY SCHOOLS IN THARAKA NITHI COUNTY, KENYA
(International Journal of Innovative Research and Knowledge, 2018-02) Dr. Mugero Muchiri, Joyline
It is necessary to analyze academic motivation because of its significance in learning in schools. Gender differences in motivation to learn vary according to school subject. Motivation to learn is partly as a result of teaching strategies employed by the teacher. Motivation to learn is enhanced by the way in which instructional material is organized. In Computer Assisted Teaching (CAT) strategy learners are actively involved in the learning process and this increases their motivation to learn. There is limited information on the effect of the strategy on motivation to learn agriculture in relation to gender. The purpose of the present study was to examine whether there is gender difference in motivation to learn 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 participating schools. A sample of 327 Form One students participated in the study. The research instrument was Motivation Towards Agriculture (MTA) questionnaire with a reliability coefficient of 0.78. Descriptive statistics (means and standard deviation) and inferential statistics (t-test) were used for data analysis. Statistical significant values were accepted at α level of 0.05. The findings indicated that male and female students taught agricultureusing CAT strategy were equally motivated to learn agriculture. It was concluded that the strategy was equally effective in both gender. The study concluded that CAT is an effective strategy in enhancing motivation to learn agriculture in both males and females and therefore agriculture teachers should be encouraged to incorporate CAT strategy in their teaching.
Effect of Computer Assisted Teaching Strategy on Students’ Achievement in Agriculture in Secondary Schools in Kenya
(2018) 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.
EFFECT OF COMPUTER ASSISTED TEACHING STRATEGY ON STUDENTS’ ACHIEVEMENT IN AGRICULTURE IN SECONDARY SCHOOLS IN KENYA
(International Journal of Education and Research, 2015-08) Mugero Muchiri, Joyline; Hillary K., Barchok; Kathuri J., Nephat
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 students’ 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.
Effect of Computer Assisted Teaching Strategy on Students’ Motivation to Learn Agriculture in Secondary Schools in Kenya.
(2018-02) 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.
The Effect of Sleep Quantity on Performance of Students in Public Universities, Kenya
(2014-06) Gikunda, R. M.; Abura, G. O.; Kiriungi, L.; Muchiri, J. M.
The purpose of this study was to examine the subject in public universities. A total of 100 undergraduate students were involved in the study. The study used survey research design. A structured questionnaire was used to collect data from the respondents. Data was analyzed with the help of Statistical Packages for Social Sciences. Descriptive statistics specifically frequencies and percentages, and inferential statistics particularly Pearson’s Product Moment Correlation were applied in data analysis. The study achieved a response rate of 92%. The results indicated that majority (54%) had a cumulative average of a B. The study also revealed a positive correlation between sleep quantity and academic performance with a coefficient of 0. 326 (at 0.01 significance level). The study concluded that lack of adequate sleep negatively affects the performance of students in public universities in Kenya. The main cause of insufficient sleep among university students was stress which resulted from family problems, inadequate pocket money and broken relationships. Therefore, public university students need to evaluate their experience of stress, learn and use effective stress management strategies to deal adequately with it.
Effectiveness of Computer Based Teaching in Enhancing Student’s Interest to Learn Agriculture in Secondary Schools in Tharaka-Nithi County, Kenya
(International Journal of Innovative Research and Knowledge, 2022-03) Dr.Mugero Muchiri, Joyline
Interest plays a key role in learning. Interest motivates students and this enhances successful learning. Students’ interest to learn is affected by the teacher’s style of teaching. Students get interested in learning when they become engaged and actively involved in the learning process. In Computer Based Teaching (CBT), students have hands on activities and are actively involved in the learning process and this increases their interest to learn. Taking into account that agriculture is the backbone of Kenya’s economy, students should develop an interest to learn the subject. The purpose of the present study was to investigate the effectiveness CBT in enhancing students’ interest to learn agriculture. The study employed Solomon Four-Quasi-experimental design. Target population was the 1,779, 876 secondary school students in Kenya. The study was conducted in eight county secondary schools in Tharaka Nithi county, Kenya. Stratified random sampling technique was used in selecting participating schools. A sample of 327 Form One students participated in the study. The research instrument was Interest Towards Agriculture (ITA) questionnaire with a reliability coefficient of 0.78. Analysis of Variance (ANOVA) was used in data analysis. Statistical significant values were accepted at α level of 0.05. The findings indicated that CBT strategy improved students’ interest to learn agriculture. The study concluded that CBT is an effective strategy in enhancing interest to learn agriculture and therefore agriculture teachers should be encouraged to incorporate CBT strategy in their teaching.
EFFECTIVENESS OF COOPERATIVE LEARNING STRATEGY ON STUDENTS’ ATTITUDE TOWARDS MATHEMATICS IN SECONDARY SCHOOLS IN MERU SOUTH SUB-COUNTY, KENYA
(International Journal of Social Science and Economic Research, 2021-02) Maluni, Benedict Mutina
Achievement in Mathematics at Kenya Certificate of Secondary Education (KCSE) examinations has been poor over the years. The low achievement has partly been blamed on teaching methods which do not actively involve learners in the learning process depriving them of taking charge of their learning. The aim of this study was to investigate the effectiveness of cooperative learning strategy in enhancing students’ attitude in Mathematics in secondary schools in Meru South SubCounty. The study employed the Solomon Four-Group, Non-equivalent Control Group Design. The target population for the study was 2430 form three students in 44 co-educational secondary schools in Meru South Sub-County. The sample comprised of 164 form three students from four co-educational schools within the Sub-County. Random sampling was used to select the four schools from a list of prequalified schools. Prequalification was done based on number of students, students’ entry behaviour, availability of teaching/learning resources and teachers' qualification. Simple random sampling technique was used to assign participating schools to experimental and control groups. A Mathematics Achievement Test (MAT) and Students’ Attitude Questionnaire (SAQ) was administered to assess the students’ achievement and attitude towards Mathematics. The instruments were piloted in Maara Sub-County in a co-educational secondary school with similar characteristics as the sampled schools. The reliability of the research instruments was estimated using Cronbach’s Alpha. A reliability coefficient of 0.82 for SAQ and 0.79 for MAT was obtained. Validity of the instruments was ensured through expert judgment. Data was analyzed using both descriptive and inferential statistics. The difference between group means was checked for statistical significance using t-test, ANOVA and ANCOVA. The hypotheses were tested at α=0.05 significance level. Means were separated using Least Significant Difference (LSD) pair wise post-hoc comparisons. The study found that cooperative learning strategy was more effective than conventional teaching in enhancing students’ attitude towards Mathematics in secondary schools.
Effectiveness of Guidance and Counselling Services in Enhancing Students’ Adjustment to School Social Environment in Public Boarding Secondary Schools in Kenya
(International Knowledge Sharing Platform, 2015) Kanga, Benjamin Mugambi; Nyaga, Veronica Karimi; Barchok, Hillary Kipng’eno; Ngari, Stephen Mbugua
School adjustment is the process of coping in a new school environment in order to attain the individual and school’s set goals and aspirations. The government, education managers and parents have expressed the need to strengthen school Guidance and Counselling services in order to enhance students’ adjustment to the school environment. Public boarding secondary schools are expected to implement Guidance and Counselling policy of the Ministry of Education and help students adjust to secondary school environment. This study investigated the effectiveness of Guidance and Counselling services in enhancing students’ adjustment to school social environment in public boarding secondary schools in Kenya. The study adopted a descriptive research survey design. The study target population was 36,671 comprising of 35,659 form 3 students, 506 Form 3 class teachers and 506 teachers in charge of Guidance and Counselling from boarding secondary schools in Kitui, Nyeri and Nairobi counties in Kenya. Purposive and simple random sampling techniques were used to select 756 respondents comprising of 720 Form 3 students, 18 Form 3 class teachers and 18 teachers in charge of Guidance and Counselling from 18 secondary schools for the study. Questionnaires were used to collect data from Form 3 students and their class teachers while an interview schedule was used to collect data from teachers in charge of Guidance and Counseling. Using Spearman Brown Prophesy formula by split half technique reliability coefficient of 0.745, 0.746 and 0.736 were realized for students, class teachers and teachers In charge of Guidance and Counseling respectfully. This was accepted because an alpha value of 0.7 and above is considered suitable for making group inferences that are accurate. The data was analyzed by use of inferential and descriptive statistics with the help of the Statistical Package for Social Sciences (SPSS) version 17.0 for windows and presented in frequency distribution Tables and percentages. The findings of this study provide information to school administrators, policy makers, parents and other stakeholders on various issues that need to be addressed in Guidance and Counseling to enables students adjust to school environment. the study further suggest ways of ways of improving Guidance and Counselling services in order to make it more effective in public boarding secondary schools.
Effectiveness Of Guidance And Counselling Services On Development Of Students Academic Competence. A Comparative Study Of Public And Private Universities In Kenya
(2014) Nyaga, Veronica K.; Oundo, Monicah Buyatsi; Kamoyo, John Mwithalii
Students in institutions of higher learning encounter challenges in their dairy living which leaves many of them devastated, not able to make realistic academic choices and unable to cope with life. Guidance and counselling services are usually provided in public and private universities in Kenya. These services are meant to promote the students well being within a learning set up. The purpose of this study was to determine the effectiveness of guidance and counselling services on development of students’ academic competence in public and private universities in Kenya. The study employed ex post facto casual comparative design. Quantitative data was collected by use of a questionnaire that was administered to 369 third and fourth year full-time undergraduate students enrolled in three public and three private universities in Kenya. In addition, qualitative data was collected through an interview conducted among ten (10) student counsellors and a focus group discussion involving thirty six (36) peer counsellors from the universities studied. Purposive, proportionate and stratified random sampling techniques were used to select the respondents. t-test was used to test the significance and determine whether to reject or accept the study hypotheses. All tests were based on the 0.05 level of significance. An analysis of the findings indicated significant differences in the effectiveness of guidance and counselling services on development of students’ academic competence between those enrolled in public and private universities. The findings showed that through effective guidance and counselling services, students in private universities had better growth in the academic competence than those enrolled in public universities. The findings also indicated no significant gender differences in effectiveness of guidance and counselling services on students’ development of academic competence in both public and private universities. It was recommended that the university authorities should establish clear policies that would improve and strengthen guidance and counselling services to make them effective for the attainment of students’ academic competence.

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