6th International Research Conference Proceedings Chuka University, 2019

Permanent URI for this collectionhttps://repository.chuka.ac.ke/handle/123456789/18828

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    Propensity of teachers to the use of tablet computers for classroom instruction in lower primary public schools in Meru South, Kenya
    (Chuka University, 2020-11-06) Njagi, M.W., Silas, E.N.
    Technology such as use of tablets, laptops, ipads and desktop computers as pedagogical tools in the classroom has increased significantly in recent years all over the world. New technology like the tablet computers offer real value as educational tools due their versatility, portability, and ease-of-use insinuating enormous educational implications that leads to meaningful learning and digital adaptability. The affordances attributed to the tablet computers can only be actualised if teachers have a sound understanding of technology, curriculum and pedagogy. The purpose of this study was to determine the propensity of teachers to the use of tablets computers for classroom instruction in lower primary schools in Meru-south sub-county, Kenya. The study adopted descriptive research design. The teachers who participated in the study were purposefully sampled from public primary schools from Meru-south sub-county in Kenya where a sample of 41 lower primary school teachers was used. The study established that the teachers were not adequately prepared in terms of digital knowledge and skills for tablet computer use for teaching and learning. The findings offer relevant insight to policy-makers and education administrators to prepare teachers to maximize the potential of tablet computer as a teaching and learning tool to facilitate effective instruction that supports meaningful learning. The findings will provide teachers and instructors information relating to key educational and school considerations in the applications of tablet computers for more effective use in the educational context. Keywords: Tablet Computer, Classroom Instruction, Educational Technology, Lower Primary Schools.
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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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    Role of fieldwork in geography performance: a case study of education students of the University of Nairobi
    (Chuka University, 2020-11-06) Wakajummah, J
    The term "fieldwork" refers to educational and in this sense, geographical activities conducted in a field setting outside the normal classroom environment. It is very key to geographical studies and had previously been mandatory for all students undertaking geography since it has been established that fieldwork enhances the performance of students by translating classroom theories into reality. However, with the introduction of different other modes of learning, some of which do not allow time for fieldwork, not all students have the privilege of being exposed to fieldwork. Coupled with this is the inability of some learners to meet the finance requirements of fieldwork. Using a quantitative approach, this study set out to test the hypothesis that: students who are exposed to fieldwork do not significantly perform better than those who are not exposed to fieldwork at the end of the academic year. The study used systematic random sampling with a random beginning to select geography students in their third and fourth year of study, from the school of education and the school of open and distance learning of University of Nairobi. A total of 170 students were sampled. The examination scores of these students was analyzed using chi square and Pearson product moment of correlation. The study found that fieldwork exposure was effective in improving students’ performance in Geography. This study recommends that; fieldwork should be made mandatory in all Universities where geography is a discipline, and that the Universities find a way of financing the fieldwork so that all students could be exposed to it. Keywords: Fieldwork, geographical activity, normal classroom environment, geographical studies, educational, performance, reconnaissance.
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    Role of fieldwork in geography performance: a case study of education students of the University of Nairobi
    (Chuka University, 2019-11-08) Wakajummah, J.
    The term "fieldwork" refers to educational and in this sense, geographical activities conducted in a field setting outside the normal classroom environment. It is very key to geographical studies and had previously been mandatory for all students undertaking geography since it has been established that fieldwork enhances the performance of students by translating classroom theories into reality. However, with the introduction of different other modes of learning, some of which do not allow time for fieldwork, not all students have the privilege of being exposed to fieldwork. Coupled with this is the inability of some learners to meet the finance requirements of fieldwork. Using a quantitative approach, this study set out to test the hypothesis that: students who are exposed to fieldwork do not significantly perform better than those who are not exposed to fieldwork at the end of the academic year. The study used systematic random sampling with a random beginning to select geography students in their third and fourth year of study, from the school of education and the school of open and distance learning of University of Nairobi. A total of 170 students were sampled. The examination scores of these students was analyzed using chi square and Pearson product moment of correlation. The study found that fieldwork exposure was effective in improving students’ performance in Geography. This study recommends that; fieldwork should be made mandatory in all Universities where geography is a discipline, and that the Universities find a way of financing the fieldwork so that all students could be exposed to it. Keywords: Fieldwork, geographical activity, normal classroom environment, geographical studies, educational, performance, reconnaissance.