ARTS EDUCATION

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    Selected digital tools in english language instruction in public secondary schools in maara sub-county, tharaka nithi county, kenya
    (Chuka University, 2024) Njeru Brenda Kinya
    English language instruction is vital to education systems worldwide because it opens up many opportunities for individuals to access higher education, find jobs, and interact with people from other countries and cultures. Thus, English teaching techniques affect language learning and learners' capacity to interact meaningfully with the language. The research examined selected digital tools for English language instruction in Maara sub-county, Tharaka-Nithi County, Kenya. The study had four objectives: to assess the types of digital tools used in language instruction, to establish the frequency of use, to examine the influence of digital tools on English language instruction in public high schools, and to assess the challenges met by teachers in using digital tools. Component display and media richness theories were utilized to inform the study. The study utilized descriptive survey research design and was done in public high schools in Maara subcounty, Tharaka Nithi county, Kenya. The research population was 7025, including 208 form three teachers of English, 67 head of English subject teachers, and 6750 form 3 learners from public secondary schools in different wards of Maara sub-county. The sample size utilized was 379, including 327 students, 39 teachers of English, and 13 English subject heads. For a representative sample, multistage sampling was performed. Stratified sample divided respondents into HOS, instructors, and students while simple random sampling selected a proportional number of form three pupils. HOS were selected for the research by purposive sampling. Questionnaires were used to gather data from students and teachers of English while English language subject heads at several schools were interviewed. A pilot study in Embu-West sub-county, Embu County, tested instrument dependability. The research instruments' reliability was examined using Cronbach's Alpha coefficient. The reliability test yielded a value of 0.7, indicating that the research instruments were reliable, as they fell within the acceptable Cronbach’s alpha coefficient threshold of 0.7. SPSS 26 was used to clean, code, and analyze data. To ensure that the study tools addressed all important aspects of the issue, Chuka University supervisors determined face and content validity. The study found that integrating digital tools into English language instruction positively impacted learning outcomes. It emphasized the need for effective use of these tools in secondary schools to enhance English language instruction.
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    Perceptions on selected social media platforms and english language instruction in public secondary schools in Muthambi sub county, Tharaka Nithi county, Kenya
    (Chuka University, 2024) Mbae Nelly Kananu
    In the twenty first century, We can't imagine life without social media. As a source of both entertainment and information, social media platforms are indispensable. Most people think that students use social media as a way to distract themselves from schoolwork. Social media is becoming the preferred environment for communication, collaboration, and sharing information, especially among the young population. Social media platforms such as WhatsApp, YouTube and Tik Tok are handy, simpler to deploy, free or not expensive, and ready to be used in different contexts. Information Communication Technology integration and use have been singled out to be the best strategies among many to use in teaching and learning in schools across the globe. However, use of specific social media platforms in classroom teaching and learning of various subjects in Kenyan schools has not been widely researched thus creating a gap in knowledge that this study filled. This study examined perceptions of selected social media platforms and English language instruction in public secondary schools in Muthambi Sub County, Tharaka Nithi County, Kenya. Three objectives guided the study; to determine the frequency of use of social media platforms on English language instruction in public secondary schools in Muthambi Sub-County, Tharaka Nithi county Kenya, to examine the relevance of use of social media platforms on English language instruction in public secondary schools in Muthambi Sub-County, Tharaka Nithi county Kenya and to explore the influence of use of social media platforms on English language instruction in public secondary schools in Muthambi Sub-County, Tharaka Nithi county Kenya. The theory of Technology Acceptance Model and constructivism theory were used to guide the study. A descriptive research design was adopted for this study. The target population for this study was 1091 comprising 1040 students, 30 teachers and 5 school principals. A sample size comprising 290 form three students, 30 teachers and 5 school principals were selected for this study. Questionnaires were sent to educators and pupils, and administrators were interviewed according to prearranged timetables. Two schools were chosen at random to participate in the study's pilot in Maara Sub County. The instruments were determined to be trustworthy for the research when Cronbach's Alpha was used to verify their reliability. With the use of Statistical Package for the Social Sciences version 26.0, descriptive statistics like mean, mode, and standard deviation, as well as inferential statistics like chi square, were employed to analyse the data. At the 0.05 threshold of significance, the hypothesis was tested. This research found a statistically significant correlation between how people felt about ESL classes and their opinions on certain social media sites. Researchers found that instructors' use of WhatsApp, TikTok, and YouTube—three social media platforms—would have a favourable effect on English language instruction if teachers used them more often. It is believed that the Kenya Institute of Curriculum Development would benefit from this study's results by learning how to adapt their English language curricula to include ICT. The value and benefits of investing in digital content technologies for increased performance in English subjects may also be learnt by secondary school administrators. If kids pay more attention and actively participate in class, they may learn more and teachers might reap the benefits. This study provides a great starting point for academics and researchers interested in the topic of technology-assisted language learning and instruction.