EFFECTS OF COMPUTER COMPONENTS ON KISWAHILI WRITING ACHIEVEMENTS AMONG SECONDARY SCHOOLS IN NAKURU COUNTY, KENYA

The MoEST (2006) initiated the application of computer components in the instruction of Kiswahili writing skills so as to heighten the performance on the following Kiswahili writing aspects: communicate fluently in functional and creative compositions, apply diverse sentence structures proficiently, use correctly diverse components of paragraphs, punctuate their writing compositions appropriately and summarize the data in a required number of words correctly. Though, this has not been achieved as witnessed by learners’ poor learning achievements on Kiswahili writing achievements CATs over years among senior learners in learning institutions in Nakuru County, Kenya The objective of the Paper was to Find out the relationship between students taught Kiswahili writing skills using computer aided instruction and those students taught Kiswahili writing skills using traditional teaching methods on performance on Kiswahili writing achievements. This Paper used a causal-comparative design. 750 student participants were sampled from a study population of 12900 students. Purposive, stratified and simple random sampling techniques were employed to sample the study participants. Students’ questionnaires were used to collect quantitative data. Piloting was pre-tested in three learning institutions to establish the validity and reliability of the study items in two weeks before the beginning of the actual research, whereby the research agreed that the research items were valid and reliable; the reliability of students’ questionnaires was calculated using Cronbach’s Alpha Formula. Students’ alpha coefficient resulted, an alpha of 0.74 which was regarded adequate for the research. Descriptive statistics such as means and standard deviations were used to analyze quantitative data while an independent T-test were used to test the hypothesis so as to establish out the differences between the two means on Kiswahili writing achievements between the two groups. Quantitative data was presented and interpreted using frequency tables, bar graphs and pie-charts. The research results found that computer components increased Kiswahili writing achievements. The t- test results found that there was a significant statistical difference in favour of the computer components group students, it was concluded that the employment of computer components in the teaching of Kiswahili writing skills heightened Kiswahili writing achievements.  Article visualizations

THE EXTENT TO WHICH EFFECTIVE INTERVENTION PROGRAMS RESTORE HUMAN DIGNITY AMONG SECONDARY SCHOOL STUDENTS IN MOMBASA COUNTY, KENYA

Following the rapid increase of reports concerning the radicalization of Kenyan youths and indulging youths into terrorism propagators such as ‘Al-Shabaab’ in some parts of Kenya; has created a need to identify and disseminate effective intervention programs that will bar young people from being endured to participate in murderous activities against their fellow innocent Kenyans. However, the present curriculum does not adequately address the issue of radicalising our young people into religious extremism and preventing young generation from joining terrorism groups. Until then, however, little was known about the extent to which effective intervention programs would restore human dignity in learning institutions. The purpose of this Paper, therefore, was to determine the extent to which effective intervention programs would enhance human dignity among secondary school students in Mombasa County, Kenya. To achieve this purpose, the study sought to address the following objectives: to identify intervention programs being offered in schools and describe how these intervention programs are being taught in schools. This paper adopted qualitative design. The paper was carried out in Mombasa County secondary schools. The paper targeted 30 secondary schools, 30 principals and three form students. The paper used interview and observation checklists to collect data. The paper held face to face interview schedules with the principals. The qualitative data from interview schedules and observation checklists were analysed thematically and the findings were quoted directly in the text. The main findings were that: majority of the secondary schools offer the following intervention programs as a better way of fighting radicalization: a culture of peace making, sports, leisure, cultural activities, drama, music and art and dance. The paper also recommends that teachers should teach skills on how to encounter proactive situation, moral values and intellectual pillar, physical and mental fitness; and drills through theoretical and practical approaches.   Article visualizations

RELATIONSHIP BETWEEN MULTIMEDIA AND LEARNING ACHIEVEMENTS ON KISWAHILI GRAMMAR AMONG SECONDARY SCHOOLS IN NAKURU COUNTY, KENYA

The MoEST (2006) initiated the integration of multimedia into teaching of Kiswahili grammar aspects so as to enhance the following language aspects: pronunciations, spellings, punctuations, constructing sentences correctly and general appropriate use of Kiswahili language patterns. Though, this has not been achieved as witnessed by students’ low performance on Kiswahili grammar aspects CATs over years among Sub-County secondary schools in Nakuru County, Kenya The objective of the Paper was to determine the differences between students taught Kiswahili grammar aspects using multimedia and those students taught the same content using TTMs on learning achievements on Kiswahili grammar aspects. This Paper employed a causal-comparative design. A sample of 750 participants was drawn from a target population of 12900 subjects. Stratified, purposive and simple random sampling methods were used to select the study sample. Questionnaires and Document Analysis Guide were used to collect quantitative and qualitative data. Piloting was done in three schools to determine the validity and reliability of the research items in two weeks before the commencement of the actual study, whereby the study confirmed that the instruments were valid and reliable; the students’ each was computed separately using Cronbach’s Alpha Formula internal consistency and students’ alpha coefficient yielded an alpha of 0.75 which were considered adequate for the study. Mean and standard deviations were used to analyze quantitative data while independent T-tests were used to test the hypothesis so as to find out the differences between the two means on performance on Kiswahili reading comprehension between the two groups. Quantitative data was presented and interpreted in frequency table distributions, bar graphs and pie-charts. The findings of the study established that multimedia enhances learning achievements on Kiswahili grammar aspects. The t-test findings also indicated that there was a statistical significant difference in favour of the multimedia group students it was concluded that the use of multimedia in teaching Kiswahili grammar aspects increases learning achievements on Kiswahili grammar aspects.   Article visualizations

INFLUENCE OF PEER RESPONSE GROUPS’ STRATEGY ON WRITING ACHIEVEMENTS IN KISWAHILI LANGUAGE AMONG SECONDARY SCHOOL STUDENTS IN KISII COUNTY, KENYA

Writing is fundamental to effective communication particularly in this era in which e-mail and other word processed documents are the norm rather than the exception in a workplace. Writing apprehension is a result not a cause. It is a result of lacking knowledge or understanding necessary to complete the writing task and the students’ belief that writing is hard work. Writing is one of the four skills in Kiswahili language needed for written communication. However, previous studies point out that poor instructional strategies in Kiswahili language; not only limit the writing skills but also reduce students’ curiosity in writing. Until then, little was known about the influence of peer response groups’ strategy on students’ writing essays. The purpose of this Paper, therefore, was to determine the influence of peer response groups’ strategy on writing achievements in Kiswahili language among secondary school students in Kisii County, Kenya. To achieve this purpose, this paper sought to achieve the following objectives: to determine teachers’ competence in applying peer response strategy in classrooms and describe how response peer groups’ strategies impact writing in Kiswahili language. This paper adopted qualitative design. This paper was conducted in Kisii County secondary schools. The paper targeted secondary schools, teachers and form three students. The paper used interviews, observations and focus discussions to collect data. The paper held face to face interviews with teachers. Qualitative data was analysed thematically and findings were quoted directly in text. The major findings of this paper were that: peer response strategy enhance students’ drafts, lead to meaningful revisions, increase learners’ vocabulary and encourage students to write and revise drafts. This paper recommends that teachers ought to apply peer response groups’ strategy in the teaching of Kiswahili language in classrooms so that to enhance students’ writing achievements.  Article visualizations

The main coping Strategies being Applied by teachers and school Managers to Implement Life Skills Education in Trans- Nzoia West District, Kenya

The gist of this study was to investigate the copping strategies applied by teachers and school managers to implement life skill education in secondary schools in Trans-Nzoia West District, Kenya. This study used Social Learning Theory or Social Cognitive Theory (SCT) by Albert Bandura (1986), which  explains that children learn to behave through both formal instruction (for example how parents, teachers and other authorities and  what role-models tell them to behave) as well as observation) amongst others. A descriptive survey research design was adopted for the study. From the target population of 1800 students, 150 teachers and 37 principals in 37 public secondary schools in the district, stratified random sampling technique was adopted to draw 15 principals, 30 teachers and 180 students yielding 225 subjects. Questionnaires were used to collect data from teachers and students while interview schedules were used to collect data from the principals.  Quantitative data from questionnaires were analyzed using Statistical Package for Social Sciences (SPSS) while qualitative data from interviews were analyzed thematically. The main findings were that: the teachers and school managers were not well prepared to implement lifeskills education because of the fact that not only were the teachers not specifically trained to handle LSE, but they also claimed that since LSE is not examinable subject, it was also an added burden in the context of the high student-teacher ratio due to inadequate teaching force. In addition, although instructional resources are fairly available in most schools visited, they were grossly inadequate. While the attitude towards LSE education was positive amongst students, the teachers had negative attitude. It was evident that teachers and school managers had adopted various largely appropriate and participatory copping strategies including discussion, debates, brain-storming, case studies and storytelling amongst students and teachers to implement the LSE curriculum. What remains to be established is the extent of effectiveness of the applied strategies in meeting the objectives of LSE curriculum.  It is thus recommended that relevant Government Ministries and semi autonomous  Agencies  (SAGAs) should fast track  staff development initiatives  through in-service training to equip teachers and school managers  with relevant knowledge,  skills and attitudes necessary for the implementation of LSE curriculum not only in the  study locale but in other counties experiencing similar constraints in the country.[374 words]. Keywords: Life skills education, Implementation, level of preparedness, teachers, school managers, Secondary schools, Copping strategies, Trans-Nzoia West District, Kenya

ATTITUDES OF TEACHERS TOWARDS IMPLEMENTATION OF INCLUSIVE EDUCATION IN NYAMIRA COUNTY, KENYA Authors

ABSTRACT The purpose of the study was to find out the attitudes of teachers towards implementation of inclusive education in Nyamira County, Kenya. The study adopted a descriptive survey design. The study targeted 4000 and 5 education officers in Nyamira County. They are involved in the implementation and delivery of the curriculum. The study used simple random sampling. The study observed that the attitude of teachers towards inclusive education was negative. The negativity of teachers was due to variables such as the teacher's lack of knowledge and skill of disabilities; the need for special curriculum for learners in inclusive education; low achievement of SNE children and increased indiscipline cases. The study recommended that: Teachers should recommend severe cases of disability to special schools; teachers to recommend to the ministry of education areas of the curriculum that require change to meet needs of all learners in inclusive settings; all teachers be trained

Supercruiser Arrow HS-8

Technology in aeronautics has advanced dramatically since the last design of a production High Speed Civil Transport (HSCT) aircraft. Newly projected requirements call for a new High Speed Civil Transport aircraft with a range of approximately 550 nm and at least 275 passenger capacity. The aircraft must be affordable and marketable. The new HSCT must be able to sustain long-duration flights and to absorb the abuse of daily operation. The new aircraft must be safe and simple to fly and require a minimum amount of maintenance. This aircraft must meet FAA certification criteria of FAR Part 25 and environmental constraints. Several design configurations were examined and two designs were selected for further investigation. The first design employs the delta planform wings and conventional empennage layout. The other design uses a swing wing layout and conventional empennage. Other engineering challenges, including materials and propulsion are also discussed. At a cruise flight speed between Mach 2.2 and Mach 3.0, no current generation of materials can endure the thermal loading of supersonic flight and satisfy the stringent weight requirements. A new generation of lightweight composite materials must be developed for the HSCT. With the enforcement of stage 3 noise restrictions, these new engines must be able to propel the aircraft and satisfy the noise limit. The engine with the most promise is the variable cycle engine. At low subsonic speeds the engine operates like a turbofan engine, providing the most efficient performance. At higher speeds the variable cycle engine operates as a turbojet power plant. The two large engine manufacturers, General Electric and Pratt & Whitney in the United States, are combining forces to make the variable cycle engine a reality

Is the Sprawling Urban Form Sustainable? : An Investigation of the Ecological Impacts of Low-density Fringe Development

The traditional postwar city has been characterized by extensive low-density residential growth coupled with an over-reliance on the private automobile for mobility in the city. As human activities seem to be the defining determinants of the unsustainable urban fabric, it is essential to understand the long-term impacts of the contemporary urban lifestyle and how it detrimentally relates to the planet. In this research, two urban development concepts were investigated to determine the type of urban form suitable for structuring a more sustainable city. By comparing low-density suburban communities to core area communities using an environmental impact assessment tool supported with empirical observations and theory, the differences between these two urban concepts were obtained. Using the ecological footprint methodology, footprint estimations were done for suburban communities (N = 8) and core area communities (N = 4) in Calgary to find out their disparities. The research used neighborhood household income/consumption as a proxy for estimating the ecological footprint values and footprints obtained ranged between 11.35 Gha/cap and 6.77 Gha/cap. All the data used in this research are secondary data obtained from Statistics Canada, The City of Calgary, and a Canadian national footprint study by Mackenzie et al (2008). The research suggests that drawing growth to core areas is a salient part of reducing ecological footprint but it needs to be complemented with novel ways of urban fringe development to maximize the outcomes of ecological footprint interventions. Since the highest ecological footprint values were found in high-income suburban neighborhoods, it is relevant to approach the problem by utilizing income as an integrator in making the urban form less suburban and also changing the structure of the few indispensable suburban communities