INFLUENCE OF TEACHERS’ INSTRUCTIONAL STRATEGIES AND STUDENTS’ LEARNING STYLES ON ACADEMIC ACHIEVEMENT IN KENYAN HIGH SCHOOL PHYSICS

This study investigated the influence of Teachers’ instructional strategies and students’ learning styles on academic achievement in physics among Kenyan high school students. A quasi–experimental pre-test post–test non-equivalent control group design was employed to investigate how three teachers' instructional strategies (guided-inquiry, cooperative learning and direct instruction) and three learning styles (visual, auditory and kinaesthetic) influence academic achievement in Physics practical work while controlling for gender. The target population was all form three Physics students in Navakholo Sub-County area of Kakamega County. A sample size of five hundred and nineteen (519) form three physics students were selected through multistage sampling procedures (purposive sampling, proportionate stratified random sampling and simple random sampling). One null hypothesis was tested at 0.05 level of significance to guide the study. Physics Achievement Tests 1 and 2 (PAT1 & PAT2) and Learning Style Questionnaire. Teachers’ Instructional Guides on Guided-Inquiry (TIGITS), Cooperative (TIGCTS) and Direct Instructional Strategy (TIGDITS) were used to collect data. Validity and reliability of the instruments were assessed. Analysis of covariance (ANCOVA), Multiple Classification Analysis (MCA) and Scheffe multiple comparison test were used to analyse the data. Findings revealed, a significant effect on the academic achievement of physics students taught with different instructional strategies considering their different learning styles. Recommendations were provided.  Article visualizations

Pedagogical Factors Affecting Integration of Computers in Mathematics Instruction in Secondary Schools in Kenya

The paper reports findings of a study which sought to examine the pedagogical factors that affect the integration of computers in mathematics instruction as perceived by teachers in secondary schools in Kenya. This study was based on the Technology Acceptance Model (TAM). A descriptive survey design was used for this study. Stratified and simple random sampling techniques were used to select a sample of 200 teachers that was drawn independently and randomly from the stratum of secondary schools. Questionnaires, interview and observation schedules were used to collect data from respondents. Data was analyzed using descriptive statistics frequencies and percentages and inferential statistics including one way analysis of variance and regression analysis. The results indicate that mathematics teachers’ use of computer technology is significantly related to pedagogical factors such as knowledge and skills in computer, perceived usefulness, access to hardware and software and technical support and pedagogical routine practice. The study provides a basis upon which recommendations on appropriate remedies can be formulated to enhance the integration of computers in mathematics instruction by teachers. This also provides a guideline for the selection of sound instructional approaches in mathematics instruction in secondary schools. Keywords: ICT pedagogy, instructional software, mathematics classroom