Effects of Jigsaw Cooperative Learning Strategy on Students’ Achievement by Gender Differences in Secondary School Mathematics in Laikipia East District, Kenya

Students’ Gender differences in mathematics achievement have important implications for the underrepresentation of women in science. Typically, students’ gender differences in mathematics achievement emerge at the beginning of high school, where female students have continued to perform poorly in the subject in the Kenya Certificate of Secondary Education (K.C.S.E) examinations. That has raised concerns among the stakeholders in education due to the importance attached to mathematics. The factors that are attributed to the female students’ dismal performance in the subject include;  poor attitude towards the subject by the students and teachers, gender stereotypes, lack of role models, and the instructional methods used by teachers. This study sought to address the problem of ineffective instruction methods by teachers. It was to find out if the use of Jigsaw Cooperative learning Strategy during instruction of Surds and further logarithm in mathematics to Form Three students had effects on their gender differences in performance. There is was as a result of inadequate information in research conducted in Kenya on effects of the use of Jigsaw Cooperative learning Strategy on students’ achievement in mathematics by gender difference. Solomon Four non-equivalent control group design was used in the study. A simple random sample of four district secondary schools was selected from Laikipia East District. The sample size was 160 students out of population of about 20,000 students in the district. A mathematics achievement test (MAT) was used for data collection. The instrument was piloted in a school which was not used in the study in the same district and a reliability coefficient of above the required threshold of 0.70 was found. The instrument was validated by education experts from the University. Data was analyzed using t-test to test hypotheses at Coefficient alpha (?) level of 0.05. The results showed that there is no statistically significant gender difference in mathematics achievement when students are taught using Jigsaw cooperative learning strategy. The findings may be useful to policy makers, curriculum developers and education officers in deciding on the appropriate learning strategy for learners to reduce gender disparities. Keywords: Jigsaw cooperative learning strategy, gender differences in mathematics achievement in secondary school

The Relationship between Students’ Attitude towards Mathematics and their Mathematics Self-Concept and Achievement in the Military Science Programme of Egerton University, Kenya

Knowledge of mathematics as a tool for use in everyday life is important for the existence of any individual and society. It is for this reason that tertiary institutions take mathematics as part of professional development. Despite the importance of mathematics as a basic preparation for full participation as a functional member of the society, the performance in the subject has been poor as shown in national examinations in Kenya. The general trend in students’ performance in mathematics in the military science programme of Egerton University indicates higher percentage of graduates who underachieve in the subject. This study sought to investigate the relationship between Students’ attitude towards mathematics and their mathematics self-concept and achievement in the military science programme offered at Egerton University in Kenya. The guiding theory was based on the Systems Approach theory. Correlation research design was used in the study. The study population was 145 student officers (Cadets) enrolled in the military science programme of Egerton University in Kenya. Sample size for the study was the entire population. Two instruments were used namely: Self  Descriptive Questionnaire III (SDQ III) and Students’ Mathematics Attitude Scale (SMATS). These instruments were validated and pilot tested for suitability and reliability. The study found the reliability for Students’ Mathematics Self Concept (SMSC) and SMATS to be 0.86 and 0.82 respectively using Cronbach’s alpha, hence were reliable. Questionnaires solicited information on the students’ academic background and their mathematics scores in KCSE. Students’ Mathematics Achievement Scores (SMAS) were mathematics scores in University examinations. Data was analyzed using descriptive and inferential statistics to test the stated hypotheses at alpha (?) level of 0.05. Pearson moment correlation was used to test hypotheses. Statistical Package for Social Sciences (SPSS) was used for data analysis. This study is important to understand factors that affect students’ attitude towards mathematics and their mathematics self concept and achievement in order to embrace mathematics as a utility subject in school and life Keywords: Mathematics, Self Concept, Attitude, Achievement, Tertiary institutions, Keny

Effects of Principals’ Team Work Capabilities on the Adoption of Strategic Management in Public Secondary Schools in Baringo County, Kenya

Strategic management is a critical component for the effective performance of an organization. Many successful organizations have consistently performed better than their competitors mainly because they have implemented strategic management. The Ministry of Education (MOE) in the Republic of Kenya expects that all secondary schools put in place strategic management for performance improvement and the realization of the national goals of education. The Principal plays a pivotal role in the adoption of school improvement initiatives such as strategic management. This study sought to find out the effects of Principals’ team work capabilities on the adoption of strategic management in Public Secondary Schools. The study found out that Principals’ team work capabilities had a significant effect on the adoption of strategic management in Public Secondary Schools. Keywords: Principals, Team work capabilities, Adoption, Strategic Managemen

Investigations of Experiential Cooperative Concept Mapping Instructional Approach on Secondary School Girls’ Achievement in Physics in Nyeri County, Kenya

This study investigated the effects of Experiential Cooperative Concept Mapping Instructional Approach (ECCA) on girls’ achievement in Physics in secondary schools. The study employed Quasi- Experimental Research Design represented by Solomon Four Non-equivalent Control Group Design. Stratified sampling technique was used to select 8 Secondary Schools from girls’ alone and co- educational schools strata drawn from Nyeri County. A total of 334 Form Two students were involved in the study.  A validated Students Physics Achievement Test (PAT) with a reliability coefficient of 0.80 was administered. The experimental group I and III were exposed to ECCA while the conventional Method was used for the control group. Two groups were pre-tested prior to the implementation of the ECCA treatment. After five weeks, all four groups were post-tested using the Physics Achievement Test (PAT). Data was analyzed using ANOVA and ANCOVA at a significance level of alpha (?) equal to 0.05.  The results of the study revealed significant effect on achievement of girls when ECCA was used. However there was a significant effect in achievement on school type in favour of girls’ alone class performing better than girls in co-educational class when ECCA was used. The investigations concludes that ECCA is an effective learning strategy which physics teachers should be encouraged to use in their teaching/ learning process in order to address the current low girls performance. This may create an increased pool of scientific and technical female workers in the area where Physics is a requirement. Key words- Experiential Cooperative Concept Mapping (ECCA), Conventional Methods (CM), Secondary School, Girls’ Achievement, Physics, Nyeri County

Headteachers’ Perceptions of the Relationship between Parental Support and Learners’ Retention in Public Secondary Schools in Bureti District, Kenya

Parental support has been central to realizing quality education. Parental support in areas of fees, teaching materials, uniforms and labour has been vital for the expansion of education in Kenya. However, a low retention level which is an indicator of internal efficiency has remained a challenge in most public secondary schools.  Consequently, the study sought to establish the headteachers’ perceptions of the relationship between parental support and learners’ retention in public secondary schools in Bureti District, Kenya. The study used a descriptive survey research design. The head teachers of public secondary schools constituted the respondents of the study. A sample of 30 respondents was drawn for the study. A simple random sampling technique was used to select the respondents for study. The study used questionnaires and interview schedules to collect data. The research instruments were pilot tested on headteachers that were not part of the study sample. Using Cronbach's alpha, an index of 0.874 for the questionnaire was established to mean it was reliable. Descriptive statistics and inferential statistics technique were used to analyze data with the help of Statistical Packages for Social Sciences (SPSS version 20). To make reliable inferences from the data, all statistical tests were subjected to a test of significance at coefficient alpha (α-level= 0.05) equal to 0.05. The study revealed that there is a statistically significant relationship between parental support to education and learners’ retention levels. This study recommends that school leaders be guided to interrogate this relationship in a way that will provide policy direction in enhancing retention among secondary school learners. Keywords: Parental Support, Learners’ Retentions, Public Secondary Schools, Bureti, Kenya

Effects of Experiential Cooperative Concept Mapping Instructional Approach on Secondary School Students’ Motivation in Physics in Nyeri County, Kenya

This study aimed at finding out the effects of Experiential Cooperative Concept Mapping ECCM on students’ motivation to learn Physics. Solomon Four Non-equivalent Control Group Design under the quasi- experimental research was used. A stratified random sample of 12 Secondary Schools was drawn from Nyeri County. Four boys’ alone, four girls’ alone and four co-educational schools were randomly assigned to four groups with a total of 513 Form Two students. Students in all the groups were taught the same Physics content of Magnetic Effect of Electric Current. The experimental groups were taught using ECCM approach while the control groups were taught through Regular Teaching Methods (RTM). Two groups were pre-tested prior to the implementation of treatment. After five weeks, all four groups were post-tested using the Student Motivation Questionnaire (SMQ). The instrument was validated and pilot tested before use. The reliability coefficient for SMQ was 0.81.  The instrument was scored and data analyzed using t-test, one-way ANOVA and ANCOVA at a significance level of alpha equal to 0.05.  The results of the study revealed that there was a statistically significant difference between the motivation to learn of students who were taught through ECCM and those taught through RTM. The researchers recommend the used of ECCM in addressing motivation of students towards learning physics. Keywords: Experiential Cooperative Concept Mapping (ECCM), Regular Teaching Methods (RTM), Secondary School students, Physics, Motivation, Nyeri County

Effects of Gowin’s Vee Heuristic Strategy on Secondary School Students’ Conceptual Understanding and Metacognition in the Topic of Moments in Physics, in Uasin Gishu County, Kenya

Physics is a science subject that has contributed immensely to the technological advancement of the world. In the Kenyan 8-4-4 curriculum, it is optional at form three and four. However, physics in Kenya has been faced with poor performance. Consequently, many students drop out of the subject on moving to form three. The cause of this trend has not been fully concluded. On the contrary, many have attributed it to poor instructional methods. This study, therefore, attempts to change this trend. It collected data on the effects of Gowin’s Vee heuristic strategy on students’ conceptual understanding and metacognition in physics among secondary schools in Uasin Gishu County. It was carried out in physics classroom setting. Solomon four quasi-experimental design was used. Two experimental groups were taught using Gowin’s Vee as treatment and two control groups were taught using conventional methods. The target population was 3735 form two students in 83 mixed secondary schools in Uasin Gishu County. Purposive sampling was used to select 134 students to the control and experimental groups. The instruments used were Physics Metacognitive Activity Inventory Questionnaire (PMCAIQ) to test their metacognition and Physics Conceptual Understanding Achievement Test (PCUAT) to test conceptual understanding. The validity of the instruments was determined by supervisors and examination experts from the department of Curriculum, Instruction and Educational Management as well as physics teachers. Reliability of instruments was done using the coefficient of alpha for both instruments. The study found Coefficient of alpha 0.75 and 0.78 for PCUAT and PMCAIQ respectively, hence they were reliable. The data was subjected to descriptive statistics such as mean and standard deviation. Also inferential statistics was done using t-test and one way ANOVA at 0.05 significance level. These were followed by post hoc analysis. The analysis was done by Statistical Packages for Social Sciences (SPSS). This study is important in enhancing performance and quality of teaching in the topic of moments in physics and sciences in general. Keywords: Gowin’s Vee, Heuristic, Strategy, metacognition, Conceptual understanding, Physic

The context of using TESSA OERs in Egerton University’s teacher education programmes

The Teacher Education in Sub-Saharan Africa (TESSA) consortium has developed Open Educational Resources (OERs) to support school-based teacher education and training. Egerton University has been involved in the creation and development of TESSA materials since 2005. TESSA materials are used particularly in the B.Ed. (Primary) programme for in-service teachers and are integrated into the relevant pedagogy courses. In Kenya, there have been changes in the minimum requirements for joining primary teacher education programmes. This has led to an increased interest among teachers to upgrade their qualifications, improve their competencies and the quality of their practice. There are incentives for them to do so, including paid study leave, incremental credits on salary and promotion upon completion of their studies. For in-service teachers taking a qualification, part-time and distance learning is a necessity: because they need to fit their study around their own teaching. The expectation is that periods of residential study during holiday times, materials supplied as part of their programme, and school-based assessment, provide the basis for the development of their practice in their schools. This paper explores some of the challenges of these changing circumstances. We examine, through analysis of interviews which have been carried out with teachers and teacher educators, the opportunities and the constraints offered by a qualification designed to develop teaching practice. We explore the ways in which the use of TESSA OERs help support the development of teaching practice, and we map the challenges faced by teachers and by teacher educators in changing practice and in fitting new practices into existing school cultures

Influence of Gender Streamed (Boys’ and Girls’ Only) Classes on Coeducational Secondary Schools’ Mathematics Teachers Perceptions in Nakuru, Uasingishu, Kericho and Baringo Counties of Kenya

The skills acquired in mathematics provide a country with a human resource that is highly educated and able to tackle most of the country’s social economic problems. However, the performance of students at the KCSE mathematics examinations in Kenya has been dismal for many years. In addition, majority of the girls in particular have been performing poorly in the subject compared to the boys. As a possible remedy to this, single sex classes within coeducational secondary schools were created. There is however limited research, which has been carried out to  compare mathematics teachers’ perceptions between single and mixed sex classes in coeducational  secondary schools in Kenya. Therefore, this study was designed to find out the effects this intervention. The study adopted an ex post facto causal comparative research design. A sample of 203 mathematics teachers from county and sub county co-educational secondary schools (those with mixed sex and single sex classes) in Nakuru, Uasingishu, Kericho and Baringo counties of Kenya participated in the study. Data was obtained using self-report questionnaires for mathematics teachers. The instrument was pilot tested and validated to improve it before actual data collection. A Chronbach alpha reliability coefficient was calculated and an index of 0.87 obtained. The collected data was analyzed using descriptive statistics and ANOVA at a significant level of alpha (α) equal to 0.05.The findings show that mathematics teachers’ perceptions of their classes are positive irrespective of the class gender composition. The findings further show that there were no statistically significant differences in their perceptions between single sex and mixed sex classrooms in both the sub county and county schools.  The results from the study have yielded valuable information that may inform the intervention in Kenya’s coeducational secondary schools and advice policy makers, teachers and administrators of the schools on appropriate measures to undertake to enhance its effectiveness in the teaching and learning of mathematics. Keywords: Gender streamed classes, mathematics teachers, Perceptions, Coeducational secondary schools

Effects of an E-Learning Module on Students’ Attitudes in an Electronics Class

Research has shown that students exhibit negative attitudes towards Electronics especially when they are taught using the conventional method. This is in addition to poor instructional methods that do not promote individualization of instruction or make learning interesting. The purpose of this study was to design an e-learning module in “Transistors” – a topic in the Electronics course - and determine its effects on students’ attitudes in Kenyan Polytechnics. The Solomon-three quasi-experimental, non-equivalent control group research design was used for the study. A sample consisting of 103 first year Electronic Engineering students from three Polytechnics were randomly assigned to three groups; one experimental, E and two controls; C1 and C2. A self-administered Students’ Attitude Questionnaire (SAQ) with a calculated Cronbach-alpha reliability coefficient of 0.88 was used for data collection. The data was analysed using t-tests and the analysis of covariance (ANCOVA) statistical test at an alpha level of significance of 0.05. The results of the t-test revealed that the differences in gain from pre-test to post-test between groups E and C1 were significant in favour of group E. Further results using ANCOVA revealed that there were statistically significant differences in post-test scores for students’ attitudes between groups E and C2 in favour of group E. This showed that the presence of a pre-test had a significant effect on students’ attitude towards the topic being taught irrespective of whether they were taught using the e-learning module or the conventional method. The findings of the study shall be useful to Electronics students and lecturers, curriculum developers, e-learning practitioners and educational policy makers in Kenya. Keywords: e-learning, conventional method, attitudes, electronics, transistors, studen