Correlates gender traits and mindset on the choice of physics subject at high school in Kenya

Higher education and training in science, technology, engineering, and mathematics (STEM) are important for the industrial growth and development of any nation. Physics subject provides the basics for training in many STEM areas. However, failure to pursue physics to the end of high school denies learners opportunities in STEM courses. This research employed a correlational design and survey method to examine the relationship of gender traits (GT) and mindset (MS) with learners’ intention to choose physics among 378 high school students randomly sampled. The study adopted the gender traits test and mindset questionnaires. The Chi-square test for the relationship of GT and MS with the intention to choose a physics subject yielded p>0.05. These results revealed that no student is deprived of an opportunity to pursue physics to higher levels on account of their GT or MS. Thus, attempts to increase the number of learners who can potentially pursue STEM courses by studying physics in high school should focus on other known factors other than GT and MS

Is Congruence a Predictor of Satisfaction with the Choice of Degree Program among University Students in Kenya

A lot of studies carried out in Kenya have examined the factors that lead to a student’s choice of degree program with most reports suggesting that parents and peers have significant influence. The extent to which the personal attributes lead to the choice of degree program has not been examined. This study examined congruence as a predictor of satisfaction with the choice of degree program. The Self Directed Search 4th Edition questionnaire by (Rosen, Holmberg, & Holland, 1994) and a satisfaction scale were used to gather information. The results indicated that majority of the students were satisfied with their choice of degree program. Congruence was found to be weak predictor of the choice of degree program (r=.04, n = 389, .433), and significantly negatively correlated with satisfaction with the degree program (r=-.099, n=389, p=.051). The study concluded that congruence is a predictor of choice of the degree program but not a strong predictor of satisfaction. Key words: Congruence, Satisfaction, and Choice of degree program

Students’ perceptions towards the uptake of educational technologies in Christian Religious Education

The techniques and methods of teaching in Kenya have changed rapidly from traditional methods to contemporary, 21st century, technology-based approaches (Ashrafi et al., 2020). This development led to the introduction of several frameworks to support the application of numerous innovations in learning. However, the uptake of technology-supported teaching and learning, particularly in Christian Religious Education (CRE), remains low. Recent research indicates that the application and utilization of these technologies in CRE are minimal because of the perceptions of key stakeholders, including teachers, students, and school administrators. Educational technologies not only enhance the quality of learning but also contribute to deepening of religious knowledge and insights, fostering the development of moral values and beliefs. Therefore, this study investigated the relationship between students’ perceptions and the uptake of educational technologies in CRE in Embu County, Kenya. This study sampled 300 students from 30 public secondary schools using a descriptive cross-sectional survey design and multistage random cluster sampling methods. Data were collected using a semi-structured questionnaire and analyzed using descriptive and inferential statistics. The results showed a significant weak positive relationship between students’ perceptions and their uptake of educational technologies in CRE (r = 0.002, p = 0.01 and R2 = 0.032). The findings of this study imply that initiatives aimed at increasing the uptake of educational technology should be specific, lucid, and tailored to the perceptions, ideas, opinions, experiences, and diverse needs of students.</p