Effects Of Project-Based Learning On Student Performance Of Higher Cognitive Skills In Secondary School Agriculture

This study used a quasi-experimented design to investigate the effect of project- based learning on student performance of higher cognitive skills in secondary school agriculture. A total of 354 Form Three students drawn from ten (10) randomly selected secondary schools in Nakuru District of Kenya were assigned to three (3) treatment groups based on the location of the projects (HFP, SFP and CFP) and one control group. Data indicates that the use of project^based learning has a significant impact on students’ performance of higher cognitive skills. The results revealed that students in project-based learning groups outperformed their counterparts in regular classrooms in that their mean scores on a post-test measuring higher cognitive skills, were statistically significant, (at 0.05 p level) than that of the control groups. The paper suggests that teachers should be trained and encouraged to incorporate project-based-learning in their planning of instruction

Implications for the future of obstetrics and gynaecology following the COVID-19 pandemic: a commentary.

In March 2020, the World Health Organization (WHO) declared COVID-19 a global pandemic. At the time of writing, more than 261,184 cases of COVID-19 have been confirmed in the UK resulting in over 36,914 directly attributable deaths.1 The National Health Service (NHS) has been confronted with the unprecedented task of dealing with the enormity of the resultant morbidity and mortality. In addition, the workforce has been depleted as a direct consequence of the disease, in most cases temporarily, but in some tragic cases permanently

Effects Of Project-Based Learning On Student Performance Of Higher Cognitive Skills In Secondary School Agriculture

This study used a quasi-experimented design to investigate the effect of project- based learning on student performance of higher cognitive skills in secondary school agriculture. A total of 354 Form Three students drawn from ten (10) randomly selected secondary schools in Nakuru District of Kenya were assigned to three (3) treatment groups based on the location of the projects (HFP, SFP and CFP) and one control group. Data indicates that the use of project^based learning has a significant impact on students’ performance of higher cognitive skills. The results revealed that students in project-based learning groups outperformed their counterparts in regular classrooms in that their mean scores on a post-test measuring higher cognitive skills, were statistically significant, (at 0.05 p level) than that of the control groups. The paper suggests that teachers should be trained and encouraged to incorporate project-based-learning in their planning of instruction

Planning skills by heads of science departmentand academic performance in science subjects in public secondary schools in Nandi county, Kenya

Curriculum and instructional planning is important to ensure that academic activities run without interruption in an academic year or term. Heads of departments (HODs of Science) play a pivotal role in implementation of curriculum in secondary schools. Planning is one of the functions vested on HODs to ensure proper implementation of curriculum in their departments. This paper therefore looks at HODs planning skills towards academic performance improvement in three science subjects in public secondary schools in Nandi County, Kenya. The decision to choose HODs of science was due to the importance that is placed on science subject but which has recorded below average performance compared to other subjects in Kenya Certificate of Secondary School. The three science subjects under investigation are; Physics, Biology and Chemistry for secondary schools. The study used mixed method research design. The study had three target populations that comprised of 231 heads of departments, 231 principals and 693 teachers. The sample size of the study was determined using Krejcie and Morgan formulae of determining sample size and comprised of 23 principals, 128 HODS of science and 247 teachers who were selected through stratified random sampling. Data collection was through questionnaires and interview schedule. Analysis of data was performed through quantitative and qualitative methods. The correlation analysis was computed from HODs and science teachers’ data. The study discovered that most of them only planned for science practicals to be conducted on occasional basis by teachers in the department. Moreover, the HODs of Science ensured that the planned activities were conducted as planned. However, the HODs of Science were found not to have proper planning skills on ICT usage, acquisition of instructional material and conducting training needs assessment for teachers. The computed correlation statistics showed that there existed significant influence (p<0.05) between planning skills by HODs of Science and academic performance of students in sciences in public secondary schools in Nandi County. The study recommends that HODs of Science need to be informed by Quality Assurance and Standards Officers (QASOs) that they need to be proactive and not reactive to the responsibilities under their docket. Participatory planning practices needs also to be embraced by HODs of Science for improved implementation and execution of set objectives and targets. Keywords: Planning, Skills, Quality, Performance, Sciences HOD

Monitoring and control skills of heads of science department and academic performance in sciences in public secondary schools in Nandi county Kenya

This paper looks at the monitoring and control skills of Heads of Department (HODs) of science and its influence on academic performance by students in Kenya Certificate of Secondary Education Subjects. The HODs have been mandated to provide instructional guidance through regular monitoring, assessment and evaluation of science teaching subjects in their secondary schools. However, recent performances in science subjects (Biology, Chemistry and Physics) in KCSE in public secondary schools in Nandi County have been below average. Therefore, the objective of this paper was to determine the influence of science HODs monitoring and control skills towards academic performance of students in science subject. The study used mixed method research methodology which combined qualitative and quantitative data. The area of study was all public secondary schools in Nandi County. Target population consisted of 231 HODs of science, 231 principals and 693 science subject teachers. The study adopted a mixed method research design. A sample size of 23 principals, 128 HODS of science and 247 science teachers were selected through stratified random sampling technique. Data was collected using questionnaires (for HODs and teachers) and interview guide (for principals). The reliability values for HODs was 0.795 and science teachers 0.775 which were above the threshold of R=0.7. Analysis of data was performed using quantitative and qualitative methods. Results of the analysis revealed that HODs organising regular departmental meetings to review performance and take corrective action where possible was the main monitoring and control used. On the average, the study discovered that HODs of science planed with science teachers evaluation and assessment activities in their schools (M=3.38 and SD=1.25). The paper concludes that there existed a significant positive influence (p<0.05) between HODs of Science monitoring and control skills and academic performance of students in science subjects in selected public secondary schools in Nandi County, Kenya. It was recommended that Teachers Service Commission needs to improve staffing levels in public secondary schools especially in science subjects to in order provide ample time for HODs to do their regular monitoring and control activities of science subjects’ curriculum implementation in classrooms and among their departmental teachers. Keywords: Science, Monitoring, Control, Performance and Assessmen

Post-traumatic stress, anxiety and depression following miscarriage or ectopic pregnancy: a prospective cohort study

Objectives: This is a pilot study to investigate the type and severity of emotional distress in women after early pregnancy loss (EPL), compared to a control group with ongoing pregnancies. The secondary aim was to assess whether miscarriage or ectopic pregnancy impacted differently on the type and severity of psychological morbidity. Design: This was a prospective survey study. Consecutive women were recruited between January 2012 and July 2013. We emailed women a link to a survey one, three and nine months after a diagnosis of EPL, and one month after the diagnosis of a viable ongoing pregnancy. Setting: The Early Pregnancy Assessment Unit (EPAU) of a central-London teaching hospital Participants: We recruited 186 women. 128 had a diagnosis of EPL, and 58 of ongoing pregnancies. 11 withdrew consent, and 11 provided an illegible or invalid e-mail address. Main outcome measures: Post-traumatic stress disorder (PTSD) was measured using the Post-traumatic Diagnostic Scale (PDS), and Anxiety and Depression using the Hospital Anxiety and Depression Scale (HADS) Results: Response rates were 69/114 at 1 month and 44/68 at three months in the EPL group, and 20/50 in controls. Psychological morbidity was higher in the EPL group with 28% meeting criteria for probable PTSD, 32% for anxiety, and 16% for depression at one month and 38%, 20%, and 5% respectively at three months. In the control group, no women met criteria for PTSD and 10% met criteria for anxiety and depression. There was little difference in type or severity of distress following ectopic pregnancy or miscarriage. Conclusions: We have shown a large number of women having experienced a miscarriage or ectopic pregnancy fulfill the diagnostic criteria for probable PTSD. Many suffer from moderate to severe anxiety, and a lesser number depression. Psychological morbidity, and in particular PTSD symptoms, persists at least three months following pregnancy loss

Biogeography of the Shimba Hills ecosystem herpetofauna in Kenya

The Shimba Hills ecosystem along the south coast of Kenya is a key East African biodiversity hotspot. Historically, it is biogeographically assignable to the East African coastal biome. We examined the current Shimba Hills herpetofauna and their zoogeographical affinities to the coastal forests and nearby Eastern Arc Mountains biodiversity hotspots. The key studied sites included the Shimba Hills National Reserve, forest reserves, Kaya forests, and adjacent private land. Data on herpetofaunal richness were obtained from recent field surveys, literature, and specimens held at the National Museums of Kenya, Herpetology Section Collection, Nairobi. The Makadara, Mwele, and Longo-Mwagandi forests within the Shimba Hills National Reserve hosted the highest number of unique and rare species. Generally, the forest reserves and Kaya forests were important refuges for forest-associated species. On private land, Mukurumudzi Dam riparian areas were the best amphibian habitat and were host to three IUCN (Red List) Endangered-EN amphibian species, namely, Boulengerula changamwensis, Hyperolius rubrovermiculatus, and Afrixalus sylvaticus, as well as one snake species Elapsoidea nigra. Using herpetofauna as zoogeographic indicators, the Shimba Hills were determined to be at a crossroads between the coastal forests (13 endemic species) and the Eastern Arc Mountains (seven endemic species). Most of the Eastern Arc Mountains endemic species were from recent records, and thus more are likely to be found in the future. This ‘hybrid’ species richness pattern is attributable to the hilly topography of the Shimba Hills and their proximity to the Indian Ocean. This has contributed to the Shimba Hills being the richest herpetofauna area in Kenya, with a total of 89 and 36 reptile and amphibian species, respectively. Because of its unique zoogeography, the Shimba Hills ecosystem is undoubtedly a key biodiversity area for conservation investment