Problem Based Learning Technique and its effect on Acquisition of Linear Programming Skills by Secondary School Students in Kenya

The topic Linear Programming is included in the compulsory Kenyan secondary school mathematics curriculum at form four. The topic provides skills for determining best outcomes in a given mathematical model involving some linear relationship. This technique has found application in business, economics as well as various engineering fields. Yet many Kenyan secondary schools hardly teach the topic. The methods used are found to be difficult to execute leading to lack of understanding by the learners. The purpose of this study was to investigate whether Problem Based Learning intervention can encourage and improve students’ learning of linear programming. Students’ performance on an achievement test, and acquisition of linear programming skills were monitored. The study adopted the pre-test, post-test non-equivalent groups experimental design. The experimental group was taught the topic using the origin test and extreme points technique, a version of Problem Based Learning. The control group was taught using conventional methods. A mathematics achievement pre-test and a post-test were given to both groups to ascertain their respective entry and final performance abilities. Analysis of the post-test results was done using the means, standard deviations and paired samples t-test. In addition, item 3 of the mathematics achievement post-test, was used to determine the level of students’ acquisition of linear programming skills. The face and content validity of the research instruments were determined with the help of mathematic educators and experienced secondary school mathematic teachers. The split half method was utilized in determining the instruments’ reliability acceptable at reliability indices of 0.6. Pearson's coefficient (r) obtained for MAT 1 School 1 was 0.9211 and 0.9131 for school 2. Pearson's coefficient (r) for MAT 2 for School 1 was 0.8786 and for school 2 it was 0.8896.  Stratified Random Sampling was used to select ten each of form four boys, girls, and co-educational schools for the study. In total 1,502 form four students participated in the study. Of this total, 745 students formed the experimental while 757 formed the control group. Keywords: Problem Based Learning Technique, Linear Programming Skills, Pre-requisite knowledge,  Secondary   School Students, Keny

Investigate Science Background, Coverage of Syllabus and Performance of Candidates in Mechanical Technology Subject in National Examinations in Technical Institutions

The study will be carried  out basing on two objectives; to establish the relationship between science background of candidates, Coverage of the syllabus and poor performance of candidates in national examinations. The study was carried out in technical training institutions.  The systematic and purposive sampling methods will be used in sampling during data collection. The data will be collected through questionnaires, interviews and direct observation.  The statistical tools that will be used for data analysis of variance, (ANOVA), at 0.05, level of significance will be used.The aims of this study will be to provide findings that will be used by educators in planning and development of curriculum that will make the curriculum   relevant to mechanical engineering courses.  The government policy makers especially Kenya institute of education, the implementers of the curriculum teachers service commission, the Jomo Kenyatta foundation and the industries. Keywords: Mechanics of machines, Fluid mechanics, Thermodynamics, Strength of materials

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

EFFECTS OF SEQUENTIAL TEACHING METHODS ON RETENTION OF KNOWLEDGE IN BIOLOGY BY SECONDARY SCHOOL STUDENTS IN KENYA

Despite the importance of knowledge in Biology, candidates’ performance at the national examination, The Kenya Certificate of Secondary Education (KCSE) is poor. This could be attributed to the teaching methods. The purpose of this study was to compare differential effectiveness of Sequential Teaching Methods (STM) on the, retention of knowledge in Biology by secondary school students. The study was Quasi- experimental using the Non-equivalent control- group 16 study design. The target population comprised students in the 18 old category National Schools in Kenya that were in existence before 2012. Purposive sampling was used to obtain a sample of eight (8) schools and 402 Students. The students in the eight (8) sub-groups were taught the same Biology topic: “General Characteristics of Enzymes”, using different sequences of three teaching methods namely: lecture, slide demonstration and laboratory (student experiment). Group I (ELD) began with experiments, followed by lecture method and was lastly shown, animated slides. The sequence of the three different methods used in the first group was altered in both the second and third groups as follows: The lecture method, slide demonstration and laboratory experiment (LDE) for Group II, and slide demonstration, experiment and lecture method (DEL) for group III. Students in group IV (control group) were taught using (oral-only) lecture method. The teachers gave lectures and performed slide demonstration   while the students carried out laboratory experiments. The test was used as a pre-test and also as a retention test that was administered 40 days after the Post-test BAT. This test had 25 objective questions testing knowledge of facts, application of knowledge and problem solving ability. To measure Retention of Knowledge, the researcher used Biology Retention Test (BRT). The research hypothesis was tested using ANOVA at significant level of 0.05. The results and findings of the study show that STM, when efficiently used in instruction, enhance immediate retention of knowledge in Biology more effectively than the oratory lecture method predominantly used in Kenyan Secondary schools. Furthermore, DEL sequence was identified as the most effective in comparison to LDE and ELD. The findings of the study will help curriculum developers and teachers to choose the most appropriate sequence to use in Biology.  Article visualizations

Teachers

Assessment is an important aspect of teaching/learning process in secondary schools. The Kenya Certificate of Secondary Education (KCSE) biology practical assessment approach introduced in the year 2005 by the Kenya National Examinations Council (KNEC) is one in which out of the three questions tested in the paper, only one question, mostly food tests involve handling apparatus and specimens by the candidates. In the other two questions, the candidates observe photographs and photomicrographs presented in the paper and then answer questions. The approach was adopted with an aim of reducing the problems of cheating in biology practical examinations. However, its effectiveness in the assessment of Science Process Skills has not been ascertained. The purpose of this study was to establish the perceptions of teacher

Trends in KCPE Performance: Their Function in School Effectiveness and Improvement in Gitugi Education Zone Murang’a County, Kenya

This research sought to find out whether and how the analysis of the mean scores as utilized in Gitugi zone impact on the schools’ effectiveness and improvement with regard to performance in KCPE. The research had three objectives, namely) to determine whether there is any significant difference between the KCPE mean scores among the schools,ii) to determine whether there is any significant difference between the KCPE mean scores among cohorts and,iii) to find out whether or how summative and formative evaluation can be used to improve performance in KCPE in Gitugi education zone. Nine out of the fifteen schools were chosen through systematic random sampling. Document analysis was done for both the summative KCPE results and the formative evaluation in class eight, 2011. Piloting was done in one school in the zone. The data collected is presented in tables and graphs and, analyzed using inferential statistics using one-way analysis of variance (ANOVA) and Spearman’s Rank correlation coefficient. The schools show a downward trend in performance in KCPE in the zone except two from 2007 to 2011. There is significant difference in the KCPE means among the nine schools, while there is no significant difference across cohorts. This ANOVA results point to differences between schools which need further investigation to explain the observed consistent differences in KCPE performance. Annual calculations of mean scores and ranking continue to generate anxiety without addressing the causative agents.  It is recommended that analysis of trends in KCPE performance should be embraced as a useful tool in examining the differences among schools and cohorts and also used to develop strategies to raise schools’ effectiveness geared towards enhancement of KCPE scores in Gitugi education zone, Murang’a County, Kenya. [281 words] Keywords: trends in KCPE performance, ranking of schools, schools’ effectiveness, schools’ improvemen

DEALING WITH INDISCIPLINE AMONG JUNIOR HIGH SCHOOLS IN AGONA SWEDRU, AGONA WEST MUNICIPALITY, GHANA

The purpose of the study was to investigate measures that are in place to deal with indiscipline among Junior High Schools in Agona Swedru in the Agona West Municipality. The study was a quantitative study underpinned by the positivist paradigm and adopted the descriptive survey design. The study was undertaken in the Agona Swedru township in the Agona West Municipality of Ghana. Selected Junior High school students formed the sample of the study. Purposive sampling and simple random sampling were used to sample 120 students for the study. The questionnaire was employed for data gathering. Data were analyzed descriptively using frequencies and percentages. It emerged from the study that predominant forms of indiscipline behaviours were related to the following; leaving the school grounds, physical aggression, disturbing others, inappropriate use of school material, out-of-seat behaviour such as moving, noncompliance with teacher’s directives. The study revealed that the causes of indiscipline behaviour were school size, home factors, individual factors, family factors, gender and ethnicity, school factors, societal factors, and peer group pressure. The study showed that indiscipline behaviours result in low academic performance, breeds undesirable student behaviour, and dropping-out of school. The study therefore recommends that the Agona educational directorate, the Agona District assembly, the authorities of the selected schools and the various administrative staff should collaborate with the guidance and counselling coordinators to organise programmes focused on the forms of indiscipline exhibited by the students to effectively equip them to deal with the everyday indiscipline behaviours in the school.  Article visualizations

An Evaluation of the Kenya National Examinations Council’s Application of the Deterrence Mechanism in Combating Examination Malpractices among Teachers

In most world education systems, examination is the main tool used not only to assess and determine the learners’ progress to the next level of education, but also to evaluate teachers’ pedagogical competence by providing feedback to the teaching and learning process. Granted their significance in the education process, examination bodies ought to ensure that they are conducted honestly in order to serve their intended purpose. In Kenya, the Kenya National Examinations Council (KNEC) is the body that conducts national examinations in primary and secondary schools, and other tertiary institutions of education. It has hence formulated legislation to govern the conduct of the Kenya Certificate of Primary Education (KCPE) and the Kenya Certificate of Secondary School Education (KCSE) examinations. In order to enforce the said legislation, it institutes deterrent measures to safeguard the integrity of these examinations. Despite awareness of the established legislation and application of deterrent measures, some teachers indulge in examination malpractices. This scenario demonstrates the phenomenon of akrasia, the state of acting against one’s will. The effectiveness of the deterrence strategy in combating examination vices is hence questionable, necessitating the need to reconsider its application. This study recommends the use of the rational approach to inculcate examination integrity among teachers in order to overcome akratic tendencies and ultimately actualize their moral potentialities. Key Terms: Akrasia, Debate, Deterrence, Examination integrity, Kenya National Examinations Council, Rationalism DOI: 10.7176/JEP/11-6-17 Publication date: February 29th 202

JUSTIFICATION FOR INITIATION AND INTRODUCTION OF INTEGRATED ENGLISH CURRICULUM IN SECONDARY SCHOOLS

This study focused on the justification for initiation and introduction of integrated English curriculum in secondary schools in Kenya. The study used a qualitative approach to get the views from selected teachers, head teachers and heads of English at Kenya Institute of Education (KIE), Ministry of Education (MoE) and Kenya National Examinations Council (KNEC). Basic quantitative techniques such as frequencies and percentages were used to analyse some of the data that were obtained. The study employed questionnaire and interview instruments to collect data from the respondents. The researcher organized raw data collected from questionnaires and interviews. It was realized from the study that integrated English curriculum was introduced to enable teachers use integration as a teaching approach across the two disciplines and between and/or among their constituent parts. Despite this good intention, it was found that majority of the teachers of integrated English 57.4 % did not undergo any type of in-service training before they started the actual teaching of integrated English curriculum. The study recommends that the teachers and their head teachers should be helped to acquire and develop necessary skills on how to integrate English language and Literature. Equally, the study recommends that pre-service training in colleges, universities should be reformed, and an integrated approach adopted.   Article visualizations

Physical Facilities for Holistic Education: Lessons from Secondary Schools in Kiambu and Samburu Counties, Kenya

This paper is premised on the background that majority of researchers and educationists who have contributed to the discourse on education for sustainability seem to be in agreement that management of physical facilities  are critical ingredients in achieving holistic and sustainable education. The study examined the application of physical facilities   as determinants of holistic education in Kiambu and Samburu Counties, Kenya. The study employed an explanatory mixed methods research design, using a sample size of 707 respondents. The main research instruments used to collect data were questionnaires, interview guides and observation checklists. The findings revealed mixed results with principals attaching higher premium than the senior teachers and students on   the use of physical facilities as a determinant of holistic education. The test of hypothesis revealed a significant relationship between physical facilities and holistic education. The regression analysis corroborated by qualitative data from interviews and observations led to the conclusion that the use of academic and non-academic dynamics such as physical facilities were viable and timely ingredients for sustainable and holistic educational development. It was thus recommended that educationists and school leaders and managers should   adopt a well-balanced combinations of academic and non-academic variables such as physical facilities and environmental management in designing holistic education to replace the traditional use of only academic excellence. Key words: Education, Environment, Physical facilities, sustainable development, Kenya