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

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

Perceptions of Secondary School Students towards Natural Resources Management: Case Study of Participants in FoF and Non-Participants

Integrating natural resources management in the secondary school curriculum in Kenya has received a lot of talk without adequate practical activities. The Farmers of the Future Programme under the World Agroforestry Centre, formally the International Centre for Research in Agroforestry (ICRAF), initiated a practical approach to integration of natural resources management in the secondary school curriculum in Kenya. This paper provides information on significant findings of a study that was carried out to determine the potential of FoF in integrating natural resources management into the secondary school curriculum in Kenya. A comparison between secondary school students who are involved in FoF programme and those not involved was done to determine their perceptions towards natural resources management. Further, comparison of perceptions by gender among learners who are involved in the FoF initiative was done. The study employed an ex-post-facto design in data collection using questionnaires. Questionnaires and were analysed using t-test at alpha = 0.05. The findings indicated that the FoF programme had a significant influence on learners’ perceptions towards natural resources management. It was therefore concluded that FoF programme enhanced positive perceptions towards natural resources management among learners. On the basis of the findings, it was recommended that the FoF programme be expanded to cover more schools

Human Resource Development in Agriculture Extension and Advisory Services in Kenya

Agriculture extension and advisory services is a multidisciplinary discipline based on human interaction seeking to improve the livelihoods of farming communities and individuals by providing information and technologies. The training of extension staff is important as it has a bearing on their effectiveness in the office and in the field. This study sought to determine the HRD activities in agricultural extension and advisory services in the public and private sector. The study was done in 5 counties in Kenya and a total of 440 agricultural extension agents were sampled from the public and private extension service. HRD activities focused on formal and in-service training. 68 % of the respondents had attended formal education to improve their education with the majority 63.5 percent, having trained at the diploma level from certificate level while 21.1 % had undergone training at the degree level from diploma level. The main areas of specialization were Agricultural education (34.1 %), General agriculture (28.1 %) and Horticulture (11.7 %). The inclusion of non-agricultural areas of specialization such as Sustainable development and Strategic planning and management show the multidisciplinary nature of agriculture. Inservice courses attended were in the form of short courses, seminars, or workshops. These were clustered in five general areas; Crop Management, Management, Agricultural Economics, Agricultural Extension, and Animal Science. Most respondents (40.9 percent) had undergone training in Crop management which covered various crop enterprises from breeding to postharvest management. The shift of agricultural policy toward business orientation is reflected in 13.0 % the respondents specializing in Agricultural Economics. These HRD activities show commitment of agricultural extension providers to improve the competencies of their staff to deliver effective services to farmers. The wide range of formal and in-service courses attended also reflects the need to meet the management and technical requirements of a pluralistic and demand driven extension service

Integration of Natural Resource Management in the Primary Education Curriculum in Kenya

The Farmers of the Future (FoF) initiative implemented a programme of integrating natural resources management in the basic education curriculum. The purpose of the study was to document activities and determine the effects of FoF programme on primary school learners’ perceptions towards natural resources management by comparing learners involved in the FoF programme and those not involved. Further, comparison of perceptions by gender among learners involved in the FoF was done. The study employed an ex-post-facto design. The location of the study was the western region of Kenya. The sample was composed of 120 learners and 6 teachers, making a total of 126 respondents. This was in accordance with recommendations by Kathuri and Pals (1993). The data were collected using questionnaires and analysed using t-test at alpha = 0.05. The instruments were validated by two experts in the Department of Agricultural Education and Extension at Egerton University and one expert from ICRAF. Reliability was tested through pilot testing and indicated a reliability coefficient of 0.72 The findings indicated that the FoF programme had a significant influence on learners’ positive perceptions towards natural resources management thus the programme forms an integral part in sustainable agriculture