Information Communication Technology Pedagogical Integration in Mathematics Instruction among Teachers in Secondary Schools in Kenya

This paper reports finding of the study that sought to ascertain the extent of ICT-pedagogical integration in mathematics instruction among secondary school teachers in Kenya. Information was sought on professional development experiences and needs in computer technology use in mathematics instruction, the type of computer software used in mathematics curriculum content delivery, the influence of accessibility to ICT infrastructure and technical support, teachers’ competence and confidence on ICT integration in mathematics teaching and learning. This was a descriptive survey of explanatory nature that involved 200 mathematics teachers from schools who were selected using proportionate stratified sampling techniques. Data was collected using questionnaires, interview and observation schedules. The data collected was analyzed using descriptive statistics involving computation of frequencies and percentages and inferential statistics that included Pearson correlation and multiple regression analysis. Results show that there is limited use of ICTs in mathematics instruction which is attributed to low self confidence and incompetence in use of ICTs and inaccessibility to appropriate software materials and technical support. There is need to equip schools with the necessary ICT infrastructure including content specific software and technical support. There is also need for professional development of teachers in ICT pedagogy as they require the knowledge and skills to put these tools in practice. Keywords: ICT; Computer; Technology; Pedagogy; Profession; Innovation

INSTRUCTIONAL RESOURCES AVAILABILITY AND USE IN EARLY CHILDHOOD EDUCATION AND DEVELOPMENT CENTRES IN BUNGOMA COUNTY, KENYA

This paper reports finding of a study that sought to analyze the availability and use of instructional resources in Early Childhood and Development Education centers in Bungoma County, Kenya. Specifically, the teacher’s perception of the availability and use of instructional materials and its influence on learning was investigated. The research was based on Piaget’s theory of cognitive development 1964. The study adopted the descriptive survey design and involved use of purposive, stratified and simple random sampling techniques to select a sample size of 81 respondents from the target population of educational officers, head teachers and teachers of the selected ECDE centers. Data was collected using questionnaire, observation and interview schedules. Data was analyzed using descriptive statistics including frequencies and percentages. The findings of the study showed that there are challenges related to the availability and use of instructional materials. The study is envisaged to provide useful information for the education policy makers to ensure availability of instructional resources for the teachers.  Article visualizations

MATHEMATICS TEACHERS' CONCEPTIONS ABOUT PROBLEM SOLVING AND ITS INFLUENCE ON THEIR CLASSROOM PRACTICES IN SECONDARY SCHOOLS IN KENYA

The study investigated secondary school mathematics teachers’ conceptions of problem solving and their classroom practices. The study was based on theoretical frameworks represented by Anderson (1996), Ernest (1991) and Bernardo (2002). The study was conducted in selected secondary schools in Uasin Gishu County, Kenya. Simple random and stratified sampling techniques were used to select 20 teachers from twenty schools. Data was collected using questionnaires, interview schedule and classroom observation checklist. Both descriptive and inferential statistics were used to analyze the data. In general, the results of this study indicated that there was no significant correlation between teachers’ conceptions about problem solving and their classroom practice. The results of this study also showed that teachers tend to hold strong conceptions about problem solving that are consistent with the instrumental view. In view of the findings, it was recommended that in-order to gradually challenge the teachers’ negative conceptions about mathematical problem-solving, adequate educational interventions should be planned and implemented in teacher education programmes and that teacher educators should assist and support teachers in concretizing these conceptions by undertaking reforms at both the pre-service and in-service training levels.  Article visualizations

Pedagogical Factors Affecting Integration of Computers in Mathematics Instruction in Secondary Schools in Kenya

The paper reports findings of a study which sought to examine the pedagogical factors that affect the integration of computers in mathematics instruction as perceived by teachers in secondary schools in Kenya. This study was based on the Technology Acceptance Model (TAM). A descriptive survey design was used for this study. Stratified and simple random sampling techniques were used to select a sample of 200 teachers that was drawn independently and randomly from the stratum of secondary schools. Questionnaires, interview and observation schedules were used to collect data from respondents. Data was analyzed using descriptive statistics frequencies and percentages and inferential statistics including one way analysis of variance and regression analysis. The results indicate that mathematics teachers’ use of computer technology is significantly related to pedagogical factors such as knowledge and skills in computer, perceived usefulness, access to hardware and software and technical support and pedagogical routine practice. The study provides a basis upon which recommendations on appropriate remedies can be formulated to enhance the integration of computers in mathematics instruction by teachers. This also provides a guideline for the selection of sound instructional approaches in mathematics instruction in secondary schools. Keywords: ICT pedagogy, instructional software, mathematics classroom

Enhanced infection prophylaxis reduces mortality in severely immunosuppressed HIV-infected adults and older children initiating antiretroviral therapy in Kenya, Malawi, Uganda and Zimbabwe: the REALITY trial

Meeting abstract FRAB0101LB from 21st International AIDS Conference 18–22 July 2016, Durban, South Africa. Introduction: Mortality from infections is high in the first 6 months of antiretroviral therapy (ART) among HIV‐infected adults and children with advanced disease in sub‐Saharan Africa. Whether an enhanced package of infection prophylaxis at ART initiation would reduce mortality is unknown. Methods: The REALITY 2×2×2 factorial open‐label trial (ISRCTN43622374) randomized ART‐naïve HIV‐infected adults and children >5 years with CD4 <100 cells/mm3. This randomization compared initiating ART with enhanced prophylaxis (continuous cotrimoxazole plus 12 weeks isoniazid/pyridoxine (anti‐tuberculosis) and fluconazole (anti‐cryptococcal/candida), 5 days azithromycin (anti‐bacterial/protozoal) and single‐dose albendazole (anti‐helminth)), versus standard‐of‐care cotrimoxazole. Isoniazid/pyridoxine/cotrimoxazole was formulated as a scored fixed‐dose combination. Two other randomizations investigated 12‐week adjunctive raltegravir or supplementary food. The primary endpoint was 24‐week mortality. Results: 1805 eligible adults (n = 1733; 96.0%) and children/adolescents (n = 72; 4.0%) (median 36 years; 53.2% male) were randomized to enhanced (n = 906) or standard prophylaxis (n = 899) and followed for 48 weeks (3.8% loss‐to‐follow‐up). Median baseline CD4 was 36 cells/mm3 (IQR: 16–62) but 47.3% were WHO Stage 1/2. 80 (8.9%) enhanced versus 108(12.2%) standard prophylaxis died before 24 weeks (adjusted hazard ratio (aHR) = 0.73 (95% CI: 0.54–0.97) p = 0.03; Figure 1) and 98(11.0%) versus 127(14.4%) respectively died before 48 weeks (aHR = 0.75 (0.58–0.98) p = 0.04), with no evidence of interaction with the two other randomizations (p > 0.8). Enhanced prophylaxis significantly reduced incidence of tuberculosis (p = 0.02), cryptococcal disease (p = 0.01), oral/oesophageal candidiasis (p = 0.02), deaths of unknown cause (p = 0.02) and (marginally) hospitalisations (p = 0.06) but not presumed severe bacterial infections (p = 0.38). Serious and grade 4 adverse events were marginally less common with enhanced prophylaxis (p = 0.06). CD4 increases and VL suppression were similar between groups (p > 0.2). Conclusions: Enhanced infection prophylaxis at ART initiation reduces early mortality by 25% among HIV‐infected adults and children with advanced disease. The pill burden did not adversely affect VL suppression. Policy makers should consider adopting and implementing this low‐cost broad infection prevention package which could save 3.3 lives for every 100 individuals treated