How University Education Student Teachers’ Achievement in General Methods of Teaching Course Relates with Their Performance in Teaching Practice

This study investigated the relationship between student teachers’ achievement of the general methods of teaching course and their performance teaching practice. It compared the scores in theory and practice. The study was conducted using a random sample of 200 Egerton University 2015/2016 cohort third year education students who had covered the general methods of teaching course and successfully completed their teaching practice. SPSS was used to analyze the data. The scores of the end of semester general methods of teaching examinations and teaching practice were analyzed using Pearson product-moment correlation at α=0.05 level of significance. The findings revealed that there was a statistically significant positive relationship between achievement of the general methods of teaching course and performance in teaching practice at r=0.226, with p value=0.004. The study has implications for teacher training programmes in the refining of teaching practice performance. This means that the general methods of teaching course being a foundational course in student teacher preparation needs critical attention. The teacher educators should enhance the methods of teaching courses with use of current pedagogical strategies to ensure quality training of teachers. In addition, there is need to consider resource allocation for better training.  This will help the student teachers to effectively translate theory into practice during teaching practice. This is because teaching practice is an important tool of learning to teach as it promotes development of teaching experience and prepares students for the real world of work. The study recommends that Egerton University should ensure that student teachers are adequately prepared during the methods of teaching courses before engaging in teaching practice sessions and the university to consider increasing the allocation of resources both human and physical. This will ensure teacher effectiveness and quality. Keywords: Student Teacher, Achievement, General Methods of Teaching, Teaching Practice DOI: 10.7176/JEP/11-5-05 Publication date: February 29th 202

Influence of Student Teachers’ Gender, Personality and Programme of Study on their Use of Learning Resources during Teaching. Case of Egerton University

One of the skills learned by student teachers before placement in schools for teaching practice is preparation and use of learning resources. The reason for this is that use of learning resources enhances communication in the classroom and may lead to active involvement of learners. This may lead to higher achievement of the intended learning outcomes. However, it is not clear how this skill is influenced by the gender and personality of the student teacher or the training programme they pursue. This study sought to shed light in this area. The survey used correlational research design. A sample of 86 student teachers was randomly selected from the teaching practice group of 2017/2018 academic year in Egerton University. Data were collected using the Teaching Practice Observation Instrument (TPOI). The instrument was validated by teaching staff of Egerton University’s Faculty of Education and Community Studies. Data were analyzed using t-test and Pearson’s correlation coefficient. Results show that teachers’ personality has significant relationship to their use of teaching resources. In addition, gender influences how they use resources while programme of study does not. These findings may be used by teacher trainers during the preparation of student teachers

Investigations of Experiential Cooperative Concept Mapping Instructional Approach on Secondary School Girls’ Achievement in Physics in Nyeri County, Kenya

This study investigated the effects of Experiential Cooperative Concept Mapping Instructional Approach (ECCA) on girls’ achievement in Physics in secondary schools. The study employed Quasi- Experimental Research Design represented by Solomon Four Non-equivalent Control Group Design. Stratified sampling technique was used to select 8 Secondary Schools from girls’ alone and co- educational schools strata drawn from Nyeri County. A total of 334 Form Two students were involved in the study.  A validated Students Physics Achievement Test (PAT) with a reliability coefficient of 0.80 was administered. The experimental group I and III were exposed to ECCA while the conventional Method was used for the control group. Two groups were pre-tested prior to the implementation of the ECCA treatment. After five weeks, all four groups were post-tested using the Physics Achievement Test (PAT). Data was analyzed using ANOVA and ANCOVA at a significance level of alpha (?) equal to 0.05.  The results of the study revealed significant effect on achievement of girls when ECCA was used. However there was a significant effect in achievement on school type in favour of girls’ alone class performing better than girls in co-educational class when ECCA was used. The investigations concludes that ECCA is an effective learning strategy which physics teachers should be encouraged to use in their teaching/ learning process in order to address the current low girls performance. This may create an increased pool of scientific and technical female workers in the area where Physics is a requirement. Key words- Experiential Cooperative Concept Mapping (ECCA), Conventional Methods (CM), Secondary School, Girls’ Achievement, Physics, Nyeri County

Effects of Experiential Cooperative Concept Mapping Instructional Approach on Secondary School Students’ Motivation in Physics in Nyeri County, Kenya

This study aimed at finding out the effects of Experiential Cooperative Concept Mapping ECCM on students’ motivation to learn Physics. Solomon Four Non-equivalent Control Group Design under the quasi- experimental research was used. A stratified random sample of 12 Secondary Schools was drawn from Nyeri County. Four boys’ alone, four girls’ alone and four co-educational schools were randomly assigned to four groups with a total of 513 Form Two students. Students in all the groups were taught the same Physics content of Magnetic Effect of Electric Current. The experimental groups were taught using ECCM approach while the control groups were taught through Regular Teaching Methods (RTM). Two groups were pre-tested prior to the implementation of treatment. After five weeks, all four groups were post-tested using the Student Motivation Questionnaire (SMQ). The instrument was validated and pilot tested before use. The reliability coefficient for SMQ was 0.81.  The instrument was scored and data analyzed using t-test, one-way ANOVA and ANCOVA at a significance level of alpha equal to 0.05.  The results of the study revealed that there was a statistically significant difference between the motivation to learn of students who were taught through ECCM and those taught through RTM. The researchers recommend the used of ECCM in addressing motivation of students towards learning physics. Keywords: Experiential Cooperative Concept Mapping (ECCM), Regular Teaching Methods (RTM), Secondary School students, Physics, Motivation, Nyeri County

Effects of Mastery 5Es Constructivist Teaching Approach on Secondary School Students’ Achievement in Chemistry in Rongai Sub-County, Nakuru County, Kenya

Analysis of chemistry performance in Kenya since 2013 indicates a trend of below average performance. This may be attributed to the conventional teaching methods that are mainly teacher centered. Mastery 5Es constructivist teaching approach (M5EsA) may help address the problem of poor performance in chemistry though its effects have not been determined. This study investigated the effects of using M5EsA on students’ achievement in chemistry in Rongai sub-county. Solomon Four Non-Equivalent Control Group Design under Quasi experimental research was used. Sample size of 303 students. Chemistry Achievement Test (CAT) with reliability of 0.701 was used to collect data. Hypothesis was tested using t-Test, ANOVA and ANCOVA at critical alpha value of 0.05. The findings indicated that M5EsA led to increased students’ achievement in Chemistry