http://41.89.164.27:8080/xmlui/handle/123456789/319 2026-04-04T04:15:56Z http://41.89.164.27:8080/xmlui/handle/123456789/2369 The Use of Photomicrographs and Real Specimens in Teaching Biology in Secondary Schools and its Effects on Students Performance, Kenya Caroline, Jerono; Dinah, Samikwo; Ouma, Peter The study focused on examining the effect of teaching secondary school biology using photomicrographs and real specimens to enhance students’ academic performance in secondary schools in Kenya.it employed the constructivism theory which emphasizes that in a constructivist environment, learners are able to build their own understanding by use of their previous knowledge to create new ideas. A teacher in a realism classroom is just but a facilitator who guides the active learners towards making their own conclusion. Students’ previous knowledge is prompted to ascertain what they know before a concept is taught. That would enable the teacher to correct any misconception that would arise and therefore concepts would be built on factual knowledge leading to learning of new concepts. The target population was 1490, where 298 form one Biology student and 18 teachers were used as the respondents. The Quasi –experimental design was used in the study where a pre-test Standardized Biology evaluation test (SBET) was administered to all the study participants. Then a treatment offered and later a post-test Standardized Biology evaluation test (SBET) to both groups corresponding to treatment given. The target population was 1490, where 298 form one Biology student and 18 teachers were used as the respondents. The population of interest were identified using stratified sampling and simple random sampling techniques. The Standardized Biology Evaluation Test SBET, a questionnaire for teachers TQ and for students SQ and checklist instruments were used as data collection instruments to generate data. For establishment of consistency of the questionnaire, Cronbach’s Alpha coefficient that estimates the reliability of the instrument was used which gave Cronbach’s coefficient alpha of 0.89 for students and 0.84 for teachers. The data analysis were carried out using descriptive statistics and inferential statistics (t-test) guided by SPSS and excel. The study found out that the students in the experimental group outperformed those in the control group. The study recommended that the Teachers Service Commission (TSC) should provide the use of real specimens teaching approach in secondary schools in order to improve performance in KCSE Biology Examinations. 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2241 EFFECT OF INTEGRATION OF E-LEARNING IN THE TEACHING OF PRACTICAL’S ON PERFORMANCE IN BIOLOGY IN LIKUYANI SUBCOUNTY, KENYA CHEBICHI, LUCY MERCY This study investigated the effect of integration of e-learning in the teaching of practical’s on performance in biology in Likuyani Sub-county, Kenya. It also seeks to determine the availability and extent of use of e-learning resources in teaching Biology practical lessons, as well as explore other innovations in e-learning used for teaching Biology and their influence on performance. The research employed a Solomon's four-group research design to control for pre-existing differences between groups, targeting 1800 Form Three students and 54 biology teachers from 22 secondary schools. Data was collected using interview schedules, questionnaires, and Biology Achievement Tests 1 and 2, and analyzed using SPSS software. The study's findings have implications for stakeholders such as the Kenya National Examinations Council, Biology teachers, the Kenya Institute of Curriculum Development, and the Ministry of Education, aiming to improve teaching practices and learning outcomes in Biology. Demographic characteristics of the respondents show a majority in the age bracket of 16 to 40 years, with 50.2% being male. The majority of teachers were below 35 years old, with most having above 10 years of teaching experience. An assessment of the availability and extent of use of e-learning resources revealed higher availability in Extra County, County, and Private schools compared to Sub county schools. Performance was evaluated using pre-test and post-test scores for both control and experimental groups. Analysis of Variance (ANOVA) indicated a significant difference in performance between the school categories (F (3, 326) = 7.92, p < 0.001), with a post-hoc Tukey test showing significant differences between Extra county and County schools (p = 0.0240) and between County and Sub county schools (p = 0.0060). There was no significant difference between Extra county and Private schools (p = 0.731). Furthermore, a t-test analysis of pre-test and post-test scores showed a significant difference in performance between students taught through traditional lecture methods and those taught using e-learning methods (t = -50.2, df = 326, p < 0.001). Schools using e-learning showed higher post-test scores compared to those using traditional methods. The study concludes that integrating e-learning in teaching Biology practical lessons has a positive impact on performance in secondary schools. Schools with better e-learning resources and practices showed higher posttest scores. Recommendations have been made to enhance e-learning resource availability, improve laboratory conditions, and foster collaboration among schools. Further research is suggested to explore the impact of gender on Biology performance 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2063 EFFECTS OF LABORATORY METHOD ON MATHEMATICS PERFORMANCE AND MOTIVATION AMONG SECONDARY SCHOOL STUDENTS IN KAPSERET SUB COUNTY, KENYA JEPKOSGEI, PURITY According to the Kenya Institute of Curriculum Development's 2010 recommendation, all secondary school students require mathematics. The absence of a Mathematics laboratory is one of the factors contributing to Mathematics' persistence and poor performance. Based on this problem, this study used a quasi-experimental research methodology to investigate the impact of the Laboratory method on Mathematics achievement and motivation. The objectives of this study were to determine the effects of laboratory methods on secondary school students' Mathematical performance, the impact of laboratory techniques on students' motivation to learn Mathematics in secondary schools, and the challenges faced by Teachers of Mathematics when implementing laboratory methods in secondary school Mathematics teaching and learning. Relevant literature was sought regarding performance, motivation, and challenges for students and teachers using the laboratory method. The study tools used were pre-test, post-test non-equivalent group experimental design, questionnaires, and an interview schedule. The study's population was comprised of students from 156 secondary schools in Uasin Gishu County. Twenty six Schools were chosen from 156 schools using stratified random sampling. Participants in the study were selected from Form 2 students. A sample size of 298 students, 26 teachers and ten heads of the mathematics department (HOD) representative of the research population was selected using simple random and purposive sampling. The experimental and control groups were created using the Solomon Four-Group design for the investigation. While the control group used a conventional educational style, the experimental group used a laboratory-based instructional strategy. The respondents were divided into four groups, two of which were observed and two of which were controlled. The identical material regarding reflection and congruence was taught to each group. However, groups 1 and 3 were taught using the laboratory approach, whereas groups 2 and 4 were conducted using the conventional way. Before beginning the laboratory technique treatment, groups 1 and 3 had preliminary testing. Data were gathered using questionnaires, interviews, and the Mathematics Achievement Test 1 and Mathematics Achievement Test 2. SPSS aided the data analysis. Chi-square tests were employed to identify associations, and a t-test was used to compare the results of laboratory and conventional approaches. The study's findings show that the laboratory approach stimulates students' attention, increases their engagement, improves their performance, enables them to gain the skills they need for more advanced study research, and fosters the growth of their scientific thinking. The study suggests that teachers should employ the laboratory method, which guarantees that students are more engaged and involved in Mathematics activities and that teachers should be taught to use the laboratory method. 2023-08-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2041 EFFECT OF PROBLEM BASED LEARNING STRATEGY ON ACHIEVEMENT IN PHYSICS IN SUB-COUNTY GIRLS’ SECONDARY SCHOOLS IN BUNGOMA COUNTY-KENYA MANGENI, GLADYS NASAMBU The government of Kenya has invested enormously in educational resources, such as infrastructure development in schools, learning materials and professional development of teachers. Despite the efforts put in place to support access to quality education, enrolment and performance in physics in most sub-county girls’ secondary schools in Bungoma County at Form 3 remain relatively low and poor. The study aimed at investigating the effect of Problem-Based Learning Strategy (PBLS) on achievement in physics using the topic fluid flow. Objectives of the study were to: investigate girls’ ability to derive the equation of continuity, determine the gain in problem solving abilities of girls, establish the effect of PBLS on girls’ motivation, and determine the ability of girls to illustrate Bernoulli’s effects in nature using PBLS. The study adopted constructivist theories of learning. Quasi-Experimental design was used with eight schools targeted in Bungoma County. Stratified random sampling technique was used to select schools, then simple random sampling was applied to assign schools to experimental and control groups. The study sampled Form two students because the topic of fluid flow is taught at form two. The study used motivation questionnaire, Physics Achievement Test (PAT) and observation schedule. Two groups of each n=40 either control or experimental were exposed to pretest and post-test. The reliability coefficient was calculated using KR-Fomulla-20 and Cronbach’s alpha at 0.75 and 0.70 respectively. Results show statistically significant difference in the ability of girls to derive the “equation of continuity”, problem solving abilities, illustrate Bernoulli’s effects in nature using PBLS and its effect on girls’ motivation was relatively higher than conventional methods. The ability to derive continuity equation, problem solving abilities in fluid flow and the ability to illustrate Bernoulli’s effects in nature led to improved girls’ achievements in physics. Similarly, the motivation effect helped in enhancing enrolment of girls in physics at form three. The study recommends the method should be strongly advocated by policy makers, the government, curriculum developers, principals and teachers while teaching science subjects for effective skill development among the learners. The study is significant in bringing total reforms to CBC that call for the use of learner-centered instructional strategies to develop key competencies for skill development. 2023-09-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/1987 Effect of Online Based Concept Maps on Secondary School Students’ Academic Performance in Biology in Endebess Sub-County, Kenya Moturi, Alvin M.; Ouma, Peter O.; Chemoiwo, Emily Performance in sciences especially in Biology has continuously been a concern to the Government of Kenya, Biology teachers and various stakeholders in Education. For a considerable the past five years, Biology subject has performed below the expectation and for this reason researchers in this field are out to unlock the anomaly. This study investigated the effect of online based concept maps on secondary school students’ performance in Biology in Endebess sub-county, Trans-nzoia County, Kenya. The objective was to find out the effect of online based concept maps on secondary school students’ performance in biology in Endebess sub-county. The study employed quantitative research method. The study used Quasi experimental design; non-equivalent pre-test post-test groups design. The target population included all form one students in Endebess Sub-County with a population of 2845 students drawn from 18 schools. Using Krejcie and Morgan table for calculating sample sizes for research, a sample size of 451 students and 18 teachers was obtained. The study employed tests as data collection instruments. Tests were derived from qualified sources and were validated by specialists. A Cronbach’s alpha of 0.79 was obtained and the instruments were considered appropriate and reliable. The data was analyzed by SPSS (version 21) and Microsoft Excel statistical packages. The results of the study showed that online based concept maps were a superior tool to conventional methods of delivery of content. It is hoped that the results will form basis for advising biology instructors in organizing concepts by the used of Biology concept maps, which promote meaningful learning for learners, supporting the overall learning style and enhancing the understanding of concepts to the learners. 2023-04-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/1606 Effect of Scientific Competencies in Chemistry Practical on Performance in Chemistry Subject Obadiah, Ronoh C.; Waswa, Peter; Lusweti, K. John Practical work plays a key role in the instruction of science and chemistry in particular. This study was done to evaluate the effect of learner competencies in Chemistry practical on performance in chemistry examination in secondary schools. The objective of the study was to evaluate the effect of observation, manipulation and computation competencies in chemistry practical on performance in chemistry subject. The study was carried out in Narok County of Kenya. The County was selected because performance in chemistry has been below average and inconsistent over the years as observed from KCSE Chemistry mean grades of 2012 to 2017. Research philosophy used was pragmatism. A descriptive survey design was used where a sample size of 377 respondents were randomly selected from chemistry teachers and Form three students from 145 public secondary schools in the County. Data was collected using questionnaire, interview and observation schedule. Document analysis was also used to obtain required information for the study. Data was analyzed using descriptive statistics with the aid of statistical package for social science (SPSS). Analysis of Variance (ANOVA) was used to test the hypotheses. The findings of the study indicated that observation, manipulation, problem solving and computation skills were low which translated in low performance in majority of the schools. Entry characteristics of students had a small impact on performance in chemistry practical. The ANOVA result indicated that science skills which included observation, manipulation, problem solving and computation had positive significant effect on the performance in chemistry (P < .05%). The study concluded that student competence had significant effect on the performance in chemistry. It recommended that there is need to adopt new instructional methods like computer-based learning, cooperative learning and guided inquiry laboratory methods to enable students develop science competencies to improve their performance. The results will benefit Ministry of Education, Donors, County governments, teachers, students and researchers to realign measures for effective content delivery in Chemistry. 2021-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/1342 Higher Education in the 21st Century: Relevance, Sufficiency, Challenges and Remedies from Graduates’ Perspective Wangui, Patrick Mwangi; Ingado, Diana Changes in life are ever bound to take place and as a result, what was important yesterday may be obsolete tomorrow, and education is not an exception. Prior to the 21st century, necessity of changes in education had been identified by many researchers and international organizations concerned with education. This had been brought about by the fact that things were changing and education had to keep the pace. In light to this fact, this study was carried out in Eldoret town, Kenya, in order to investigate whether education was up-to-date in the 21st century. It targeted university and college graduates. It was guided by four objectives namely: the relevance of education in this century, the sufficiency, the challenges facing the education in the century and the solutions to the challenges. 300 graduates from 28 different higher learning institutions were considered and data collected using questionnaires. Purposive sampling method was employed. Data analysis was performed in R software and Microsoft Excel for both descriptive and inferential statistics. The results show that, the rate of unemployment among graduates in Eldoret stands at 56.3% (p=0.0163) and 83.4% (p<0.0001) of these unemployed graduates are seeking employment. Among the employed, 59.5% (p=0.0180) are in non-self-employment. At higher learning institutions, majority (74.3%) of the graduates feel that they only gained knowledge while only 3.7% gained both skills and knowledge. Those who don’t find higher education in the 21st century useful in preparing 2020-09-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/1331 Effect of 7E Learning Cycle Model on Students’ Academic Achievement in Biology in Secondary Schools in Chesumei Subcounty, Kenya Cherono, Juliana; Samikwo, Dinah; Kabesa, Stella The objective of the study was to compare the effect of 7E Learning Cycle Model and Conventional Instructional Method on students’ academic achievement in Biology. Quasi experimental design was adopted in this study. A sample size of 346 form three students was selected using stratified sampling and simple random sampling techniques. Data collection instrument was Biology Achievement Test. Validity of the instrument was determined by two experts in Biology Education. Test- retest technique was used to determine the reliability of the instrument. A reliability coefficient of 0.83 was obtained. Mean, standard deviation and t-test were used to analyze data. The results were presented using tables. Results of the study revealed that the mean score of the students in the experimental group was higher than those in the control group. The study also found that there was a statistically significant difference between the mean scores of those taught using 7E Learning Cycle Model and those taught using Convectional Instructional Method. The study concluded that 7E Learning Cycle Model has the potential of improving students’ academic achievement. It was therefore recommended that Biology teachers should employ such constructivist approach as 7 E learning cycle model in teaching. In addition, Kenya Institute of Curriculum Development should organize and conduct capacity building on teachers on the adoption of 7E LCM during instruction. 2021-05-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/1330 Influence of Availability of Equipment, Learning Aids and Facilities on Practical Abilities of Learners in Physics in Sirisia Division, Bungoma West Sub-County, Kenya Mang'eni, Gladys Physics plays an important role in the development of the scientific base necessary for Kenya’s industrialization as envisaged in Vision 2030, but the students’ performance in the subject has been on a downward trend in recent years. This study set out to investigate influence of availability of equipment, learning aids and facilities on the practical skill abilities of the learners in physics during classroom interaction in selected schools in Sirisia Division, Bungoma West Sub-County, Kenya. The research design adopted for the study was descriptive survey. Questionnaires and observation schedules were used to collect the data. The target population for the study was 14 secondary schools, 30 teachers of physics, and form 3 students. One hundred and forty form three students and twelve teachers were selected to fill in the questionnaire. Two physics teachers were observed while teaching a form three class in each of the six schools selected. Data was analyzed using descriptive and inferential statistics, results were presented in tables and percentages and checked off using chi-square. The findings showed that available physics teaching resources influenced learners’ development of practical physics. The study also found out that there was no significant difference between availability of equipments, teaching aids and other facilities and learners’ ability to develop practical physics skills. The study concluded that students who are exposed to inquiry-based learning, in which the teachers’ role is that of a facilitator with the learner playing an active participatory role, develop proficiency in manipulative skills. By making equipment and apparatus available to the learner, the student acquires speed and skill for further education in science and technological field. The study recommends that secondary schools should be empowered to receive more allocation from CDF funds, well-wishers and parents to be able to build standard laboratory (especially the state owned public schools) in which improvised and other concrete materials such as models and specimens could be stored for the purpose of physics teaching through demonstrations, class experiments and project learning. Inspections should be routinely carried out on schools’ laboratories and worn out equipment replaced with new ones. 2020-07-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/1295 EFFECTS OF EXPERIMENTAL APPROACH OF TEACHING ON KNOWLEDGE MASTERY AND SKILLS ACQUISITION IN CHEMISTRY IN SECONDARY SCHOOLS OF TESO SOUTH ELUKET, LUKE RAYMOND Chemistry as a subject is one of the very important science subject in the Kenyan secondary schools curriculum. Being a science, the subject is experimental in nature where learning should start with hands on experiences and not abstract definitions. In this approach of teaching, the learners interact with apparatus, make observations and come up with conclusions. In addition, it should conform to the Science, Technology, Engineering and Mathematics since the country is geared towards achieving vision 2030.The study looked at the effects of experiments on knowledge mastery and science process skills acquisition in Chemistry in Teso South Sub-County secondary schools. The Kenya National Examination Council reports of 2014, 2016, and 2017 which pointed out the need for practical work among secondary school learners hence the choice of the study. Specifically the objectives of the study were two; to determine the effects of experimental work on students’ knowledge mastery in chemistry and also effects of experimental work on students’ acquisition of science process skills. Piaget theory of constructivism formed the theoretical framework of this study. The units of analysis in this study were the form three students. This study targeted 1216 form 3 students in 18 secondary schools of Teso South Sub-County since chemistry is one of the compulsory subjects in the region. Of this, 333 form three students from six secondary schools were sampled out. The methodology employed in this research study was both quantitative and qualitative. The design used was quasi-experimental design. Stratified random sampling was used to obtain six mixed secondary schools; three treated as experimental while the other three control. The study employed three instruments namely: A Pretest, Observation Checklist for acquisition of skills and Post-test. The data obtained was analyzed using both descriptive and inferential statistics. For the first objective, the means for pre-tests for experimental group is 15.4±1.3 and that of the control group 17.3±1.8 while those of post-tests for experimental group 34.2 ± 1.3 and that of control group is 32.0 ±1.4. The p values were used to determine the significance of the study. In this research study, a p=0.001 was obtained; therefore there was significant difference in the learners’ performance for the experimental group of learners and the control group. For the second objective, seven science skills (of observing, measuring, recording, classifying, setting-up apparatus, reading scales, manipulating data) were examined whether students acquired them proficiently or to small extent or unable. The t-test of these three dimensions gave p=0.0026, p=0.0016 and p=0.0238 respectively, to mean that there was a significant difference in the science process skills acquisition for the leaners in the experiments group and those in the control group. In a nut shell, experimental group of learners performed better than the control group of learners in both mastery of knowledge and acquisition of process skills. Therefore, the study recommended teachers of chemistry to use experimental approach in teaching chemistry to enhance students’ performance. The findings of this study would be useful to chemistry and other science subjects, teacher training institutions, Kenya National Examination Council and finally Ministry of Education. 2019-01-01T00:00:00Z