http://41.89.164.27:8080/xmlui/handle/123456789/414 2026-04-03T18:36:13Z http://41.89.164.27:8080/xmlui/handle/123456789/2402 DETERMINANTS OF THE USE OF DRAMA METHOD IN CHRSTIAN RELIGIOUS EDUCATION INSTRUCTION IN PUBLIC SECONDARY SCHOOLS IN NANDI EAST SUB COUNTY, KENYA MUTAI, JEPKOECH FAITH Christian Religious Education (CRE) instruction in public secondary schools plays a vital role in addressing moral, ethical, and social issues that are relevant to students' everyday lives. However, the effectiveness of CRE instruction faces a challenge of the teacher’s inclination towards the use of traditional teaching methods at the expense of integrating collaborative or interactive teaching methods like drama in public secondary schools. Thus, the purpose of this study was to investigate the determinants in implementation of drama method in Christian Religious Education (CRE) instruction in public secondary school in Nandi - East Sub County Nandi County. This study was guided by the following specific objectives: to determine the influence of teacher preparedness on use of drama method in CRE instruction; to assess the influence of student’s participation on use of drama method in CRE instruction; the extent to which availability of learning resources influence the use of drama method in CRE instruction. The study was based on constructionism theory introduced by Seymour Papert in the 1980s. The study adopted descriptive survey research design with a mixed method approach utilizing census where all the CRE teachers and principals of secondary schools in Nandi - East Sub County were participants in the study. The study targeted 60 teachers of Christian Religious Education and 30 principals from 30 secondary schools in in Nandi - East Sub County. The schools included extra county, county and sub-county schools. The instruments utilized in data collection included structure questionnaires administered to teachers and interview schedules administered to principals of the secondary schools. Data analysis was done using both descriptive and inferential techniques using SPSS version 26. The qualitative data were analysed using themes and subthemes. From the findings all the determinants under study namely teacher preparedness, student participation, availability and use of resources, where r=.373** , r=.523** and r=.591** respectively were significantly related to the use of drama method in Christian Religious Education Instruction where P<0.01. Besides model explained 69.7% of the change in Christian Religious Education Instruction with the remainder of 30.3% being explained by other factors other than (Teacher Preparedness, Students Participation, Availability of Learning Resources). This implies that a focus on the determinants of the use of drama method are critical in enhancing a positive change in the use of drama method in Christian Religious Education Instruction. In conclusion teacher preparedness, students participation and availability of learning resources significantly influence the use of drama method in Christian Religious Education Instruction. The study therefore recommends that there should be increased institutional support for the determinants of drama method of teaching as an endorsement of innovative teaching methods in Christian Religious Education for the realization of the goals of education. These findings remain significant to the stake holders as effective Christian Religious Education is important for student performance in the subject besides restoring moral and social order in society 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2229 SOCIO-ECONOMIC ENVIRONMENTSTHAT IMPACT ON THE TEACHING OF CHRISTIAN RELIGIOUS EDUCATION (CRE) IN SECONDARY SCHOOLS IN HAMISI SUB COUNTY, VIHIGA COUNTY, KENYA KADENYI, ABINAO JOSPHINE This study investigates the socio-economic environments influencing the teaching of Christian Religious Education (CRE) in secondary schools in Hamisi Sub County, Vihiga County, Kenya. The research aims to analyze the socio-economic factors that impact the teaching of CRE in public secondary schools, examine how cultural contexts affect student engagement in CRE classes, identify the economic barriers that limit access to quality education in CRE, and propose strategies that can enhance the teaching and learning of CRE in local schools. The research design employed a descriptive survey method, guided by Ludwig Von Bertalanffy's(1968) General System Theory. The study targeted 33 public secondary schools within the region, focusing on the perspectives of 57 teachers and 334 students from Forms 3 and 4 who are enrolled in CRE classes. A purposeful selection process identified 17 CRE teachers to provide insights into pedagogical practices within the context of local socio-economic conditions. Furthermore, 100 Form 3 and 4 students were randomly sampled from the larger population of 334 students to ensure diverse representation. Data collection involved the use of questionnaires, interview schedules, and document analyses. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent thematic analysis to uncover deeper insights. The findings revealed significant socio-economic and socio-cultural factors that affect the teaching of CRE in public secondary schools, detailing both challenges and opportunities within the educational environment. Recommendations derived from the study include increasing access to educational resources, implementing community programs that support lowincome families, fostering enhanced parental involvement in students' educational experiences, and offering professional development training for teachers to improve their teaching methodologies. The study concludes that addressing these socio-economic and socio-cultural challenges is essential for enhancing the overall quality of CRE education, fostering better student engagement, and ensuring equitable opportunities for all learners in Hamisi Sub County. The insights gained from this study are valuable for principals, school boards, and parents, enabling them to collaboratively improve the teaching and learning environment for CRE in Hamisi Sub County 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2122 FACTORS AFFECTING STUDENTS ACADEMIC PERFORMANCE IN TERTIARY INSTITUTIONS IN BARINGO CENTRAL CONSTITUENCY, BARINGO COUNTY LUKE, KIRUI According to Kenya's 2030 Vision plan, the nation would have a middle-income status supported by five important economic sectors: agriculture, information and communications technology (ICT), manufacturing and industry, education, and finance (Nelly, 2007). This would enhance the education offered to students at technical institutes, helping Kenya reach its 2030 goal of being an industrialized country. This study's goal is to learn more about the variables that affect students' academic performance in technical education programs in the Baringo Central Constituency in Baringo County. The objectives of the of the study are to find out the effect of poor academic performance in tertiary institution in Baringo central constituency in Baringo county, to establish the effect of availability of teaching personnel, on students’ academic performance in tertiary institution in Baringo central constituency, to determine the influence of learning facilities and resources, on students’ academic performance in tertiary institution in Baringo central constituency, to assess the influence of teaching Pedagogy on students’ academic performance in tertiary institution in Baringo central constituency, to identify how availability of finances influence students’ academic performance in tertiary institution in Baringo central constituency and to suggest possible solutions to these problems. The study used quantitative method and the target population of the study was students in tertiary institutions, the teachers in tertiary institutions and the principals in tertiary institutions and a sample of 5 institutions was picked. This sample was picked using random sampling. Questionnaires were used to collect data and 42 respondents were able to fill in their responses in the questionnaires. Data analysis was done using prepared data coding schemes and data matrix, descriptive statistics computed the information obtained from the study and data presented using tables. The findings of the study indicated that the learning resources are inadequate in the institutions, the learning facilities needs to be improved and good maintenance, the institutions majorly relies on the school fees paid in by students as a major source of finance and that there are delays in fees payments. The students also have limited access to financial support through bursary provided. The teachers are inadequate in the tertiary institutions, the syllabus coverage is not done completely thus being a disadvantage to students, the absenteeism of the students from learning affects their performance and that in general the students need motivation so as to develop a positive attitude to their studies. Future researchers will benefit from the study's results because they will broaden the body of knowledge, improve the way technical institutions offer education, and aid in the achievement of the 2030 Vision. To increase students' academic achievement, technical schools should have skilled and experienced instructors, adequate and sufficient classroom space, and a variety of Instructional strategies 2023-09-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/1026 EFFECT OF 7E LEARNING CYCLE MODEL ON STUDENTS’ACADEMIC ACHIEVEMENT IN BIOLOGY IN SECONDARY SCHOOLS IN KENYA: A CASE STUDY OF CHESUMEI SUB-COUNTY. CHERONO, JULIANA This study examined the effect of 7E Learning Cycle Model on students’ academic achievement in Biology in secondary schools in Kenya. The first objective was to compare the effect of 7E Learning Cycle Model and Conventional Instructional Method on students’ academic achievement in Biology, the second objective was to determine the influence of students’ attitude towards 7E Learning Cycle Model on their academic achievement in Biology and the third objective was to establish challenges faced by teachers when using 7E Learning Cycle Model and how they affect students’ academic achievement in Biology. Quasi-experimental design was adopted in this study. 7E Learning Cycle Model was applied to experimental group and Conventional Instructional Method to the control group. Target population for the study was 3421 form three Biology students and 61 Biology teachers. Data was collected from a sample size of 346 students and 18 teachers. The study employed stratified sampling, simple random sampling and purposive sampling procedures. Data collection instruments were Biology Achievement Test, Students’ Questionnaire and Teachers’ Questionnaire. Validity of the Biology Achievement Test was established by two Biology teachers. The validity of both students’ and teachers’ questionnaire were established by two supervisors. Reliability of Biology Achievement Test was established through test- retest technique using SPSS. A reliability coefficient of r = 0.83 was obtained. To establish the internal consistency of the questionnaire, Cronbach’s coefficient alpha was employed using SPSS. Students’ and Teachers’ questionnaire, had a Cronbach’s coefficient alpha of 0.89 and 0.84 respectively. Data was analysed using both descriptive (frequencies, percentages, mean and standard deviation) as well as inferential statistics (t- test) with the aid of SPSS and excel. The findings of the study showed that students in the experimental group performed better than students in the control group, students had positive attitude towards 7E Learning Cycle Model and that Biology teachers face challenges when using 7E Learning Cycle Model during instruction. The study therefore concluded that 7E Learning Cycle Model is an effective way of improving students’ academic achievement in Biology. Based on the findings of the study, the researcher recommended that Biology teachers should employ 7E Learning Cycle Model in teaching, KICD should incorporate 7E Learning Cycle Model into Biology curriculum, Ministry of Education together with other education stake holders should organize in-service programs for teachers on the use 7E Learning Cycle model and also, they should provide adequate instructional resources. 2021-01-01T00:00:00Z