Centre for Teacher Education

INFLUENCE OF VIRTUAL LABORATORIES ON SECONDARY SCHOOL STUDENT PERFORMANCE IN BIOLOGY SUBJECT IN LIKUYANI, KAKAMEGA COUNTY KENYA

2026-06-05T11:22:17Z

INFLUENCE OF VIRTUAL LABORATORIES ON SECONDARY SCHOOL STUDENT PERFORMANCE IN BIOLOGY SUBJECT IN LIKUYANI, KAKAMEGA COUNTY KENYA KACHI, JACOB W. Biology plays a critical role in national development; however, students in Kakamega County have consistently underperformed in the subject. Between 2019 and 2023, the average KCSE Biology mean score was 2.85, highlighting persistent challenges in content delivery and conceptual understanding. This study investigated the influence of Virtual Laboratory-Based Instruction (VLBI) on students’ academic performance and conceptual grasp of Biology. VLBI leverages digital simulations to replicate laboratory experiments, making abstract biological concepts more accessible and engaging. The study was guided by three objectives: (1) to assess the availability of virtual laboratories; (2) to evaluate the effect of VLBI on students’ understanding and performance in Genetics, Cell Structure, and Ecology, and (3) to identify challenges in implementing VLBI. A quasi-experimental design was employed, involving 339 Form Four students (271 in the experimental group and 68 in the control group) and 46 Biology teachers. Data were collected through Biology Performance Tests, questionnaires, and interviews, and analyzed using both inferential and thematic methods. Statistical analyses included ANOVA, z-tests, multiple regression, and Duncan’s post-hoc tests, while qualitative data were analyzed thematically. Instrument reliability was ensured through test-retest procedures and Cronbach’s alpha. Pre-test results indicated no significant difference (z = 1.21, p = 0.226) in performance between the experimental and control groups. However, post-test analysis showed a statistically significant improvement in the experimental group (M = 66.37, SD = 8.68) compared to the control group (M = 49.93, SD = 7.31), with z = 15.94, p < 0.001. The study concludes that VLBI significantly enhances students’ academic performance and conceptual understanding in Biology. The findings underscore the need for teacher professional development in digital pedagogy, integration of virtual laboratories into the Biology curriculum, and investment in ICT infrastructure to support technology-enhanced learning. These insights are valuable for curriculum developers, teacher trainers, and policymakers aiming to improve science education outcomes.

THE COMPARISON BETWEEN INQUIRY- BASED AND TRADITIONAL LEARNING APPROACHES ON THE STUDENT PERFORMANCE IN PHYSICS IN KESSES SUB-COUNTY, KENYA

2026-06-03T07:34:59Z

THE COMPARISON BETWEEN INQUIRY- BASED AND TRADITIONAL LEARNING APPROACHES ON THE STUDENT PERFORMANCE IN PHYSICS IN KESSES SUB-COUNTY, KENYA KINYANJUI, GODFREY Physics is one of the science subjects offered in the Kenyan secondary school curriculum. Despite attracting few learners over the past few years, its performance has been poor as indicated in Kenya National Examinations Council (KNEC) reports from the last decade. This study aims to investigate performance comparison between learners taught using the Exploratory Inquiry-Based Learning (IBL) approach and those taught using Traditional Learning (TL) approaches in Secondary schools within Kesses Sub- County in Uasin Gishu County. The objectives of the study are (i) to compare the performance of students taught Physics using the IBL approach and those taught using TL approaches, (ii), to find out the effect of IBL approach and TL approaches on retention of Physics concept and (iii) to find out challenges faced in using the IBL approach and TL approach in learning of Physics. The study was based on Experiential Learning theory by Carl Rogers (1969). The IBL approach for this study was an exploratory learning approach, which involves learners performing experiments and sharing results. The target population was 1,009 Form Three Physics students from 47 schools and 45 Physics teachers. Stratified random sampling, simple random sampling and purposive sampling were used in this study. Stratified random sampling was used to divide schools into three strata according to their category. From each stratum random sampling was used to select schools from the categories; extra county, County and Subcounty schools. Purposive sampling was used to select schools with only one physics teacher-where there were more than one physics teacher, one was chosen randomly. The sample size comprised 282 physics students and 12 Physics teachers. A quasi-experimental design was employed where sampled students were divided into control and experimental groups. Pre-tests and post tests were then administered and tests results were analyzed. Collected data was analyzed with both descriptive and inferential statistics using SPSS version 25 and the Microsoft Excel 2021 version application programs. The findings showed that performance of learners taught Physics using IBL approach was greater than of those taught using traditional approaches. Teachers of Physics highlighted various major challenges that hindered the implementation of the IBL approach, including inadequate resources, a heavy workload, and limited training of teachers on use of the IBL approach. The researcher recommended that the Ministry of Education implement the use of the IBL in its curriculum policy for teaching Physics in Kenyan Schools. The results of the study are expected to be instrumental to curriculum developers at the Kenya Institute of Curriculum Development (KICD) in designing a Physics curriculum that promotes the IBL approach in delivering instructions. The results will also help school administrators and teachers of Physics in coming up with policies that promote IBL.

MATHEMATICAL MODELLING OF STUDENT PERFORMANCE TRENDS IN KIPTAGICH SECONDARY SCHOOL IN KURESOI SOUTH SUB COUNTRY, NAKURU COUNTY, KENYA

2025-06-04T08:10:57Z

MATHEMATICAL MODELLING OF STUDENT PERFORMANCE TRENDS IN KIPTAGICH SECONDARY SCHOOL IN KURESOI SOUTH SUB COUNTRY, NAKURU COUNTY, KENYA KIPROTICH, MATHEW This study investigated the mathematical modeling of student performance trends at Kiptagich Secondary School in Kuresoi South Sub County, Nakuru County, Kenya. The primary objective was to analyze the various factors that influenced student performance and to develop predictive models that could forecast academic outcomes based on identified variables. Employing a mixed-methods research approach, the study incorporated both quantitative and qualitative data to provide a comprehensive understanding of the performance dynamics within the school. Data were collected from a sample of 50 students and 10 teachers, utilizing structured questionnaires and semi-structured interviews. The quantitative component focused on gathering data related to students' academic performance across different subjects, attendance records, socio-economic backgrounds, and parental involvement. The qualitative aspect involved interviews with teachers to gain insights into instructional methods, classroom dynamics, and perceived challenges affecting student achievement. The analysis revealed several critical determinants of student performance, including socio-economic status (SES), teaching methodologies, student motivation, and parental involvement. Mathematical models were developed using statistical techniques such as regression analysis to illustrate the relationships between these variables and student performance metrics. The findings indicated that students from higher socio-economic backgrounds consistently outperformed their peers, highlighting the importance of resource availability. Additionally, active learning strategies employed by teachers were linked to improved student engagement and performance. The study concluded by emphasizing the need for educational stakeholders to consider these influential factors when designing interventions aimed at enhancing academic outcomes. Recommendations included implementing targeted support programs for students from disadvantaged backgrounds, training teachers in innovative pedagogical techniques, and promoting greater parental involvement in the educational process. Ultimately, this research contributed valuable insights into the trends of student performance at Kiptagich Secondary School and established a foundation for future studies on academic achievement in similar contexts.

THE EFFECTIVENESS OF THE LEARNING MANAGEMENT SYSTEMS (LMS) IN THE IMPLEMENTATION OF ONLINE DISTANCE LEARNING IN TECHNICAL INSTITUTIONS IN UASIN GISHU COUNTY

2025-06-04T07:41:15Z

THE EFFECTIVENESS OF THE LEARNING MANAGEMENT SYSTEMS (LMS) IN THE IMPLEMENTATION OF ONLINE DISTANCE LEARNING IN TECHNICAL INSTITUTIONS IN UASIN GISHU COUNTY NGETICH, AGNES CHEPWOGEN RONO This project seeks to investigate the effectiveness of Learning Management Systems (LMS) in the implementation of online distance learning within technical institutions in Uasin Gishu County. With the increasing demand for flexible and accessible education, LMS has emerged as a critical tool for delivering online courses. However, the effectiveness of LMS in achieving educational goals, particularly in technical institutions, remains under-explored. The study evaluated how LMS supports online learning, the challenges faced by both instructors and students, and the overall impact on educational outcomes. A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews to gather comprehensive data from a representative sample of students, instructors, and administrators. Key objectives include assessing the functionality of LMS in enhancing learning, identifying barriers to effective LMS use, and proposing strategies to optimize LMS implementation. The findings of this research are expected to contribute valuable insights into improving online distance learning and guiding policy decisions for technical education in Uasin Gishu County. Data was collected from technical institutions in the region through surveys, interviews, and analysis of institutional records. The findings reveal that while LMS has improved accessibility and flexibility in education, there are barriers such as inadequate technological infrastructure, limited digital literacy, and inconsistent internet access that hinder full utilization. Recommendations for addressing these challenges are provided.

INTEGRATION OF ONLINE LEARNING TO MINIMIZE INTER-CAMPUS TRANSFERS IN KENYA'S TVET INSTITUTIONS: A CASE STUDY OF AIRADS COLLEGE

2025-05-27T10:01:58Z

INTEGRATION OF ONLINE LEARNING TO MINIMIZE INTER-CAMPUS TRANSFERS IN KENYA'S TVET INSTITUTIONS: A CASE STUDY OF AIRADS COLLEGE JEPKOECH, VALENTINE This study explored the integration of online learning within Technical and Vocational Education and Training (TVET) institutions in Kenya, focusing specifically on AIRADS College. Given the increasing demand for flexible learning solutions, online education presented a potential strategy for reducing the need for trainees to move between campuses for course availability or other reasons. The primary objective was to assess how online learning could mitigate the challenges associated with inter-campus transfers. The study aimed to evaluate the current state of online learning at AIRADS College, identify the barriers to its effective implementation, and assess its impact on trainee inter campus transfer patterns and satisfaction. This research employed a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather data from trainees, trainers, and administrative staff. The findings suggest that while online learning has the potential to reduce inter-campus transfers by offering flexible course access, challenges such as insufficient digital infrastructure and faculty readiness hinder its full implementation. The study concludes that online learning can improve accessibility and flexibility in TVET education, but significant investments are needed in technology, training, and course design to make this a viable solution. Recommendations for policy and institutional reform are provided, with implications for the wider TVET sector in Kenya.

EFFECTS OF LARGE CLASS SIZE ON IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM (CBC) IN WEST POKOT COUNTY: A CASE STUDY FOR GRADE 5

2025-05-27T08:45:01Z

EFFECTS OF LARGE CLASS SIZE ON IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM (CBC) IN WEST POKOT COUNTY: A CASE STUDY FOR GRADE 5 MURKET, VIOLA CHELIMO The research project is about the effects of large class size on implementation of competency-based curriculum in west Pokot County, Kenya. These effects include poor teacher-student interaction, poor performance and mastery of competencies as outlined in competency-based curriculum system, insufficient resources and classroom management which can impede the effective delivery of the curriculum This project is more important because it helps students, parents, teachers and curriculum implementers to know and understand how the above stated effects affect curriculum implementation.

DESIGN AND PERFORMANCE EVALUATION OF A PORTABLE SOLAR WATER HEATER, A CASE STUDY OF BWAKE SECONDARY SCHOOL BUNGOMA COUNTY, KENYA

2025-04-15T06:21:00Z

DESIGN AND PERFORMANCE EVALUATION OF A PORTABLE SOLAR WATER HEATER, A CASE STUDY OF BWAKE SECONDARY SCHOOL BUNGOMA COUNTY, KENYA WAMBURA, MAGAIWA PETER This project presents the design and performance evaluation of a solar water heater (SWH) using thermo siphon principles, thereby eliminating the use of an electric water pump and reducing the cost of the entire system. Many phenomena are encouraging the application of solar water heating technology such as; electric power outages, high fuel prices, rapid urbanization, low cost of installations, and governmental intervention. Therefore, there is a need to encourage innovation in the field of solar technology. The design of this system was done using relevant equations to obtain the required dimensions of the various components of the system. The materials were selected based on design calculations, machining, availability, and material cost. During the testing process, the first three days of testing the highest outlet temperature recorded was 650C. For the last three days of testing during the dry season, the highest outlet temperature recorded was 79.3 0C. The results showed that the system performs better during the dry season when the irradiance levels are higher. The highest irradiance recorded was 940 W/m2 on the sixth day of testing. The highest efficiency recorded from the system was 68.19% on the fourth day of testing. It is at this moment recommended that a sensor and a flow meter should be installed to determine the water level

DEVELOPING A FRAMEWORK FOR THE SCHOOL ON HOW TO IMPROVE ON QUALITY GRADES FOR MATHEMATICS FOR THE BETTER PERFORMANCE.A CASE STUDY OF ST JOSEPH’S BOYS HIGH SCHOOL, KITALE

2025-04-15T06:17:04Z

DEVELOPING A FRAMEWORK FOR THE SCHOOL ON HOW TO IMPROVE ON QUALITY GRADES FOR MATHEMATICS FOR THE BETTER PERFORMANCE.A CASE STUDY OF ST JOSEPH’S BOYS HIGH SCHOOL, KITALE ISONI, WANJAlA FRANCIS Mathematics performance refers to how well students achieve or demonstrate proficiency in mathematics. This can be assessed through various indicators, including academic grades, test scores, and problem-solving skills. This research aimed to develop a framework to improve mathematics performance at St. Joseph's Boys High School in Kitale, Kenya. The study sought to tackle the issue of declining mathematics grades by identifying the primary challenges faced by students and teachers, as well as proposing targeted interventions. Data was collected from students, teachers, and administrators through surveys, interviews, and statistical analysis. The findings revealed critical areas needing enhancement, such as teaching methods, resource availability, and student engagement. Using these insights, a comprehensive framework was created, providing practical recommendations for improving teaching practices, integrating effective resources, and boosting student motivation. A pilot implementation of the framework was carried out to assess its effectiveness, followed by an evaluation to measure its impact on student performance. The results showed a positive shift in mathematics grades and greater student engagement. This study made a valuable contribution to the educational field by offering a tailored, evidence-based approach to enhancing mathematics education, which could also benefit other schools facing similar challenges. The proposed framework not only addressed existing issues but also laid the groundwork for sustainable improvements in mathematics education at St. Joseph's Boys High School and potentially other institutions throughout Kenya.

AN EXAMINATION OF COMPONENTS CAUSING UNSATISFACTORY RESULTS IN HUMANITIES SUBJECTS BY STUDENTS IN PUBLIC HIGH SCHOOLS IN TURBO SUB-COUNTY UASIN GISHU COUNTY KENYA

2025-04-15T06:06:21Z

AN EXAMINATION OF COMPONENTS CAUSING UNSATISFACTORY RESULTS IN HUMANITIES SUBJECTS BY STUDENTS IN PUBLIC HIGH SCHOOLS IN TURBO SUB-COUNTY UASIN GISHU COUNTY KENYA BETT, KIPKOGEI SAMWEL The investigated the causes of high school students in Turbo sub-county performing poorly in humanities national exams. The study population sample was picked from five high schools in Ng'enyilel Turbo Sub-County using a mixed approach design. The chosen schools did not fare well in 2021 in the Humanities courses. Participants in this study included educators and students studying the humanities. Two closed-ended surveys were used to gather the data. Two questionnaires were created: one for the students to complete and one for the educators. Additionally, eight educators and eight students participated in organized interviews. Data was analyzed manually. Descriptive statistics, percentages, charts, and literature reviews embraced to record and describe the data, and a literature review employed to interpret it. The study's findings suggest that time allotted to each humanity topic, the workload of the teachers, the resources available to them, their lack of specialized subject-matter expertise, the medium of instruction, parental involvement, poverty, and motivation are the main causes of poor performance. Policy recommendations were made in light of these findings.

THE IMPACT OF E-LEARNING PLATFORMS ON PGDE STUDENTS’ PERFORMANCE IN THE UNIVERSITY OF ELDORET

2025-04-08T09:17:49Z

THE IMPACT OF E-LEARNING PLATFORMS ON PGDE STUDENTS’ PERFORMANCE IN THE UNIVERSITY OF ELDORET CHEBET, FAITH This study examined the impact of e-learning platforms on Post-Graduate Diploma in Education (PGDE) students at the University of Eldoret. The integration of e-learning in teacher education was found to enhance professional development and pedagogical skills. E-learning tools such as learning management systems, multimedia content, and interactive modules provided increased resource access, flexible schedules, and personalized learning opportunities. These platforms also enabled collaborative learning and communication, effectively overcoming geographical barriers. The study investigated PGDE students' engagement with e-learning, their academic performance compared to non-users, integration challenges, pedagogical strategies, and socio-cultural factors. By applying various theoretical frameworks, the research aimed to inform evidence-based practices and policies to optimize e-learning in PGDE programs at the University of Eldoret.