Conferences/Seminar Proceedings & Reports
http://41.89.96.81:8080/xmlui/handle/123456789/3
2024-03-29T15:48:50ZEgerton University partners with other institutions to launch STREM project
http://41.89.96.81:8080/xmlui/handle/123456789/2696
Egerton University partners with other institutions to launch STREM project
Prof. Nzula, Kivuva
2021-07-01T00:00:00ZEgerton University annual research conference goes virtual
http://41.89.96.81:8080/xmlui/handle/123456789/2661
Egerton University annual research conference goes virtual
Egerton University
2021-01-01T00:00:00ZThe role of primary school education in imparting English language literacy in Kenya: Challenges and opportunities
http://41.89.96.81:8080/xmlui/handle/123456789/483
The role of primary school education in imparting English language literacy in Kenya: Challenges and opportunities
Mutea, Zipporah
One of the aims of primary school education in Kenya is to impart English literacy to all primary school learners. For this aim to be achieved, instruction should be handled by qualified teachers, learning resources should be adequate and there should be a clear language of instruction. However, a look at the teaching and learning in primary schools shows that many teachers are not qualified to teach English and they lack commitment to the teaching profession. Teachers’ lack of commitment results from poor remuneration, poor working conditions and a degraded teaching profession. Classes are large and therefore teachers employ teacher-centred approaches that reduce learners to passive listeners. Shortage of teachers means that many English lessons are not taught. Due to shortage of learning materials learners lack adequate exposure and stimulation necessary for optimal learning. The situation is worsened by non-adherence to the language policy and the use of Sheng (a mixture of English, Kiswahili and local languages). Teachers spend considerable time coaching and drilling pupils to pass KCPE at the expense of teaching them to master English language. Studies have shown that many primary school pupils are graduating from primary school without acquiring basic skills in literacy. The objectives of this paper were to: discuss the role of primary school education in imparting literacy, highlight challenges of teaching English language literacy at primary school level, explore opportunities for improving achievement in English literacy and to make recommendations based on the discussion. The paper will use secondary data to guide discussion.
2015-12-11T00:00:00ZEffects of co-operative e-learning teaching strategy on students’ self-concept in biology: A study of selected secondary schools in Nakuru county, Kenya
http://41.89.96.81:8080/xmlui/handle/123456789/482
Effects of co-operative e-learning teaching strategy on students’ self-concept in biology: A study of selected secondary schools in Nakuru county, Kenya
Orora, William; Keraro, Fred N.; Wachanga, Samuel W.
This study investigated the effects of Cooperative E-Learning (CEL) teaching strategy on students’ self-concept in Biology. The study was quasi-experimental and the Solomon’s Four Non-Equivalent Control Group Design was used. The study was carried out in secondary schools in Nakuru County and focused on Form Two students. Convenience sampling was used to select four schools for the study. One Form Two stream was selected in each school using simple random sampling where they were more than one. The study involved county schools to ensure that the students participating were of comparable academic abilities. A total of 200 students from four schools participated in the study. The instruments that were used in this study are the Self-Description Questionnaire (SDQ) and the Biology Achievement Test (BAT) with a reliability coefficient of 0.72 and 0.97 respectively. They were piloted and validated before the start of the study. Data analysis was done using Analysis of Variance (ANOVA), Analysis of Covariance (ANCOVA), t-test and Spearman’s Product Moment Correlation Coefficient (SPMCC) with the aid of the Statistical Package for Social Sciences (SPSS) version 17.5 for windows. Statistically significant values were accepted at α =0.05.The results showed that the students exposed to CEL teaching strategy had higher self-concept than those exposed to conventional methods. The findings further showed that there was a statistically significant relationship between Biology self-concept and student achievement. The researchers concluded that CEL is more effective in enhancing learners’ self concept than conventional methods. It is recommended that teachers be empowered to use CEL by incorporating it in both pre-service and in-service teacher education programmes.
2015-12-11T00:00:00Z