School of Educationhttp://41.89.164.27:8080/xmlui/handle/123456789/102024-03-29T09:07:36Z2024-03-29T09:07:36ZMEDIATING EEFECT OF RESOURCE UTILIZATION ON THE RELATIONSHIP BETWEEN IMPLEMENTATION LEARNING STRATEGIES AND STUDENTS ACADEMIC PERFORMANCE IN KENYAN PUBLIC UNIVERSITIESCHERUS, ANNhttp://41.89.164.27:8080/xmlui/handle/123456789/21262024-02-29T09:11:52Z2023-10-01T00:00:00ZMEDIATING EEFECT OF RESOURCE UTILIZATION ON THE RELATIONSHIP BETWEEN IMPLEMENTATION LEARNING STRATEGIES AND STUDENTS ACADEMIC PERFORMANCE IN KENYAN PUBLIC UNIVERSITIES
CHERUS, ANN
Students’ academic performance is a major concern in every institution of higher learning be it in the west or in the developing countries and it is the concern of higher education institutions to see that their students perform according to the required standard and a competitive advantage. The study focused on determining the mediating role of resource utilization on the association between implementation of learning strategies and academic performance of students in Kenyan public universities. The objectives of this study were to; determine the effect of student-centred learning, social support, technology innovation and teacher-centred learning on academic performance of students and determine the mediating effects of resource utilization on the relationship between implementation of learning strategies and students’ academic performance. The study was guided by three theories; Systems theory, Warlberg’s theory and implementation theory. The study adopted an explanatory research design with a target population of 4343 teaching staff from 9 public universities in Kenya. The sample size was 366 lecturers obtained using Taro and Yamane formula. Structured questionnaires were administered to the teaching staff. Cronbach’s α>0.7 was used to test reliability of data and validity determined using expert judgement. Data was analyzed using descriptive and inferential statistics using statistical package for social science. The mediation effect of resource utilization on the relationship between implementation of learning strategies and academic performance of students was tested using a special PROCESS Macro tool developed by Hayes (2013). The mediation model results showed R2=0.4116 and was significant (p<0.000) an indication that implementation of learning strategies predict 41.16% of student performance. The regression of implementation of learning strategies on student performance, ignoring the mediator, was significant, β = .637, t (292) = 14.30, p <.000. The implementation of learning strategies predicts 24.4% of resource utilization. The implementation of learning strategies on the mediator, resource utilization, was significant, β = .798, t (292) = 9.71, p < .000. In the mediation model, resource utilization controlling for implementation of learning strategies was significant having predicted 52.22% of student academic performance. The mediation process showed that the mediator (resource utilization), controlling for implementation of learning strategies, was significant, β = .235, t (291) = 8.21, p < .000. Finally, controlling for the mediator (resource utilization), implementation of learning strategies scores was a significant predictor of student academic performance, β = .449, t (291) = 9.71, p <.000. From the Sobel test there was partial mediation in the model (z = 6.2497, p < .000). The resource utilization partially mediated the relationship between implementation of learning strategies and academic performance of students in Kenyan public universities. Implementation of learning strategies had significant positive relationship with student performance. Resource utilization partially mediated the relationship between implementation of learning strategies and academic performance of students in Kenyan public universities. Since the implementation of learning strategies predict 41.16% of the student performance, there is need for university management to enhance its implementation of learning strategies approaches in order to improve student performance more. The university management should introduce more strategies geared towards enhancing student performance with respect to the available resources.
2023-10-01T00:00:00ZCOLLABORATIVE PEER SUPERVISION IN ENHANCING THE EFFECTIVENESS OF TEACHERS OF ENGLISH LANGUAGE IN PUBLIC SECONDARY SCHOOLS IN KAKAMEGA COUNTY, KENYA.BARASA, DIANA WAKASAhttp://41.89.164.27:8080/xmlui/handle/123456789/21252024-02-29T09:04:51Z2023-05-01T00:00:00ZCOLLABORATIVE PEER SUPERVISION IN ENHANCING THE EFFECTIVENESS OF TEACHERS OF ENGLISH LANGUAGE IN PUBLIC SECONDARY SCHOOLS IN KAKAMEGA COUNTY, KENYA.
BARASA, DIANA WAKASA
Supervision of instruction is one of the most effective tools for ensuring quality curriculum delivery in schools. To ensure quality delivery of the English language curriculum in public secondary schools in Kenya, an effective supervision model for teachers of English, which is currently lacking, is required. This study therefore, sought to explore English Language teachers` views about the usefulness of Collaborative Peer Supervision Approach, in enhancing Teacher Effectiveness in the teaching of English language in public secondary schools in Kakamega County, Kenya. The study was guided by four objectives: To assess the current supervisory role of Heads of English Department in the supervision of English Language teachers, to determine English Language teachers` level of awareness about Collaborative Peer Supervision approach to supervising the teaching of English Language in public secondary schools, to establish the supervisory knowledge and skills that English Language teachers possess, to fully utilize Collaborative Peer Supervision (CPS) approach in supervising the teaching of English Language in public secondary schools, to investigate English Language teachers` perceptions about the utilization of Collaborative Peer Supervision approach in the supervision of the teaching of English Language in public secondary schools. All teachers of English, and English Language Departmental Heads (HODs), from the 417 public secondary schools in Kakamega County, constituted the study population. A sample size of 311 participants was used in the study. The study used multi-stage sampling technique, in which, study participants were sampled in stages. Proportionate and simple random sampling techniques were used to select 286 Teachers of English, who participated in the quantitative phase of the study, while, purposive sampling was employed in the selection of 25 HODs from the 417 HODs in the public secondary schools, who were interviewed. The study adopted the Convergent Mixed Methods Research Design. The questionnaire was used to collect quantitative data, while an in-depth interview guide was used to collect qualitative data. Quantitative data were analyzed using descriptive and regression analyses, while Qualitative data were coded and analyzed thematically. The major findings of the study were that, teachers of English perceive CPS as an effective supervision approach, that can enhance their teaching effectiveness. Further, a positive perception and satisfaction with CPS were significantly associated with improved effectiveness of teachers of English. The study concluded that CPS is an effective supervision approach, positively perceived by teachers of English as effective, and can enhance their teaching effectiveness. The study recommends that CPS is an effective supervision approach and should be adopted as an official supervision model for Teachers of English, in secondary schools in Kenya, to compliment the current TPAD.
2023-05-01T00:00:00ZEFFECT OF SANITATION AND HYGIENE PRACTICES ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN MUHORONI SUB-COUNTY, KENYASANG, EDNAH JEPKOECHhttp://41.89.164.27:8080/xmlui/handle/123456789/21242024-02-29T08:54:32Z2023-10-01T00:00:00ZEFFECT OF SANITATION AND HYGIENE PRACTICES ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN MUHORONI SUB-COUNTY, KENYA
SANG, EDNAH JEPKOECH
Access to improved sanitation is an important component of human health and wellbeing.
Minimum requirements for safe WASH in schools are not provided in most rural schools
in Kenya. The current study investigated the effect of sanitation and hygiene practices on
students’ academic performance in public secondary schools in Muhoroni Sub-County.
The specific objectives were to find out the influence of availability and access to safe
drinking water, availability of sanitation facilities, provision and access to hand washing
facilities and provision of hygiene education on secondary school students’ academic
performance. The study was anchored on Health Belief Model. Descriptive research
design and mixed methodology was used. The target population was 2354 form three
students and 23 teachers. Krejcie and Morgan sample size determination formula was
used to obtain a sample size of 331 respondents. Questionnaires, interviews, observation
and document analysis were used to collect data. Piloting was carried out in Kisumu
Central sub-County. Validity was determined by consulting research supervisors while
reliability was determined through the use of Cronbach Alpha. The quantitative data were
analyzed by SPSS (version 25) and the findings presented using frequencies, percentages
and the mean. In addition, Pearson Product Moment Correlation analysis was used to
determine the relationship between independent and dependent variables. Qualitative data
were thematically classified and arranged before they were reported in narrations and
quotations. The study found that 65.4% of the learners reported that they were using safe
drinking water in their schools. In addition, 63.3% of the study participants reported that
their schools had reliable, sufficient and clean water supply. It also emerged that 51.2%
of the learners acknowledged that their schools had insufficient number of toilets.
Additionally, 67.8% of the learners acknowledged that their schools did not have
sanitation facilities which are accessible to all students, including those with disabilities.
The study found that 67.1% of the learners believed that their schools had inadequate
hand washing facilities while71.6% learners acknowledged that hygiene and sanitation
practices could be enhanced through hygiene education. The study also found that there
was a significant correlation between availability and access to safe drinking water and
academic performance (r = .678; p = .000), availability of sanitation facilities and
academic performance (r = .764; p = .001), provision and access to handwashing
facilities and students’ academic performance (r = .506; p = .000) and provision of
hygiene education and students’ academic achievement performance (r = .822; p =
.000).The study concluded that availability of safe drinking water at schools reduces the
likelihood of water-related illnesses, such as diarrhea or other waterborne diseases. In
addition, availability to sanitation facilities influences students’ academic performance
among secondary school students. The provision and access to hand washing facilities
have a profound impact on students' academic performance. The study recommended that
schools and education policymakers need to prioritize the provision of safe drinking
water, availability of hand washing facilities and promote proper hand hygiene practices
to support students' academic performance. This study would give the current WASH
scenario of schools in the study area that can help ministry of education to improve the
school’s WASH situation.
2023-10-01T00:00:00ZINSTITUTIONAL PRACTICES IMPEDING COMMERCIALISATION OF INNOVATIVE TECHNOLOGY SOLUTIONS: A CASE OF SELECTED TVET INSTITUTIONS IN KENYAKIBERENGE, CORNELIUS JOHNhttp://41.89.164.27:8080/xmlui/handle/123456789/21232024-02-29T07:17:14Z2023-09-01T00:00:00ZINSTITUTIONAL PRACTICES IMPEDING COMMERCIALISATION OF INNOVATIVE TECHNOLOGY SOLUTIONS: A CASE OF SELECTED TVET INSTITUTIONS IN KENYA
KIBERENGE, CORNELIUS JOHN
For over a decade, the Technical and Vocational Education and Training (TVET) system in Kenya has witnessed increasing demands to undertake technology innovations with commercial intent. Although this goal is not to be achieved at the expense of skills training, the drive has attracted funds and grants purposed to stimulate catalytic activities in innovations. In response, TVET institutions have endeavoured to develop programmes geared to promoting technology innovations. This study was envisaged from observations that although there existed innovative products, there commercialisation rate remains insignificant. A challenge exists in converting innovations to commercial products. This study assessed the institutional practices of selected innovative TVET institutions that impede commercialisation of their innovative technology solutions. A conceptual framework of open innovation model was used. The study assessed the use of external technology, value creation and collaboration in promoting commercialisation of innovative technology solutions. A descriptive survey research design was used. TVET institutions in Kenya, which were actively involved in technology innovations and whose innovations were ranked highly were selected by a simple random method. Heads of these TVET institutions and Lead officers in government agencies concerned with innovation commercialisation were interviewed. TVET innovators responded to a questionnaire. Data collection employed interview schedule, questionnaire, document analysis and an observation guide. A pilot study was conducted to assess the validity and reliability of research instruments. Research data was analysed by descriptive, correlation and exploratory factor analyses. The study revealed that innovators and TVET institutions were inadequately equipped to undertake competitive commercial innovations. Most innovators had little or no training related to innovation commercialisation. More so, technology innovations were not treated with the seriousness deserved to commercialise them. It emerged that TVET institutions were under-utilising their internal infrastructure, external partnership, human resource and thus hampering their efforts to commercialise. A model of commercialisation of innovative technology solutions was developed. It emphasised on a strong interlinkage in development of audacious internal policies and processes that spark innovations with commercial intent, utilisation of collaborations and institution’s resources for production of market competitive products. The study recommended formulation of enabling policies, training of innovators in innovation commercialisation skills, promoting collaborative practices, adaption of robust market strategies among others. This study will be significant to government agencies, TVET Authority, TVET institutions, industry players and other stakeholders who are involved in funding innovations and developing policies aimed at promoting innovation commercialisation.
2023-09-01T00:00:00ZFACTORS AFFECTING STUDENTS ACADEMIC PERFORMANCE IN TERTIARY INSTITUTIONS IN BARINGO CENTRAL CONSTITUENCY, BARINGO COUNTYLUKE, KIRUIhttp://41.89.164.27:8080/xmlui/handle/123456789/21222024-02-28T12:49:32Z2023-09-01T00:00:00ZFACTORS 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
2023-09-01T00:00:00ZFACTORS INFLUENCING IMPLEMENTATION OF E-LEARNING IN TECHNICAL AND VOCATIONAL EDUCATION TRAINING INSTITUTIONS IN UASIN GISHU COUNTY, KENYASISIMWO, FAITH MAIBAhttp://41.89.164.27:8080/xmlui/handle/123456789/21212024-02-28T12:39:07Z2023-10-01T00:00:00ZFACTORS INFLUENCING IMPLEMENTATION OF E-LEARNING IN TECHNICAL AND VOCATIONAL EDUCATION TRAINING INSTITUTIONS IN UASIN GISHU COUNTY, KENYA
SISIMWO, FAITH MAIBA
Globally, e-learning has emerged as a dominant channel of learning but its implementation is not smooth sailing. This is evidenced by unavoidable difficulties in implementing e-learning calling for investigation into the factors influencing the implementation of e-learning. In this regard, the study determined factors that influence implementation of e-learning in TVET institutions in Uasin Gishu County. The study was guided by the following specific objectives, to; assess the influence of institutional management support on implementation of e-learning; analyze the influence of infrastructure on implementation of e-learning; investigate the influence of ICT competence on implementation of e-learning and; influence of organizational learning culture on implementation of e-learning in TVET institutions in Uasin Gishu County. The study was guided by Roger’s theory of Diffusion of innovation. The study adopted an explanatory research design with an accessible population of 94 electrical and electronic engineering trainers and 6 HoDs of electrical and electronic engineering departments from public TVET institutions from Uasin Gishu County who were engaged in the study through census inquiry. Data was collected by use of questionnaire and interview schedule. The instruments were tested for validity and reliability by checking the internal consistency after piloting questionnaire at Kitale National Polytechnic. Quantitative data was analyzed by use of both inferential and descriptive statistics using Statistical Package for Social Sciences (SPSS) version 25 while qualitative data using themes and sub-themes. The inferential statistics, which were used in this study included simple, multiple regression and Pearson’s correlation, Analysis of Variance (ANOVA) while descriptive statistics included mean, standard deviation, and frequencies. From the findings, the coefficient of determination (R square) of 0.758 indicated that the model explained only 75.8 % of the variation or change in implementation of e-learning. ICT competency with a coefficient of determination R square of 0.623 indicated that the model explained 62.3% of the variation or change in implementation of e-learning, infrastructure with a coefficient of determination R square of 0.449 indicated that the model explained 44.9%, of the variation or change in implementation of e-learning, Organizational Learning Culture with a coefficient of determination R square of 0.42 indicated that the model explained 42% of the variation or change in implementation of e-learning and Institutional management support with a coefficient of determination R square of 0.418 indicated that the model explained 41.8% of the variation or change in implementation of e-learning. Based on the multiple regression coefficients ICT competence has the greatest contribution with B of v0.529 however this did not devalue the role of the other factors. Therefore, TVET institutions should consider strengthening institutional management support, infrastructure, ICT competency and organizational learning culture using a policy framework to enhance their synergy in implementation of e-learning in the teaching of electrical and electronic engineering.
2023-10-01T00:00:00ZRELATIONSHIP BETWEEN SELF-CONCEPT AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN NYERI COUNTY, KENYAMWANGI, LUCY WANJIRAhttp://41.89.164.27:8080/xmlui/handle/123456789/21202024-02-28T12:34:01Z2023-08-01T00:00:00ZRELATIONSHIP BETWEEN SELF-CONCEPT AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN NYERI COUNTY, KENYA
MWANGI, LUCY WANJIRA
Despite the use of appropriate teaching and learning approaches and the government investing resources to promote quality education, there is a continuous record of poor academic performance among students in National Examinations in Kenya. The purpose of this study was to determine the relationship between self-concept and academic performance among secondary school students. The objectives of the study were to establish the relationship between Self Esteem, Self-Motivation, self-efficacy and academic performance. The study was anchored on The Marsh/Shavelson model self-concept. The study employed Ex-post facto research design. The study targeted students from public secondary schools in Nyeri County, Kenya. Krejcie and Morgan (1970) formula was used to calculate the sample size of the students while Purposive sampling was used to select 25 teacher counselors. Data was collected using questionnaires, interview schedules and document analysis. Data from the questionnaire was first subjected to preliminary processing through validation, coding and tabulation in readiness for analysis with the help of the Statistical Package for Social Science (SPSS) to analyze data. Descriptive statistics was presented using frequencies, percentages and means. Correlation analysis was done to determine relationship that exists between the independent and dependent variables. Additionally, regression analysis was employed to determine the extent to which each variable explained student’s academic performance. Qualitative data was transcribed, thematically classified, arranged and reported in narrations and quotations in line with research objectives. Major findings from the study indicated that there was a significant positive correlations between Self-esteem (r = .800; p = .000), self-motivation (r = .732; p = .000), self-efficacy (r = .886; p = .000) and students’ academic performance. This implied that there was significant relationship between self-concept and students’ academic performance. The study concluded that Self-esteem, self-efficacy, Self-motivation and affected students’ academic performance in public secondary schools in Nyeri County. This study therefore recommended that there is a need to promote self-esteem through group discussions and celebratory events, providing motivational support through real-life examples and inspirational materials, establishing peer support networks, and conducting teacher training on constructive feedback and inclusivity. Additionally, schools should design tasks that emphasize effort-based success, introducing mentorship programs, incorporating emotional well-being activities into the curriculum, and engaging parents in nurturing these qualities at home through workshops and ongoing communication with educators. The study findings will be of significance to educators to understand the level of self-concept among students in secondary schools in order to employ an effective approach during the teaching and learning process.
2023-08-01T00:00:00ZVALUE ADDITION TO THE HOLISTIC DEVELOPMENT OF STUDENTS IN PUBLIC SECONDARY SCHOOLS IN KENYA: A CASE OF NANDI COUNTYBARNO, GRACE CHELIMOhttp://41.89.164.27:8080/xmlui/handle/123456789/21182024-02-27T12:10:48Z2023-10-01T00:00:00ZVALUE ADDITION TO THE HOLISTIC DEVELOPMENT OF STUDENTS IN PUBLIC SECONDARY SCHOOLS IN KENYA: A CASE OF NANDI COUNTY
BARNO, GRACE CHELIMO
Education processes should lead to the cumulative acquisition of knowledge, skills, and values needed for holistic development. However, the current assessment practices in the Kenyan education system focus on the cognitive part of learning at the expense of the affective and psychomotor domains. Schools should, therefore, implement methods for assessing learners' potential and the crucial elements of holistic development. This study examined the value-addition of learners' holistic development in different public secondary schools in Kenya. The study's objectives were to determine value addition on student academic performance, talents, and life skills by different categories of public secondary schools in Nandi County. Holistic learning and Multiple Intelligence Theories guided the study. The study adopted a post-positivist research paradigm and a mixed research design that used questionnaires and document analysis to collect information from School principals and Form four students. The study's target population was 192 secondary schools, 192 Principals, and 10,499 students. The respondents were stratified into National, Extra- County, County, and Sub- County Schools. The study used stratified, proportionate, and purposive sampling to select respondents who included 144 principals from 2 National schools, 4 Extra County schools, 26 county schools, and 112 sub-county schools. Multiple regression analysis determined the value-added to academic performance, the Wilcoxon signed-rank test determined the value-added on talents, and one-way ANOVA was used to determine the value-added of life skills. The residual values of multiple regression analysis were National, Extra- County, County, and sub-county were –2.541, -3.152, -2.690, and -4.094, respectively. These residuals show that in all the categories, there was no value addition to the learners' academic performance in the selected schools. However, all school categories improved in talent (P.000), including volleyball, basketball, athletics, music, and drama. Netball improved in county schools but not in extra-county or sub-county schools. In terms of life skills, all school types added value to critical thinking. This study has suggested that schools adopt a robust assessment method to show how they have holistically added value to the learner. The process should examine the cognitive, affective, and psychomotor domains and the physical and social domains of the student's development. Furthermore, the Ministry of Education should cascade the competency-based curriculum introduced recently at the lower primary level to all levels of the education system.
2023-10-01T00:00:00ZTHE EVALUATION OF THE IMPLEMENTATION OF REAL-LIFE PROJECT-BASED LEARNING FOR COMPETENCE DEVELOPMENT OF TVET TRAINEES IN UGANDATURYATEMBA, EDDY BAINGANAhttp://41.89.164.27:8080/xmlui/handle/123456789/21102024-02-22T12:36:55Z2023-09-01T00:00:00ZTHE EVALUATION OF THE IMPLEMENTATION OF REAL-LIFE PROJECT-BASED LEARNING FOR COMPETENCE DEVELOPMENT OF TVET TRAINEES IN UGANDA
TURYATEMBA, EDDY BAINGANA
Real-life project-based learning is a practical approach to learning; a multifaceted method of training where trainees come up with real-world tangible products while working individually or in small collaborative groups. The purpose of this study was to evaluate the implementation of the real-life project-based learning for competence development of technical and vocational education and training (TVET) trainees in Uganda. The research was guided by the following objectives to; find out the status of the implementation process of the real-life project-based learning, determine the capabilities of TVET trainers’ regarding the implementation of real-life project-based learning, establish the role of TVET Managers in the implementation of real-life project-based learning and identify the challenges of implementing real-life project-based learning; for competence development of TVET trainees in Uganda. The study was anchored in the constructivist and experiential Learning theories. The study adopted the descriptive survey design with a mixed methods approach. The sample size of 488 study participants included TVET trainers, trainees, heads of departments and institutions and the Ministry of Education and Sports officials. Purposive sampling and simple random sampling techniques were employed. Data collection was carried out using questionnaires, interview schedules, observation checklists and a focus group discussion guide. The quantitative data was analysed using Statistical Package for the Social Sciences (SPSS) version 16.0 while thematic analysis was used for qualitative data. The results were presented in table form using frequency distribution and percentages. The study revealed that the TVET trainers did not follow the implementation processes and most of them lacked the abilities required to implement real-life project-based learning approach. TVET Managers did not perform their roles as expected. Furthermore, the main challenge was inadequate materials to implement real-life project-based learning across all TVET institutions. Arising from the findings of the study, it was concluded that the quality of the TVET trainees was below the expectation and their products were of poor quality. It was recommended that government should fast-track the implementation of the new TVET reforms including the back to industry program for the TVET trainers and the provision of adequate materials for real-life project-based learning. Additionally, the assessment bodies should involve industry practitioners but not only trainers to conduct the competence based assessment of trainees.
2023-09-01T00:00:00ZINFLUENCE OF SCHOOL CALENDAR DISRUPTION ON ADOPTION OF DIGITAL LEARNING OF ENGLISH LANGUAGE IN KAPSERET SUBCOUNTY, KENYATUWEI, EDNAH JESANGhttp://41.89.164.27:8080/xmlui/handle/123456789/21082024-02-22T07:22:19Z2023-05-01T00:00:00ZINFLUENCE OF SCHOOL CALENDAR DISRUPTION ON ADOPTION OF DIGITAL LEARNING OF ENGLISH LANGUAGE IN KAPSERET SUBCOUNTY, KENYA
TUWEI, EDNAH JESANG
From time to time, school calendars suffer disruption due to a myriad of crises. The recent global closure of schools due to the COVID-19 pandemic has created significant disruptions in school calendars, leading to the need for alternative approaches to education. Governments and schools are faced with the challenge of either embracing digital learning or enduring an indefinite wait for schools to reopen physically. This situation necessitates the identification and implementation of effective solutions to ensure the continuity of education and minimize the adverse impact on students' academic progress. The overall objective of this study was to determine the influence of school calendar disruption on the adoption of Digital Learning of English Language (DLEL) in Kapseret Subcounty, Kenya. The specific objectives were to establish whether indefinite school closure influences adoption of Digital Learning of English Language in Kapseret Subcounty, Kenya, to assess the influence of educational technologies on adoption of Digital Learning of English Language in Kapseret Subcounty, Kenya and finally to determine how digital literacy influences adoption of Digital Learning of English Language in Kapseret Subcounty, Kenya. The study was based on Social Cognitive Theory by Albert Bandura (2009) which provides insights into how students' learning experience. The study adopted descriptive research design. The study targeted a total of 2,173 respondents from secondary schools including; 2,092 form three students, 49 Teachers of English and 32 head teachers from the 32 high schools in Kapseret Sub County, 49 Teachers of English and 32 head teachers from the 32 high schools in Kapseret Sub County. The sample size of 327 was determined using Nassiuma's (2000) formula, which included 11 headteachers, 309 form three students, and 7 English teachers. The data was collected through the administration of questionnaire and interview schedules. Construct validity was employed and high reliabililty coeffient of 0.74 was obtained during the pilot study. The data was analyzed using descriptive statistics, including means, percentages, and standard deviations, and the results were then presented in form of tables. The study established that all schools were closed indefinitely in Kapseret subcounty and majority of the student respondents 225 (80.1%) lived with their parents during the school closure. The study further revealed that 32(11.4%) student respondents interacted remotely with their teachers via social media. All the teachers had access to internet whereas 196 (72.3%) of the student respondents had access to internet while 85 (30.2%) did not have access to internet. Also, 26(13.3%) of the student respondents used internet daily for academic work. Majority of the student respondents considered their digital skills as fair, good and very good at 93(33.1%), 76(27%) and 28(10%) respectively. Majority of the teachers 3(42.9%) were not competent in using digital devices to prepare, teach and evaluate students. In addition, only 66(23.5%) of the student respondents had undergone training for digital learning whereas 215(76.5%) had not. The study concluded that it was possible for learning to continue in Kapseret subcounty during school closure, with deliberate efforts and appropriate investment in digital learning. There was need to deliberately equip the teachers and students with the right digital devices, platforms and skills for effective engagement in case of disrupted school calendar. The schools, teachers, parents and the Ministry of Education will find this study useful in making appropriate adjustments towards leveraging technology for uninterrupted learning of English language.
2023-05-01T00:00:00Z