School of Education

Permanent URI for this collectionhttps://repository.rongovarsity.ac.ke/handle/123456789/582

Browse

Now showing 1 - 20 of 143

an inquiry on the paradoxes of the of the impact of presentation skills
(Proceedings of the ICE, 2009) Oyiengo, Karen Atieno
The paper looks at the aims of higher education in the twenty first century and the kind of graduate that can fit in the fast changing and unpredictable global arena, where what worked in the years past is fast losing potency. The norm in most universities has been (and still is) where the faculty play the role of knowledge fountains with the student usually absorbing that knowledge passively for reproduction in the end of year/semester examinations. Such teaching and learning rarely prepares one adequately for the graduate studies, professional life, or the social world. The lecture method is the predominant pedagogic approach in such cases. However, the graduate of this century should be able to go beyond cognitive masterly of content in various disciplines to an active participant in the search, creation and dissemination of knowledge. This will be made possible by having institutions of higher education adopt strategies such as inquiry-based learning in its different forms, where the learner will have active engagement with the task at hand individually or in small groups. The role of the lecturer here remains that of a mentor, facilitator and resource person. This is not to say that the traditional lecture method should be done away with; instead a balance should be explored between this and other methods.
Testing of Inferencing Behavior in a Second Language
(International Journal of Bilingual Education and Bilingualism, 2010-03-26) Kembo, Jane A.
The term ‘inferencing’ has been used in many texts and teaching books to mean a process or a discrete skill in reading and implies the process of gap-filling. Other texts call this ‘pragmatic inferencing’, meaning the incorporation of world knowledge into the meanings reconstructed during the processing of a text. This paper utilizes the term after Winne et al. (1993) to mean everything a reader does in the process of reconstruct-ing the meaning of a text. Our definition is synonymous with reading. Inferencing is a complex process and testing its products may never be accurate or even simple. The problems of testing SL inferencing may result from assumptions made by testers on the nature of reading, or test types to the presumptions and problems that readers bring into the testing situation. The study used 300 final year secondary school students who are SL speakers of English and administered two reading tests, one culturally familiar and the other culturally unfamiliar, based on three narrative texts per test. Four categories of inferences were tested in four different sections ‘A’ to ‘D’. The results showed that certain inference types were more difficult to make. Even Short-Answer Questions presented peculiar problems. Readers did significantly better on culturally familiar texts than culturally unfamiliar texts. The ability to identify the locus of an answer was not an adequate requisite for arriving at an acceptable answer.
Testing of inferencing behaviour in a second language
(Routledge, Taylor and Francis group, 2010-03-26) Kembo, Jane
The term ‘inferencing’ has been used in many texts and teaching books to mean a process or a discrete skill in reading and implies the process of gap-filling. Other texts call this ‘pragmatic inferencing’, meaning the incorporation of world knowledge into the meanings reconstructed during the processing of a text. This paper utilizes the term after Winne et al. (1993) to mean everything a reader does in the process of reconstructing the meaning of a text. Our definition is synonymous with reading. Inferencing is a complex process and testing its products may never be accurate or even simple. The problems of testing SL inferencing may result from assumptions made by testers on the nature of reading, or test types to the presumptions and problems that readers bring into the testing situation. The study used 300 final year secondary school students who are SL speakers of English and administered two reading tests, one culturally familiar and the other culturally unfamiliar, based on three narrative texts per test. Four categories of inferences were tested in four different sections ‘A’ to ‘D’. The results showed that certain inference types were more difficult to make. Even Short-Answer Questions presented peculiar problems. Readers did significantly better on culturally familiar texts than culturally unfamiliar texts. The ability to identify the locus of an answer was not an adequate requisite for arriving at an acceptable answer. The main aim of the study was to examine the inferencing behavior of final-year secondary school students who are second language learners of English on culturally familiar and unfamiliar texts. The sub-aims included: (1) determining how successfully readers could identify the loci of their responses and judge question difficulty, and (2) establishing whether the readers’ ability to identify their response loci has any significant relationship with their overall score or scores in the two tests.
Concept Mapping: an interactive teaching strategy that enhances active learning and students' achievements in Biology
(2011) Ongowo, Richard Owino; Keraro, Fred N; Okere, Mark O
Reducing Gender Differences in Achievement in Biology through Concept Mapping Strategy
(Kenya Journal of Education Planning, Economics & Management, 2011) Ongowo, Richard Owino
Effects of concept mapping teaching strategy on students' attitude towards secondary school Biology
(Kenya Journal of Education Planning, Economics & Management, 2011) Ongowo, Richard Owino
The Future of Education and Its Challenges in Africa.
(International Journal of Humanities and Social Science, 2012) Otara, Alfred
Looks at the need for quality education that will propel the African continent into the future. The assesment of theory and industrial needs are addressed in the light of future demands. Change of current educational practices and forcusting on future trends of economic demands is emphasised
Perception of Students and Staff on Determinants of Performance in Science Laboratory Technology in Institutes of Technology in Southern Nyanza Region, Kenya
(International Journal of Academic Research in Progressive Education and Development, 2012-10) Ojera, Dorcas Akinyi; M. W. Simatwa; M. O. Ayodo
Science Laboratory Technology training is considered pivotal to Kenya’s economy, as it is increasingly seen as a vehicle through which the country will build a competitive workforce for key industries within priority sectors identified in Vision 2030. The objective of this article was to find out the contribution of library facilities on performance of students in Science Laboratory Technology in Institutes of Technology in Institutes of Technology in South Nyanza, Kenya. Despite the importance of Science Laboratory Technology, students’ performance in Institutes of Technology in South Nyanza, Kenya has been below expectations. For the period between 2006-2010, cumulative performance in Science Laboratory Technology course in Kenya National Examinations has been; Distinction 0 (0%), Credit 15 (2.63%); Pass 61 (10.63%); Referred 219 (38.29%); and 277 (48.45%) failed. This dismal performance has led to growing concern among stakeholders. The instruments for data collection were questionnaires, interview schedules, document analysis and observation. A conceptual framework was used to guide the study on factors that determine performance in Science Laboratory Technology. The study adopted descriptive survey design. The study population consisted of 240 students undergoing the Science Laboratory Technology course, 26 lecturers, 3 Librarians and 3 Principals. Simple random sampling technique was used to select 120 students and 18 lecturers while saturated sampling technique was used to select the 3 Principals, 3 librarians and 3 laboratory assistants. It is hoped that this article will provide a basis for future research in the education sector particularly the Institutes of Technology. The Ministry of Higher Education Science and Technology may also use this study to re-evaluate the criteria for student admission into the course Science Laboratory Technology.
Kufaa kwa nadharia ya uchanganuzi vijenzi katika uchambuzi wa hiponimia.
(2013) Okal, Benard Odoyo
Hiponimia ni mojawapo ya mahusiano ya kifahiwa inayoashiria uhusiano ambapo leksimu ya jumla inajumuisha kimaana leksimu mahususi. Uhusiano wa leksimu kihiponimia ulidhukuriwa kuwa unafanana katika lugha anuwai ulimwenguni na aghalabu unahusisha leksimu nomino pekee. Hata hivyo, tafiti za hivi punde zinadhihirisha kuwa hiponimia huonekana pia miongoni mwa vivumishi, vielezi na vitenzi na huweza kutofautiana kimuundo na kimtindo kutoka lugha moja hadi nyingine kwa sababu ya tofauti za kitamaduni. Wataalamu anuwai wamekuwa na mapendekezo kadha kuhusu nadharia ifaayo ya kuainisha leksimu za lugha kihiponimia. Wengine wanaelekea kupendelea matumizi ya nadharia ya Kiini Maana (Core Meanings Theory) na Nadharia ya Sampuli Kifani (Prototype Theory). Hata hivyo inadhihirika kuwa nadharia ya Uchanganuzi Vijenzi (Componential Analysis) inafaa zaidi katika uchanganuzi wa hiponimia ya leksimu nomino, vitenzi, vivumishi na vielezi. Makala haya yanaangazia kufaa kwa nadharia hii katika uhakiki wa hiponimia ikilinganishwa na nadharia Kiini Maana na Sampuli Kifani.
Secondary School Teachers’ Perceptions of a Biology Constructivist Learning Environment in Gem District, Kenya
(International Journal of Educational Research and Technology, 2013) Ongowo, Richard Owino.
This study investigated the teachers’ perceptions of actual and preferred constructivist biology learning environment. The study adopted a survey design. Data were collected from a sample of 41 biology teachers from Gem District, Kenya using a 20-item Teacher Perception Questionnaire (TPQ) which is a modified version of Constructivist Learning Environment Survey (CLES), the teachers’ version. The TPQ consisted of two forms which are “Actual” and “Preferred”. While the actual form assessed the current biology learning environment, the preferred form assessed the teacher perception of a constructivist learning environment. The data were analyzed using paired t-test. The results showed that the teachers’ scores on the preferred form of some scales (Personal relevance, uncertainty and student negotiation) were significantly different from the actual form (p< 0.05). On the other hand the teachers’ scores for scales of critical voice and shared control scales of actual and preferred forms of TPQ were not statistically significant (p< 0.05). The implications of the study for practice and further research are discussed.
An Exposition of Some Adapted Lexemes in Dholuo
(Horizon Research, 2013) Okal, Benard Odoyo
The paper gives an exposition of some adapted English lexemes into Dholuo. The work relied on a descriptive design. Total purposive sampling technique was incorporated in collecting secondary data to saturation level. All the adapted nominal lexemes from the English Dholuo Dictionary (EDD) were collected, qualitatively analyzed, edited and presented thematically by showing the adapted lexemes in various areas. The results indicate that adapted lexemes in this lexicographical work are manifested in the following areas: religion, people, subjects, places, measurements, clothing, vegetables, foodstuff, equipment, vehicles and months. We have gathered that as we adapt some lexemes from English into Dholuo, then phonemes such as /ʃ (sh), z/ automatically change to /s/, /v/ changes to /f/ and /q/ changes to /k/. We have concluded that English consonant phonemes such as / ʃ (sh), z, v, q/ are not manifested in Dholuo. Therefore, translators have to adapt them by using both the transference and naturalization translation procedures in order to achieve the desirable translated text.
A Study of Terrorism Discourse in TaifaLeo Newspaper of Kenya
(Mediterranean Journal of Social Sciences, 2013-03) Owala, Silas Odhiambo; Indede, Florence; Mohochi, Sangai
Terrorism is a global concern and usually elicits a lot of sensationalism every time it occurs. The media often finds itself in the middle of debates over this issue. Apart from the role of informing the public, the media has a responsibility of avoiding the creation of animosity amongst the readers. The choice of language used by the media can create a negative attitude towards one another among the readers and the public in general. This research investigated discourse on national and international terrorism in TaifaLeo, a daily published in Kiswahili language in Kenya. The main objective was to analyze the language used in reporting terrorism news in the newspaper. The intention was to find out how the language used in those specific news items created bias in presentation of terrorism news. The parts of the newspaper that had reports on terrorism were isolated and analyzed over a period of one year. The study revealed that there was bias in the way this newspaper reported terrorism news. The biases that were noted were mostly caused by discourse structures that were provided by either the reporters or the sources they quoted.
Effects of terrorism news on readers of newspapers:
(Academic Research International, 2013-07) Owala, Silas Odhiambo; Mohochi, Sangai; Indede, Florence
The media plays an important role in giving the masses information about terrorism. Many developing countries have not in the past had many acts of terrorism that originated directly from those countries and for a long time have had the media in those countries reporting news on terrorist acts in other countries. However in the recent past there has been an increase of terrorist activities in some countries in the developing world. Some of these countries are Nigeria and Kenya. In Kenya the war with Somalia’s militia group Al Shabaab has increased the frequency of terrorist activities. The media in Kenya therefore has been on the spotlight recently concerning its role in providing news related to these incidents. This paper looks at the manner in which TaifaLeo a Kiswahili language daily newspaper presents news on terrorism from both inside and outside Kenya. The main objective was to seek the opinion of readers about the news on terrorism in the daily and find out how the presentation of those news items affected the readers. The study was carried out in four towns in Kenya where circulation of the paper is highest- Nairobi, Mombasa, Nakuru and Mumias. The study revealed that the news had mostly social and psychological effects on the readers that led to readers developing attitudes mostly negative towards their neighbours.
Effects of Board of Governor’s Decision Making in the Management of Public Secondary Schools in Uriri District, Kenya
(International Journal of Academic Research in Progressive Education and Development, 2013-07) Omollo, Otieno H.
The purpose of this study was to investigate the challenges faced by the BOG in the management of public secondary schools in Uriri District Kenya. Objective of the article was to establish the effect of Board of Governors’ decision making in the management of public secondary schools in Uriri District Kenya. The research question was; how do the BOGs decision making affect the management of public secondary schools Uriri District Kenya? The study employed survey design. The study population included all head teachers, all PTA chairpersons and all BOG members in the 18 public secondary schools. Purposive sampling was employed in the study. Data was collected by use of questionnaires and interview guide. Four of the schools were used in pilot study to act as pre-test to the instruments of data collection to ensure their reliability. Face validity of the instruments was determined by three experts in the department of Educational Administration and Planning of the University of Nairobi and the impressions on the instruments improved based on the supervisors’ advice before using them for data collection. Quantitative data was analyzed by use of descriptive statistics in form of frequency counts, percentages. Statistical Package for Social Science (SPSS) software was used for data analysis. Findings revealed that BOG members were involved in decision making but most of their contributions were controlled by principals. It was recommended that the BOG members should be more empowered in decision making so as to assist the head teachers effectively. It was also recommended that the BOG and the PTA should be trained in areas of secondary schools management and finance so that they can effectively take part in the running of the schools.
Science Process Skills in the Kenya Certificate of Secondary Education Biology Practical Examinations
(2013-10) Ongowo, Richard Owino; Indoshi, Francis Chisakwa
The purpose of the study was to determine the science process skills included in the Kenya Certificate of Secondary Education (KCSE) biology practical examinations in Kenya for a period of 10 years (2002- 2012). Ex-post facto design was adopted for the study. The content of KCSE Biology Practical Questions (KCSE-BPQ) for the period was analyzed based on 12 categories of science process skills and their descriptions. The data were analyzed descriptively using percentages. The five most common science process skills identified out of the 12 examined in the study are observation (32.24%), communicating (14.63%), inferring (13.13%), experimenting (12.21%) and interpreting data (11.94%). The results also revealed a high percentage of basic science process skills at 73.73% compared to the integrated science process skills at 26.27%. It is recommended that the Kenya National Examination Council should include more integrated science process skills into the KCSE biology practical examinations to enable the students to develop problem solving abilities and creativity which are important tools for biotechnology.
Rethinking University Education: A Navigation in the Emerging Knowledge Economy in Africa
(Journal of Education & Human Development, 2014) Otara, Alfred
Globalization has placed organizations everywhere in new and different competitive situations where knowledgeable, effective behavior has come to provide the competitive edge. This paper makes important contributions to academicians and practitioners by showing how the academic community needs a rapid shift in understanding of firms as knowledge-based systems by increasing institutional focus on the organization of the knowledge development and application. This can sharpen the knowledge-based students who can be able to face challenges in today’s dynamic world. Challenges of education in the knowledge economy are highlighted with a focus on the exponential growth of information. The need to restructure university education to meet the knowledge demand is explained and this can be achieved by incorporating indigenous knowledge, defining the role of university knowledge in globalization, creating networks, working towards knowledge that will lead to change and also preparing students for future knowledge demands
Motivational Beliefs and Self-Regulation in Biology Learning: Influence of Ethnicity, Gender and Grade Level in Kenya
(2014) Ongowo, Richard Owino; Hungi, Samuel Kahungu
The study investigated the influence of ethnicity, gender and grade level on the motivational beliefs and self-regulation in Biology learning through a non-experimental quantitative study among 317 students in 2 co-educational schools in Nakuru (n = 155 ) and Siaya (n = 162) counties, Kenya. The study used a modified version of Motivated Strategies for Learning Questionnaire (MSLQ) which had 44 items to measure motivational beliefs and self-regulation. A 4 × 2 × 2 MANOVA revealed “ethnicity” as having the largest effect on these variables. There was a statistically significant difference between the Nakuru group and the Siaya group in favor of Nakuru with regard to self-efficacy in Biology learning. They also scored higher in most of the variables. There were no statistically significant gender differences in motivational beliefs and self-regulation in Biology learning. However boys were more self-efficacious with low test anxiety than girls. Girls had higher intrinsic value, cognitive strategy and self-regulation than boys. There were statistically significant grade level differences in favor of grade 12 students. Grade 11 students had the lowest scores in all the variables under investigation. The implications for the study are discussed.
Substance Abuse among Public Secondary School Students: Prevalence, Strategies and Challenges for Public Secondary School Managers in Kenya: A Case Study of Kisumu East Sub County
(Department of Educational Management and Foundations, Maseno University, 2014-09) Simatwa, Enose M.W.; Odhong’, Samson Omondi; Juma, Stella; Choka, Gaudencia M.
Substance abuse among public secondary school students is reality that is spreading at an alarming rate. If not checked, it could destroy the youth who are in their formative stage in life. Its outcomes include school dropouts, injuries, loss of lives, destruction of properties, moral decadence, misallocation of resources, indiscipline and compromised academic standards. According to the findings of a study conducted in 2005 on substance abuse in five major cities in Kenya, Kisumu and Nakuru lead the rest of the major cities and towns in the country in the prevalence of substance abuse. The study established that the factors that influence students most into substance abuse were peer pressure, media influence, frustrations and copying of idols. Alcohol, Cigarettes, Miraa/Khat and Marijuana were found to be the most commonly abused substances in dealing with substance abuse among students. The three strategies used most frequently by managers of public secondary schools were; use of professional counsellors, teachings on substance abuse, and training of peer educators while challenges encountered by managers of public secondary schools (principals, deputy principals and heads of departments) were found to be the rehabilitation of substance abusers, reducing the prevalence of substance abuse, and improving the performance of substance abusers. The study’s recommendations were that a comprehensive curriculum on substance abuse be introduced in schools, areas around the schools should be made as drug free as possible, the education of students on substance abuse should start in primary schools, the Teachers’ Service Commission should post full time professional counsellors to public secondary schools, and the government should establish free rehabilitation centres to cater for students who are substance abusers. The findings of this study are significant to the managers of public secondary schools in Kisumu East Sub County because it may help them to better understand the issues related to substance abuse among students in their schools and to come up with effective strategies to be used in addressing substance abuse related issues. It is significant to educational planners and economists whose concerns are optimal utilization of inputs and outputs for efficiency of educational systems. Keywords: Substance Abuse, Public Secondary Schools, Students, Prevalence, Strategies, Challenges, Managers, Kisumu East Sub County, Kenya.
Challenges in Selection and Utilization of Approved Secondary Kiswahili Course Books in Kenya
(African Journal of Education Science & Technology (AJEST), 2014-12) Ombito, Khalili Elizabeth; Omulando, Carolyne; Luganda, Musavi Massseh
The Ministry of Education, Science and Technology in Kenya launched the multiple-choice textbook policy to be used in selection of course books and other instructional materials in public primary and secondary schools as well as colleges. This was in conformity with globalization of the textbook market which sought to enhance competition in the textbook publishing industry. The result was a list of six approved textbook titles per subject in the school curriculum that would be published in the “Orange Book” annually. Henceforth, public primary and secondary schools are required to select one textbook title per subject which then becomes the course book to be used in teaching of the respective subject. This paper examines the challenges encountered by teachers of Kiswahili in selection and utilization of the approved textbooks as course books for teaching of Kiswahili in public secondary schools in Kenya. Discussions in this paper are based on findings of research done in Webuye Division of present day Bungoma County in Kenya. The study was guided by Robert Gagne‟s Conditions of learning Theory. A survey design was used. Data was collected by interviewing eleven head teachers using a semi structured interview. A questionnaire was used to collect data from eleven teachers of Kiswahili selected randomly from eleven public secondary schools. Findings show that the multiple- choice policy guidelines were not adhered to by teachers; most teachers of Kiswahili were not conversant with policy guidelines regarding course book selection at school level; some Kiswahili textbooks were selected as course books even though they were not listed in the “Orange book”; some selected Kiswahili course books contained insufficient content in oral literature and sociolinguistics and some teachers used the course book as the sole teaching resource in Kiswahili without reference to the syllabus or any other reference book(s). The study recommended: capacity building workshops to sensitize teachers on the selection criteria and proper utilization of textbooks in classroom instruction; regular and thorough monitoring of implementation of the multiple choice school textbook policy to ensure recommended course book: learner ratios are achieved in public secondary schools in Kenya.
Influence of Free Primary Education Policy on Pupil Access by Gender in Public Primary Schools in Rongo Sub-County, Kenya
(2015) Owino, Kennedy Odhiambo; Juma, Stella; Olunga, Obunga John; Monanda, Stephen Makoyo
Kenyan Government, in its efforts to attain gender parity and increased access at primary education level in 2003 implemented the Free Primary Education (FPE) Policy which narrowed gender gap nationally; public primary school Gross Enrolment Rate (GER) in 2010 was 119.8% (119.2% girls; 120.4% boys). However, Rongo lagged behind with a GER of 105% (95.4% girls; 114.6%) in the same year suggesting there was a wide gender disparity in the Subcounty. The purpose of the study therefore was to determine the influence of FPE policy on pupil access by gender in Public Primary Schools in Rongo Sub-county. Ex-post-facto and descriptive survey designs were used in the study. The study population comprised of 42 schools, 1 Sub County Quality Assurance and Standards Officer (SQASO), 966 and 624 Class 7 and 8 pupils respectively. Data was collected using questionnaires, interview schedules, focus group discussion and document analysis guide. The study revealed FPE policy had a positive influence on access on both gender but girls still lagged behind. The study concluded that though girl’s enrolment in public primary schools was lower than expected it was discovered these girls did not remain at home as they constituted a higher proportion than boys in private primary schools hence explaining the huge disparity in public primary schools. Provision of enough teaching and learning resources in public primary schools was found to be crucial to eliminate congestion and overcrowding which led to transfers by many pupils to private primary schools.The findings are significant to, educational planners, donor agencies, parents and community in making decision in improving FPE Policy to enhance gender parity.

Browse

Browsing School of Education by Issue Date