ISSN 2329-9843
Research Article
International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (5), pp. 455-459, July, 2015. © International Scholars Journals
Full Length Research Paper
An investigation of the use of integrated approach in the teaching of English in secondary schools in Kenya
*James Amonth, Micheal M. Rotich and Musalia Matiangi
Department of Educational CommTech and Curriculum Studies, Faculty of Education, University of Nairobi, Nairobi, Kenya.
*Corresponding author’s email: [email protected]
Accepted 30 April, 2015
Abstract
The integrated approach to teaching and learning has been lauded in educational literature as an approach which avoids fragmentation of knowledge and leads to holistic understanding of concepts. It is also considered to be a superior organization for cognitive learning since the human brain rejects learning what is fragmented. The integrated approach is also said to lead to better learning of students. This approach was implemented in the teaching of English in secondary schools in Kenya in 1995. People have however hither to, expressed doubt about the implementation of this in secondary schools in Kenya. The purpose of this study was to investigate the use of the integrated approach in the teaching of English in secondary schools. Data was collected from classroom practice using the adopted Maseno University Teaching Practice Assessment Criteria and from students using a questionnaire. Analysis of data revealed that there were minimal levels of integration in English lessons and that more than half of teachers of other subjects did not bother to correct language errors that occurred during their lessons. Based on the findings of the study, it was concluded that there is a discrepancy in Kenya between the official English Language Curriculum and the implemented English Language Curriculum in schools. Secondly, there is lack of concerted efforts in improving English Language standards among teachers of other school subjects. It is recommended in this study that research be carried out on impediments to implementation of the integrated approach to the teaching of English in secondary schools in Busia district in particular and in Kenya in general. Secondly teacher education, in-service courses and teacher workshops should emphasize the language across the curriculum concept so that every secondary school teacher becomes an English teacher concerned about English errors.
Key Words: Integrated Approach, Teaching and Learning, Teaching English, Teaching other Subjects.
*James Amonth, Micheal M. Rotich and Musalia Matiangi
Page: 455 - 459
Research Article
International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (5), pp. 431-442, July, 2015. © International Scholars Journals
Full Length Research Paper
An evaluation of the discharge of safety policies in public secondary schools in kisumu east and west districts, Kenya
*Jesse C. Munya, Peter Coons Kibwana and Cornel F. Gikandi
Department of Educational Management and Foundations, University of Nairobi, Nairobi, Kenya.
*Corresponding author Email: [email protected]
Accepted 8 June, 2015
Abstract
This study investigated the implementation of safety policies in public secondary schools in Kisumu East and West Districts, Kenya. The study population consisted of 2 Quality Assurance and Standards Officers (QASOs) and 54 head teachers from 54 public secondary schools in Kisumu East and West Districts. Stratified random sampling was used to sample 30 head teachers and schools to take part in the study. A saturated sample of two QASOs was taken for the study. The instruments used for data collection included head teachers and QASOs questionnaires, interview schedules and observation schedule. Qualitative data collected from interviews was transcribed and analyzed on an ongoing process as themes and sub themes emerged. Quantitative data was analyzed by use of descriptive statistics in form of frequency counts, percentages and means. The findings of the study showed that the implementation of some safety policies was to a large extent implemented as evidenced by the following: Housing for teachers was provided in 76.67% of the schools. Dormitories in 70% of the schools had emergency doors, 17 out of 30 schools had dormitories with doors opening outwards, and 28 out of 30 schools had secure fences and gates while 96.67% of the schools had first aid kits. The study also established that some safety policies were implemented to a lesser extent as evidenced by the following cases: There was a decreasing trend in conducting fire drills, fire extinguishers were found in only 26.67% of the schools, there was crowding in 70% of the schools and 93.33% of the schools did not have enough toilets. Factors influencing the implementation of safety policies included inadequate funds, time, capacity, transport and coordination. The study found out that teachers and QASOs played significant roles in the implementation of safety policies. Head teachers’ and QASOs’ attitudes towards implementation of safety policies was positive. Based on these findings, it was concluded that the overall implementation of safety policies fell short of the requirements as stated in the policy circular. The implementation of safety policies was also negatively affected by factors within and outside the schools. Head teachers and QASOs had a positive attitude towards the implementation of safety policies. Based on the conclusions and findings of this study, it was recommended that: Ministry of Education should ensure that head teachers reside in schools and implement safety policies, head teachers should ensure that fire drills are conducted more regularly and that the fire extinguishers required are purchased. Head teachers should also construct and maintain adequate number of toilets and secure fences.
Keywords: Assessment, Implementation, Safety Policies, Public Secondary Schools, Kisumu East and West Districts, Kenya.
Peter Coons Kibwana and Cornel F. Gikandi, *Jesse C. Munya
Page: 431 - 442
Research Article
International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (9), pp. 535-540, July, 2015. © International Scholars Journals
Full Length Research Paper
Effect of gender and societal factors in the choice of head teachers in mixed secondary schools in Vihiga district, Kenya
*Mwai B. Leakey, Gurinder G. Karua and Joyce M. Chadha
Department of Curriculum Studies, Maseno University, Kisumu, Kenya. E-mail: [email protected]
Accepted 9 June, 2015
Abstract
Women are under-represented in school headship in many parts of the world. Social-cultural reasons have been used to explain this discrepancy, particularly in Western countries. In Vihiga District in the Republic of Kenya, the situation is that only 24% of head-teachers in mixed secondary schools were women. Social-cultural factors contributing to this scenario were unknown. A descriptive survey design was used to establish perceptions of stakeholders on social-cultural factors that influence gender imbalance in appointment of head teachers in mixed secondary schools in Vihiga District, Western Province, Kenya. The study involved 34 Head teachers, 34 Board of Governors Chairpersons, 34 Parent Teacher Association Chairpersons, 465 teachers (310 males and 155 females) and one District Quality Assurance and Standards Officer (DQASO). Questionnaire and In-depth interview were used to collect data. The study found out that school location, school leadership traditions, male dominance, dual role and spouse attitude were perceived as influences on gender imbalance in the appointment of head teachers. Based on the findings, it is recommended that improvement of infrastructure and accessibility of the upcoming schools should be done to attract and retain female head-teachers in these schools, communities should be sensitized on gender equality and to respect female head teachers and advocacy should be enhanced for the girl child education.
Keywords: Social-cultural factors, Gender imbalance, Head teachers.
*Mwai B. Leakey, Gurinder G. Karua and Joyce M. Chadha
Page: 535 - 540
Research Article
International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (8), pp. 488-495, October, 2015. © International Scholars Journals
Full Length Research Paper
Influence of research inclination on research classroom learning behaviour of University of Botswana graduate education students
*Mogae Kedikilwe, Moroka Tibone and Magang Kitso
Educational Foundations, University of Botswana
*Corresponding author Email: [email protected]
Accepted 27 June, 2015
Abstract
One of the negative aftermaths of the on-going controversy among researchers with regards to which research method, qualitative or qualitative is superior is its adverse influence on learning-related behaviour of graduate students in the research classroom. The need to expose graduate students to all sides of the same coin in research methodology is retarded by the confusion this controversy has created in the minds of students. Many come to class with their minds already made up as a result of indoctrination by their supervisors and peers. With this mindset, they tend, without any critical inquiry, to be inclined immaturely to one or the other of these orientations even if their research problem does not called for the methodology they have been indoctrinated to prefer. This study aims at exploring the influence of research inclination on research classroom learning behaviour of University of Botswana graduate education students. Survey data were generated from a total number of 79 graduate education students at the University of Botswana (GES.UB), on research inclination and some research-related affective behaviour. Using ANOVA, seven hypotheses were tested. The results showed that feelings as to the usefulness of research generally and to one’s professional life, the likelihood of offering research courses if they were not compulsory, and of registering for any research course in the future, and the level to which research courses are deemed to be demanding all are significantly influenced by research orientation. These were discussed briefly and recommendations made.
Keywords: Research orientations; education graduate students; university of Botswana; professionalism; usefulness of research.
*Mogae Kedikilwe, Moroka Tibone and Magang Kitso
Page: 488 - 495
Research Article
International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (5), pp. 250-253, July, 2015. © International Scholars Journals
Full Length Research Paper
Students attitudes and teachers towards use of computer technology in Geography education
*Aden E. Kutuny, Ronald A. Duale and Mildred M. Kiyiapi
Department of Educational Communication, Technology and Curriculum Studies, Mt. Kenya University, Thika, Kenya.
*Corresponding author E-mail: [email protected]
Accepted 16 June, 2015
Abstract
The ability to display simulated environments through the computer may make it a stimulating instructional tool for illuminating abstract concepts in Geography. In Kenya, there is persistent lack of resources to improve the quality of Geography education, especially those that incorporate new Information and Communication Technologies (ICTs). As well, there exists teacher and learner apprehension towards the use of computers, hence poor performance in certain abstract concepts in Geography. The purpose of the study was to establish the attitudes of students and teachers towards the use of computer technology in Geography education. The survey was conducted in Kisumu District of Nyanza Province, Kenya. The study sample was 80 teachers and 1165 form three high school students representing 30% of the population. The Loyd Gressard Computer Attitude Scale was administered to establish Geography teachers’ and students’ attitudes Attitude was determined by mean while differences in attitude between teachers and students was established by use of the non- parametric Mann – Whitney U – Wilcoxon Test at a confidence level of 0.05. The study established that the majority of Geography teachers (mean of 4.89) and students (mean of 4.81) had a positive attitude towards the use of computer technology in teaching and learning and hence favoured the integration of computer simulations into the Geography curriculum.
Keywords: Geography education, attitude, computer simulation.
Ronald A. Duale and Mildred M. Kiyiapi, *Aden E. Kutuny
Page: 250 - 253
Research Article
International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (7), pp. 476-480, September, 2015. © International Scholars Journals
Full Length Research Paper
Challenges of career development of senior secondary school students in Ethiope east local government area, Delta state, Nigeria
Felix D. Aghogho*, Stephen Igho and James Akpofure
Department of Guidance and Counselling, Delta State University, Abraka
*Corresponding author Email: [email protected]
Accepted 18 June, 2015
Abstract
This study investigated some of the factors influencing career development of senior secondary school students in Ethiope East Local Government Area of Delta State. The study used senior secondary school students because they are at the critical stage of career decision making process. Relevant literatures that were related to the study were reviewed. The problem of the study is that some senior secondary school students are not able to make appropriate career choices. In order to be able to measure the variables for the study, four research questions were developed. Simple percentage was used to analyze the response to the instrument. The findings from the study indicated that career counseling is required for appropriate career development. Some of the factors that were observed to affect career development include psychological, sociological, educational, hereditary, and economic factors. These play significant role in the career decision making process of secondary school students.
Keywords: Career, Development, Students, Secondary School.
Stephen Igho and James Akpofure, Felix D. Aghogho*
Page: 476 - 480