DOES THE CHOICE OF LANGUAGE IN TESTS HAVE AN IMPACT ON GENDER EQUALITY IN PRIMARY EDUCATION? A CASE STUDY IN SENEGAL

Purpose: The present study analyses the possible impact on gender equality when using a language familiar to students in tests at primary schools in Sub-Saharan Africa where a European language is the unique medium of instruction and assessment. Methodology: To this aim, students at grades 3 and 6 (83 girls and 66 boys) in primary schools in rural Senegal were given two different tests: Mathematics problem-solving tasks and multiple-choice questions of Social Sciences. They were divided at random into a control group if they received the tests in Seerer, the local language familiar to them, or French, the sole official language in the Senegalese education system. After data collection, results were codified for analysis considering two variables: Gender and grade. First, we calculated both the percentage of students who scored the set mark and those who obtained the highest scores. Second, we checked for statistically significant differences between groups by means of One-Way-ANOVA and Tukey tests. Findings: Although Seerer as language of tests was found to benefit both genders, results suggest that its use may especially determine girls’ success at school: Girls in the experimental group obtained higher results than girls in the control group, especially the youngest, and many reached the highest scores. Unique contribution to theory, practice and policy: Findings suggest that first, the use of a language familiar to students in tests seems to have positive effects on their academic results, and second, that it may play a role in bridging the gap between genders in some education models thanks to the evident benefits for girls, especially young ones. Such results might be taken into consideration by education authorities together with other existing examples to introduce local languages in the education system of Senegal and other Sub-Saharan countries where only a European language is employed, as it seems to contribute to reaching gender equality in education. We suggest that local languages could be used in tests from the lower levels of primary education in bilingual programs, thus favouring transfer of linguistic skills and content from the local to the European language, and increasing school success

AWARENESS AND USE OF INFORMATION RESOURCES TO PROMOTE ENVIRONMENTAL PROTECTION AND CONSERVATION AT KENYA NATIONAL LIBRARY SERVICE, NAIROBI

Purpose: This study sought to assess Awareness and use of environmental information resources to promote environmental protection & conservation at Kenya National Library Service Methodology: The study adopted descriptive research design. Simple random sampling was used to select a sample size of 105 respondents from a total target population of 550 staff members. In addition the five heads of department were interviewed. Data was collected and later analyzed both quantitatively and qualitatively. Frequency count and percentages were used to analyze the data collected. Results: Findings revealed that the level of awareness on environmental information resources is low since the KNLS library staff has not implemented methods of awareness creation to users. The environmental information resources in Kenya National Library Service are not located at a specific place but integrated with the rest of the library collection thus hard to locate with ease. The challenges faced by Kenya National Library Services staff in disseminating environmental information resources to the users. Unique contribution to theory, practice and policy: Libraries and relevant environmental institutions need to create awareness on environmental information resources, conduct staff training, and evaluation of environmental information resources so as to access the level of quality and value to the library users.

ANALYSIS OF LEARNING DIFFICULTIES WITH FRACTIONS IN THREE AFRICAN COUNTRIES: FOCUSING ON THE SCOPE, SEQUENCE AND MODELS OF FRACTIONS

Purpose: This study aims to compare and analyze learning content with regard to fractions, the order in which that content is taught in primary school mathematics curricula, and how it is presented in textbooks in three eastern and southern African countries, Zambia, Ethiopia, and Mozambique as well as to clarify the characteristics of the instruction concerning fraction in each of these countries. Methodology: Firstly, we refer to the curriculum to extract information about the learning contents and their order in each grade. Secondly, concerning the meaning of fractions, we refer to the textbooks since we cannot clearly judge from the description in the curriculum. Thirdly, we focus on the common points and differences among the three countries and analyze the causes of difficulty in learning fractions. Findings: There is a significant discrepancy between the grades in learning fractions among the three countries. In addition, the learning order differs to a certain degree. A common feature of the three countries regarding the order is the multiplication and division of fractions. For all three countries, while the addition and subtraction of fractions and types of fractions are handled separately by different grades, the multiplication and division are all taught in one grade. Further, how the meaning of fractions is taught is common to all three countries. In all the countries, the part-whole concept of fractions is mainly employed, and the fraction as measurement concept is not taught at all. Unfortunately, since children learn without considering fractions as measurements, their understanding of fractions will be limited. Unique contribution to theory, practice, and policy: Regarding fraction, basic research on the teaching content and their order in African countries have not been conducted extensively. While improving the quality of education is a common goal globally, it is paramount to analyze the difficulty in learning fractions from the perspectives of the intended curriculum and textbook. The result will be the implication for revising the curriculum and suggestions for teaching fractions.

EXAMINATION OF THE ADEQUACY OF RESOURCES PREPAREDNESS FOR IMPLEMENTATION OF INTEGRATION OF DIGITAL LEARNING IN PUBLIC PRIMARY SCHOOLS IN MERU COUNTY, KENYA

Purpose: Digital learning integration (DLI) in schools has positive implications for the education systems. DLI programme was rolled out in Meru County alongside other 46 counties in Kenya in 2016 after several postponements. However, DLI programme adoption is attributed to preparation challenges. This study examined the adequacy of resources on implementation of DLI programme in public primary schools in Meru County. Methodology: The study was guided by Roger’s diffusion of innovation theory and Boum’s project management cycle. The study used descriptive survey design and adopted mixed method approach. The study targeted 710 public primary schools in 9 sub-counties. Data was provided by 710 head teachers, 7032 teachers, 2004 Parent Teachers Association (PTA) executive members, and 25,720 grade 3 DLI programme pioneer pupils. A 10% sample of schools was considered sufficient which was obtained using simple random sampling technique. As a result, 71 head teachers and 703 teachers were obtained. Purposive judgmental sampling technique was used to get 201 PTA members. Further, Sloven’s formula was used to get a sample size of 396 pupils that formed Focus Group Discussion (FGD) each consisting of 8 learners, and 9 SCDEs were purposively sampled. Questionnaires were used to collect data from head teachers, teachers and PTA while interview schedules and FGDs were used to get data from SCDEs and from learners respectively. Observational schedule was also used to provide guide for focusing observation and recording data. The research tools were pre-tested for validity and reliability. The quantitative data was analyzed using IBM SPSS Statistics for Windows version 22. The data was analyzed, interpreted and reported using percentages, measures of central tendency. Univariate regression analysis was used to test hypothesis. Qualitative data was analyzed according to themes based on study objective and reported in narratives. Findings: Through computation of Pearson product moment correlation coefficients confirmed that there is significant positive correlation (r = 0.825) between variable adequacy of digital learning resources against DLI at 0.05 level of significance. Resources such as tablets, internet connectivity, computer laboratory and electricity were noted to be inadequate. Learners who were introduced to DLI appreciated and were always eager to learn using the available digital technology resources. In addition, there was no monitoring or evaluation of the digital programme after roll out by quality assurance and standards officers as per the policy guidelines. The study concluded that preparations for digital programme were inadequate. The findings will be useful to educationists, parents, teachers, and policy makers. Unique contribution to theory, practice and policy: The study recommended that MoE should go back to the drawing board and come up with proactive measures on provision of digital learning resources. Adequate resources such as tablets, desks, computer laboratories, network connectivity and electricity among others should be availed to all schools. Tablets available are too few to be distributed to pupils during this period of COVID-19 pandemic leading to resource wastage. MoE should own the innovation and facilitate its full adoption by coming up with apt monitoring and control systems. Political objectives should not be allowed to overshadow policy structures such as planning, management and administrative processes.

FACTORS AFFECTING STUDENTS, ASSESSMENTS PERFORMANCE: CASE OF KENYA MEDICAL TRAINING COLLEGE (AN OPERATIONAL STUDY OF KMTC)

Purpose: The study assessed the influence of both intrinsic and extrinsic factors and students perceptions. While student and teacher-related factors constitute the intrinsic factors, parents and the government on the other hand are examples of the extrinsic factors. This research project focuses on assessing the factors that contribute and influence KMTC students’ performance with an aim of establishing ways to improve their performances in examinations and assessments. Methodology: A mixed and descriptive cross-sectional research design was utilized involving a study of both intrinsic and extrinsic factors that affect students’ performance. Findings: The study findings established that both intrinsic and extrinsic had an effect on performance. The study findings established that a unit increase in student attitude can lead to an increase of 0.05 in the scores of student performance. This implies that student attitude had a significant positive effect on student performance. The study found out that a unit increase in intrinsic factors of 0.227 can lead to an increase in students’ performance. This clearly shows that extrinsic factors had a significant positive effect on student performance. The study results revealed that a unit increase of 0.01 can lead to an increase in students’ performance. This shows that extrinsic factors had a significant positive effect on students’ assessment and performance. Therefore, the study independent variables had a strong positive relationship to the dependent variable which was student performance. Unique contribution to theory, practice and policy: The study recommends for higher learning institutions to integrate both intrinsic and extrinsic factors in their planning. Key Words: Multiple Choice Questions- Multiple choice questions are questions where the respondent is given a variety of options to pick from while answering, Objective Structured Clinical Examination- it is an examination structured to meet certain specific objectives and in this case OSCEs are particularly used in the assessment of clinical officers, Assessment-it refers to the various methods and tools that educators employ in evaluation, measurement and documentation of academic readiness, learning progress, skills acquisition and education needs of a student; Intrinsic factors- refers to those factors that exists within the system (KMTC), they form the internal drive to objectives and cannot be separated from the system. E.g. in KMTC, intrinsic factors includes students’ factors, lecturer factors, institutional factors e.t.c.; Extrinsic factors- refers to those factors that operate outside the system (KMTC) to influence the achievement of an objective. These factors are external and separate entities from the system but have established mutual connections e.g. the government, parents, employers’ e.t.c

The Effect of Inquiry-Based Science Teaching Approach on Self- Concept of Secondary School Physics Students in Kitui County, Kenya

Purpose: The study sought to investigate the effect of Inquiry-Based Science Teaching Approach on learners’ self-concept of secondary school physics students in Kitui County, Kenya. Methodology: The study adapted Quasi Experimental Research Design and in particular the Solomon’s Four Non-Equivalent Control Group Research Design. The target population of the study was 1600 form four Physics students from 40 Extra-County secondary schools in Kitui County. Stratified random sampling was used to select four Extra-County schools (2 Girls and 2 Boys). Purposive sampling was used to select 40 students from each of the four schools and a Physics teacher from each of the two sampled schools; giving a sample size of 160. A students’ questionnaire on self- concept was the research instrument. A reliability coefficient of 0.776 was obtained. Both descriptive and inferential data were analysed. The descriptive analysis was by means of frequencies, means, standard deviation and percentages. Inferential analysis was through Analysis of Variance, Chi-square and the Least Significant Difference (LSD) technique at a significance level of coefficient alpha α=0.05. Findings: The results showed a statistically significant difference in self-concept between students taught using IBSTA and those taught by the conventional methods. The study established that out of the four indicators of self-concept, only role performance was not statistically significant. Consequently, the study concludes that IBSTA is effective in improving students’ self-concept. Unique contribution to theory, practice and policy: The theories were validated in that there was knowledge was actively constructed and need to prepare a learner to have a self -concept after learning. The researcher recommended that creation of an enabling environment for IBSTA be adopted in schools, an appropriate policy should be developed for diploma colleges and universities to train their teacher trainees with an emphasis on IBSTA as part of their Physics training curriculum and KICD should introduce and develop a programme for the Induction and Mentorship of Physics Teachers on the implementation of IBSTA so as to empower them with inquiry skills.

EFFECTS OF PROBLEM BASED LEARNING METHOD AND DEMONSTRATION TEACHING METHOD ON SECONDARY STUDENTS AGRICULTURE ACHIEVEMENT IN NDHIWA SUB COUNTY, KENYA

Purpose: The study sought to compare the effects of Problem Based Learning (PBL) method and Demonstration Teaching Method (DTM) on achievement of students in agriculture subject. Methodology: The study used Quasi-Experimental Design which followed a Non-equivalent Control Group Pre-test-Post-test Design, while a Constructivist learning theory guided the study. PBL was the treatment while Demonstration teaching method was used as control. The target population were 7124 students taking agriculture and 52 teachers of agriculture. Accessible population were Form Two Students and 12 schools. Both stratified random sampling and purposive sampling methods were used to obtain a sample size of 575 students and 12 teachers of agriculture. Six schools used Problem Based Learning as treatment, while the other six schools were taught through Demonstration teaching method. Pre-test was administered to PBL and DTM groups before teaching the students and a post-test was also administered to both groups at the end of six weeks of study. Data was collected using Agriculture Achievement Test (AAT) to measure students’ achievement. Data was analysed using ANCOVA and descriptive statistics. Findings: Post-test results established that teaching through PBL resulted in higher students’ achievement in agriculture with a mean score of 57.47 compared to DTM mean score of 48.4. There were statistically significant difference in post-intervention scores between the interventions, F (1, 278) = 1170.43, p < .001, partial η2= .800 leading to rejection of null hypothesis. Therefore, PBL teaching method was found to be more effective in teaching agriculture as compared to Demonstration teaching method. Unique contribution to theory, practice and policy: The study recommended that teachers of agriculture should embrace and use PBL as a method of instruction in agriculture subject. Likewise, Tertiary institutions and Universities in Kenya should implement the use of PBL method in their training programmes in training students.

SECONDARY SCHOOL PRINCIPALS’ LEVEL OF PREPAREDNESS AND ADOPTION OF NATIONAL EDUCATION MANAGEMENT INFORMATION SYSTEM IN KEIYO NORTH SUB-COUNTY, KENYA

Purpose: The study investigated the level of preparedness of secondary school Principals to adopt the National Education Management Information System (NEMIS) in Keiyo North Sub-County, Elgeiyo-Marakwet County in Kenya. Methodology: It was an explanatory research based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and the public choice theory. A target population of 30 secondary schools Principals and 30 HODs in charge of ICT in Keiyo North Sub-County schools consisting of Boarding and Day secondary schools was used. This formed a population of 60. The schools were classified as National, Extra-County, County and Sub-County secondary schools. This ensured that all the sub-groups were proportionately represented. Quantitative data was collected using close-ended questionnaires and analyzed using descriptive and inferential statistics. A model was developed through regression analysis. Findings: Results indicate that the sub-variable of Principal’s level of preparedness (acceptance, training and skills, and ICT infrastructure) had a statistically significant positive effect on adoption of NEMIS in secondary schools. The finding of this study is useful to the Ministry of Education (MOE) in planning purposes. The constructs of Principal’s level of preparedness (acceptance, training and skills and ICT infrastructure) positively and significantly correlated with adoption of NEMIS and as these constructs are enhanced, adoption of NEMIS receives a positive boost. Unique Contribution to Theory Practice and Policy: The study points out that use of technology is a function of acceptance by the user and is in line with the postulates of UTAUT theory that drove this study. It is therefore recommended that managers in the education circles should pay greater attention to the postulates of UTAUT theory for effective implantation of ICT driven programs like NEMIS. The study further points out that for any government policy to succeed, those in authority should allocate resources for public interest to support such policy rather than follow their own self-interest as pointed out by the public choice theory.

EFFECTIVENESS TEACHER-CENTERED METHOD OF TEACHING CHRISTIAN RELIGIOUS EDUCATION IN INSTILLING RESPECT AMONG STUDENTS IN PUBLIC SECONDARY SCHOOLS IN RACHUONYO NORTH SUB-COUNTY, KENYA

Purpose: This study evaluated the effectiveness of teacher-centered method of teaching Christian Religious Education in instilling respect among students in public secondary schools in Rachuonyo North Sub-County, Kenya. Methodology: The study was guided by the Bandura’s social learning theory. A descriptive survey design was adopted. The study population comprised 50 CRE teachers and 1,615 Form Four students taking CRE in 49 public secondary schools. Simple random sampling technique was used to select 15 teachers, and 485 Form Four students from the accessible population. Face to face interviews were conducted to collect data from teachers while questionnaires were administered to collect data from students. Quantitative data from questionnaire were analyzed with the aid of Statistical Package for Social Sciences (SPSS) Version 20.0 using descriptive statistics as well as inferential statistics and presented in tabular form. Data from interviews was analyzed qualitatively and presentation was done in narrative form. Findings: Majority of the interviewed students were male and were in the age category of 17-21 years of age while nearly two thirds of the interviewed teachers were males with different levels of education ranging from bachelors to PhD. Majority of the students reported that the use of school assignments, lectures, homework, game based approach, mental modeling approach, classroom instructions, and role play enhanced acquisition of virtue of respect. The Pearson’s product moment correlation coefficient showed that there existed a positive, strong and statistically significant association between teacher-centered methods and instilling virtue of respect in students (r = 0.876; p < 0.05). Contribution to theory, practice and policy: The study concludes that strategic use of classroom approach through assignments, homework, and talk’s is essential in acquisition of virtue of respect among students. Furthermore, teacher-centered methods play critical roles in instilling the virtue of respect among students. Therefore, teachers should be assisted to acquire competence in correct C.R.E syllabus interpretation in order to enable them to adapt varied methods of teaching, policies should ensure systematic implementation of inclusive teaching methods for every student and creation of knowledge on teacher centered teaching methods.

PRACTICES OF MANAGING STUDENTS’ DIVERSITY OF RESIDENTIAL STATUS AND ACHIEVEMENT OF EDUCATIONAL GOALS IN MAKERERE UNIVERSITY (UGANDA)

Purpose: The Purpose of the study was to explore the management practices that govern students’ residential affairs that enable the pursuit of educational goals in Makerere University. The research objective that guided the study was how management practices regarding residential affairs enabled or disabled on-campus and off-campus students to pursue their educational goals. Methodology: Cushioned by the social justice literature we inquired on how Makerere University managed students’ residential affairs and how such management practices supported the students to achieve their educational goals. We adopted a qualitative approach informed by comparative phenomenological design. A purposive sampling technique was used to obtain 8 informants drawn from the science and humanities schools. Data was analysed qualitatively using thematic analysis. Findings: The study found out that management practices such as allocation and flexibility regarding residential affairs enabled pursuit of educational goals. However, absence of regular supervision contributed to poorly maintained halls of residence, toilets and bathrooms are filthy, dilapidated rooms, poor security and meals. These acted as barriers in the way the students pursued their educational goals. Contribution to theory, practice and policy: the findings and discussion will contribute to the knowledge required for managing students’ residential affairs for Makerere University and other higher learning institutions through formulation and implementation responsive strategies for convenience that enable students to accomplish their educational goals.