Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice

Relationship Between Learner Perception Towards Integrating Youtube Videos In History And Government Lessons And Academic Performance In Public Secondary Schools, Vihiga Sub-County, Kenya

2024-04-05T11:32:53+00:00

The effectiveness of a technology may be a factor of learner perception towards its integration in teaching and learning. The purpose of this study was to establish how learner perception towards the integration of YouTube videos in lessons influenced academic performance in History and Government. The objective was to evaluate the relationship between learner perception towards integration of YouTube videos in teaching and academic performance in History and Government. The study targeted a sample of 286 Form 2 History and Government learners and 6 subject teachers. Purposive sampling technique was used to obtain four public schools that teach History and Government and integrate ICT into their lessons. The study employed a quasi-experimental design involving non-equivalent control and treatment groups. A pre-test and a post-test were used to measure learner academic performance. Learner questionnaires, lesson observation schedules and teacher interviews were used to collect qualitative data for triangulation. Inferential statistics were computed using SPSS version 27 to determine the correlation coefficient between learner perception and academic performance.The study revealed a statistically strong positive correlation between learner perception towards integration of YouTube videos in teaching History and Government and academic performance; [ t-value=18.05, p=0.001 and r=.695] for the pre-test and post-test means. The study concluded that strong positive learner perception towards integrating YouTube videos in teaching History and Government positively impacts on academic performance. The study therefore recommended a policy change to support integration of YouTube in the teaching of History and Government in public secondary schools in Kenya.

Planned Teacher Participation In Pedagogy And Learner Achievement In Secondary Schools In West Pokot Kenya

2024-04-05T11:32:53+00:00

Planned teacher participation in pedagogy, characterized by the systematic utilization of schemes of work, lesson plans, and diverse teaching methods, are structured frameworks which lay foundation for effective teaching and learning processes. Planned teacher participation in pedagogy is an approach that not only enhances teacher preparedness and effectiveness but also fosters an enriching and inclusive learning environment conducive for accelerated learning.

A well-structured initiative targeting teacher participation, emphasizing the potential for improved instructional strategies and a positive learning environment is pivotal in enhancing learning outcomes. School administration initiatives that support teacher planning in pedagogy may significantly impact teaching and learning processes, enhancing teacher quality and overall education delivery. However, challenges such as time constraints and limited resources may hinder the meticulous crafting of schemes of work, potentially affecting the quality of instructions and learner outcomes.

Also, lesson planning often faces practical constraints and insufficient training thus negatively impacts its quality.

In this view, the study purposed to determine the effect of planned teacher participation in pedagogy and learner achievement in secondary schools in West Pokot Kenya. The specific objective of the study was to determine the effects of schemes of work, lesson plans and teaching methods on learner achievement in secondary schools in West Pokot County, Kenya. The study adopted a positivism paradigm within a quantitative framework to examine the impact of planned teacher participation in pedagogy on academic achievement in West Pokot County secondary schools.

The mixed-method, descriptive survey research design involved 64 randomly selected schools, 64 principals, 366 teachers, and 64 BOM/PTA representatives. Data collection employed questionnaires and Key Informant Interviews (KIIs), with quantitative analysis using SPSS and qualitative data undergoing transcription, organization, and thematic analysis. Ethical principles, including participant rights and confidentiality, were strictly adhered to throughout the study.

The regression analysis revealed that the predictor variable of schemes of work did not show statistical significance at 95% Confidence Interval (CI), with a Beta coefficient of 0.044, a t-value of 1.198, and a p-value of 0.232. Similarly, teacher's preparation and use of lesson plan displayed lack of significance, (Beta coefficient of 0.073, a t-value of 1.798, and a p-value of 0.073 at 95% CI). In contrast, the predictor variable of teaching methods exhibited high statistical significance (Beta coefficient of 0.241, a t-value of 6.657, and a p-value of 0.000 at 95% CI), indicating its strong predictive power. The study underscores the complexity of educational practices, emphasizing the importance of considering multiple factors in understanding and improving learner achievement. The study recommendations included focusing on teacher training for effective pedagogical approaches, reviewing school-based planning practices, promoting context-specific planning, allocating resources for diverse teaching methods, and providing continuous professional development for educational leadership.

Understanding Master Craftspersons' Technology Practices For Business Productivity: A Case Study Of Tailors On A Nigerian University Campus

2024-05-14T12:39:31+00:00

This study aims to understand how tailors on a Nigerian university campus in Ile-Ife use technology to enhance their business productivity in the informal sector. This qualitative case study explored the technological practices of male and female tailor master craftspersons at the Central Market on the Obafemi Awolowo University Campus in Ile-Ife, Nigeria. Fifteen tailors were selected for interviews conducted in both English and Yoruba, with the Yoruba interviews translated before transcription.

All interviews were tape-recorded, and the study employed content analysis for a comprehensive understanding of technology practices among master craftspersons for business productivity within the Central Market community. In conclusion, the study highlights the diverse challenges faced by artisans in the informal economy in adopting and leveraging digital tools, emphasising the need for a holistic approach involving infrastructure enhancements, digital literacy training, and targeted interventions to improve internet accessibility and affordability.

Gender Influence on Learners’ Academic Achievement in Physics in Public Secondary Schools in Elgeyo Marakwet County

2024-05-23T11:39:25+00:00

Gender issues in education are geared towards gender equity which accords equal opportunities to boys and girls. Gender equity has positive impact on educational goals as well as economic, social and cultural development. Researchers, policymakers, and practitioners have observed and appear to agree upon socially constructed differences between male and female and their significant effects in their lives. Studies conducted across the world among students studying in different levels of education found a significant gender difference in academic performance between boys and girls. In Elgeyo Marakwet County in Kenya, it was observed that girls performed better than boys in summative assessment in physics; this difference is phenomenon that required investigation to examine the cause of the disparity. The study examines the gender influence on learners’ academic achievement in physics in public secondary schools in Elgeyo Marakwet County. The research objectives werefind out if there is any gender difference in academic achievement in physics in Marakwet County based on school classification, find out learners’ perspective of who is more talented in studying physics between boys and girls and to find out learners’ perspective of who is more likely to undertake a career related to physics between boys and girls. Explanatory sequential design was adopted. Stratified and purposive sampling was used to select a sample of 28 secondary schools, 30 teachers, 28 principals and 1005 learners. The data was collected using questionnaires, documentary analysis, interviews and observation guide. The findings of the study showed that girls perform better than boys, both expect to take careers related to physics and that both genders expect to perform equally well in physics. in physics because they are more disciplined in their schoolwork than boys. The study recommends that the government should address differences in physics performances to ensure gender equity in physics education. The findings serve as a starting point for other researchers to look into the shifting features of gender in education to help policymakers improve gender parity in access to physics education.

The Divergence between Integrated Program for Out of School Adolescents (IPOSA) and Complementary Basic Education in Tanzania (COBET): A Review.

2024-05-23T11:51:04+00:00

Basic education as viewed from the EFA goals is a human right both for in-school children and out of school children, youths as well as adults. Tanzania has been responding to the education needs for the out of school youths and adults through a number of education initiatives including the Integrated Program for Out of School Adolescents (IPOSA) and Complementary Basic Education in Tanzania (COBET). The paper provides a divergence between these two education initiatives as models to create knowledge regarding initiatives intending to complement formal schooling by mainstreaming learners back into the formal schooling pathways and those initiatives whose intention is to equip learners with necessary livelihood competences. At the macro level, there are two main Government initiatives namely IPOSA and COBET which serves more than 3 million out of school children and youths in the country. This paper is written as a response to the many questions from education stakeholders regarding the differences between IPOSA and COBET programs. The approach used involved critical literature review, past experiences as well as actual field practices encountered during day-to-day implementation of the programs. The observation made shows that the two out of school initiatives differs in terms of their philosophy, methodology, target population, frameworks, flexibility, curriculum design, curriculum content and syllabus, assessment frameworks, aim or purpose of establishment, pilot arrangements as well as background.

Re-defined Learner’s Role in Inquiry-Based Learning and Achievement in Mathematics in STEM-Integrated Secondary Schools in Kenya.

2024-05-23T12:00:32+00:00

One approach recommended to boost mathematics learning outcomes in Kenya secondary school mathematics is Inquiry Based learning (IBL) towards Competence-Based-Education (CBE).. Learner’s participation in IBL lessons is dependent on defined roles that entail behavioral, attitudinal and cognitive expectations. This study investigated the effect of learner’s actual-inquiry with focus on learner’s roles on achievement in mathematics. It was founded on constructivism and sense-making learning theories to facilitate learner-centered practice and manage dilemmas encountered while implementing re-defined learner’s roles. The study employed Quasi experimental design using Solomon-Four-Non-Equivalent-Control-Group with pretest-posttest, IBL as experiment and Regular Learning (RL) as control. Factor Analysis (FA) and Principal Component Analysis (PCA) examined suitability of tools, Cronbach-alpha 0.858 reliability for learner’s participation tool. Means, composite percentages and regression analysis was used to examine trends and effect of learner’s participation score on academic achievement. Findings revealed that learner’s participation role significantly increased in IBL as compared to RL lessons characterized by passiveness. As a result, increased learner participation significantly predicted achievement in mathematics in favor of IBL. The study recommends that mathematics educators in STEM-integrated secondary schools need to grow professionally towards effective inquiry-based lessons with re-defined learners’ roles. Moreover, the need for policy and practice to insure re-defined learner’s roles in mathematics inquiry for effective implementation of CBE.

Tutors’ Social Perception Of Knowledge Acquired Through Continuous Professional Development In Public Primary Teachers Training Colleges In Central Kenya

2024-06-05T12:05:50+00:00

As part of teacher retraining, CPD has been embraced as a tool to improve education reforms, on teachers’ quality and which translates into quality education. This study examined how tutors in Teachers Training Colleges socially construct knowledge acquired through CPD. The study was conducted in Murang’a and Kamwenja Teachers’ of Central Kenya. The study sought to explore tutors’ perception of knowledge acquired through CPD. The study utilized a qualitative approach using an exploratory research design. Research instruments used were in-depth interview schedule for tutors and principals, key informant interviews and focus group discussions for tutors. The study sample consisted of 38 participants, who included two principals, 30 tutors and six key informants from the Ministry of Education. Tutors were selected through a proportionate random sampling while the principals and key informants were purposively sampled. Piloting was done at one teachers’ college. Qualitative data was analyzed and the reporting was done in narrative form. The study found that tutors perceive CPD trainings as platforms for further learning, where they participate in workshops, conferences, seminars, and in-service programs in a bid to improve their masterly of the content, pedagogical skills, and student outcomes. Additionally, it showed that the tutors who are the direct consumers and users of the content of CPD are hardly involved in the process of designing the CPD models thus making institutional ownership a challenge. The findings also indicated many of the tutors complained of been accorded inadequate time, hence proving a challenge in their learning. The study concluded that tutors were trained through Cascade Models of CPD, of which most of them reported that they were not effective enough in facilitating their social construction of knowledge. The study recommends the need to develop a more inclusive and tutor friendly CPD model driven by a user needs analysis.

Exploring the Psychological Impact of Social Exclusion and Isolation Among Upper Basic Students in Kwara State

2024-06-05T12:12:39+00:00

This study investigated the psychological impact of social exclusion and isolation among upper basic students in Kwara State, adopting a descriptive survey research design. The population for this study comprised all upper basic students in Kwara State. There are 21,780 upper basic students in Kwara State (Kwara State Ministry of Education 2023). The target population comprised all upper basic students in public schools in Kwara State. There are 13, 673 students in public upper basic schools in Kwara State (Kwara State Ministry of Education 2023). Simple random sampling technique was used to select 271 upper basic school students as respondents of the study. A researcher-designed questionnaire titled “Questionnaire on Psychological Impact of Social Exclusion and Isolation (QPISEI)” was used to collect data. The findings of the study revealed that the psychological impact of social exclusion and isolation among upper basic students in Kwara State include anxiety, loneliness, rejection feeling, concentration issues, Feeling disconnected, unhappiness mood, sadness, and low self-esteem. The study found no significant gender difference on the psychological impact of social exclusion and isolation among upper basic students in Kwara State. The study recommended that Kwara State government should establish accessible and confidential psychological support services within schools to assist students dealing with the emotional repercussions of social exclusion. Trained counselors or mental health professionals can offer guidance, coping strategies, and a safe space for students to address their feelings of loneliness, rejection, and diminished self-esteem.

Effect of Instrumental music on Students’ Performance in Physics Experiments in Rongo Sub- County, Kenya.

2024-06-05T12:22:33+00:00

Listening to music while performing other tasks is a common feature in multi-tasking. Instrumental music is known to have beneficial effects to subjects while multi-tasking. This paper explores the performance of students in Physics experiments while Instrumental music is playing in the background. Quasi- experimental study design was used in this study. A control group did three experiments without Instrumental music playing in the background while an Experimental group did the same three experiments while soothing instrumental music was playing in the background. The study targeted 987 Form 3 physics students in Rongo Sub- County. Purposive sampling was used to select one school that ha a relatively large population of students taking Physics. All Form 3 students in the sampled school formed the sample of 93 took part in this study. Data was collected using instrumental music (soothing relaxation) performance tests, a questionnaire and an observation schedule. The study registered mixed results in terms of performance of the two groups. The study found no significant difference in performance of students who perform the whole experiment while instrumental music is playing in the background and those who do not. The study found no significant difference in performance of students who analysed trial data while Instrumental music is playing in the background and those who did in silence. However, there was significant difference in performance of the groups when the experimental group collected data while instrumental music played in the background with the experimental group performing better than the control group. The study recommends use of instrumental music in a controlled manner and that more research need to be done to establish the effect of instrumental music in other science subjects

Impact Of Community Advocacy Programme on Drugs and Substance Abuse Among Youths in Ilorin West Local Government Area of Kwara State. Nigeria

2024-06-05T12:28:52+00:00

This paper looked into the perceived impact of community advocacy programme on drugs and substance abuse among youths in Ilorin West Local Government Area of Kwara State. Concepts of drugs, substance abuse among youths, as well as perceived causes of drugs abuse were discussed with emphasis on the effects of drugs abuse among youth in the community. It was recommended that government should enact measures on people that are selling drugs indiscriminately by supervising the target area at least monthly if possible and also check the activities of the victims of drug abuse among others.