Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice

Learner Preparedness For ICT Integration On Achievement In English Language Phonetics Among Secondary School Learners, Likuyani, Kenya.

Mary Bwononi Mukonyi — 2024-07-31

The study explored the Influence of learner preparedness for Information Communication and Technology (ICT) integration on achievement in English Language Phonetics in secondary schools in Likuyani, Kenya. The study's objective was to assess the Influence of learner preparedness for ICT integration on achievement in English Language Phonetics. The sample for the study comprised four secondary schools and 200 from two learners. Stratified and simple random sampling was used to select schools while learners were purposively determined. Solomon Four Group design by Solomon (1949) was adopted and anchored on the Unified Theory of Acceptance and Use of Technology by Venkatesh, Moris, Davis, and Davis (2003). Questionnaires and interview schedules were used to collect views, and the observation schedules determined the extent to which ICT is applied in phonation learning. Data collected was coded and analyzed using Statistical Package for Social Sciences, version 25.0. Data analysis yielded cross-tabulations, frequency distributions, and multiple linear regression, which actuated the interpretation and discussion of results. A linear regression model was used to demonstrate the significance of the relationship between dependent and independent variables.

Additionally, English Language Phonetics Pre-test and Post-test achievement results affirmed statistically significant variance between post-test scores of the Control and Experimental cohorts. Findings unearthed a significantly intensified relationship between Learner Preparedness and achievement in ELP at (B=0.116, p=0.032). Supported by these findings, the study concluded that adequate learner preparedness for ICT integration enhances achievement in ELP. This study recommends appropriate preparedness for technology usage in English language phonetics classes, which has a likelihood of improved oral skills.

Effect Of Task Identification On Attainment Of Adaptive Skills Among Learners Living With Autism: An Exploration Of Discrete Learning Instructional Method.

Doris Gatuura Festus — 2024-07-31

Autistic learners have inadequate socio-communicative abilities, which affects their ability to operate in society. This may be connected with insufficiency in mental processes due to the spectrum's erroneous cognitive style, which inhibits visual information processing. Stimulative and participative activities improve the brain's ability to adjust and integrate visual information in order to comprehend adaptive capacities. However, tasks design must be improved to improve learning capacity and attain functional competencies. The study aimed to determine the effect of task identification on autistic learners' development of adaptive abilities using the discrete learning approach. Constructivism and weak central coherence theories guided the study. Theories propose that learners with autism may overcome concept understanding impairments through effective engagement in learning activities for enhanced visualising of vitalising encounters. The study used a mixed-methods approach with a quasi-experimental nonequivalent control group. Data analysis adopted both qualitative and quantitative approaches for an elaborate inference regarding the variables. The sample size included 30 conveniently sampled parents, 73 teachers and 151 autistic learners purposively sampled. Parent Focus Discussion Groups, teacher’s questionnaires, achievement tests, and observation guides comprised data collection tools. Using SPSS version 22, the acquired data was examined using both descriptive and inferential statistics. A statistically significant positive relationship (Beta =.0.656, p 0.000, t = 5.870) between task identification and adaptive skill attainment was established by linear regression. Insinuating appropriate task identification increased the attainment of adaptive abilities. Conclusion: Task identification in discrete learning enhanced the adaptive abilities of autistic learners for sustained functionality and social interaction. Recommendations; workshops to equip teachers with the necessary skills to create customised task identification, policies on personalised task identification in curriculum and study the impact of task identification on arithmetic skills among autistic learners.

Influence of Board of Management’s Use of Charging Financial Levies for Renovation and Property Destruction on Students’ Discipline in Public Secondary Schools in Machakos County, Kenya

Jorrum Mwei Mutiso — 2024-07-31

In a school set-up, discipline emphasizes upholding practical students' moral values, an essential ingredient in school management. The study aimed to investigate the influence of the Board of Management’s use of charging financial levies for renovation and property destruction on students’ discipline in public secondary schools in Machakos County, Kenya. The study employed the Systems Theory. The study embraced a mixed methods design. The study had a population of 350 principals, 350 BOM chairpersons, 8026 class teachers, 700 student leaders, and 240 disciplinary committee members. A sample of 35 principals, 381 teachers, 70 students, 70 disciplinary committee members, and 35 boards of management members was selected through stratified, simple random, and purposive sampling techniques. Questionnaires and interview guides were used to collect data. Two schools were used to conduct the pilot study to enhance the Validity and reliability of the study instruments. Expert and peer review ensured the content, face, and construct. Instruments reliability was enhanced through the split-half technique. The descriptive statistics of frequencies and percentages and inferential statistics ANOVA were used to analyse the quantitative data using the Statistical Software for Social Sciences (SPSS). The information was presented in Tables. Qualitative data was analysed using themes and presented using narratives. The study established that there is a statistically significant difference between the Board of Management’s use of charging financial levies for renovation and property destruction on students’ discipline (F= 1,415 = 623.856 and p-value = 0.000. Thus, the p-value was less than the acceptable significant level of 0.05.

Influence of Inspirational Motivation on Organizational Performance in Private Universities in Nairobi City County, Kenya

James K. Muthusi — 2024-07-31

Transformational leadership is a process in which leaders and followers help each other to advance to a higher level of morale and motivation, creating significant changes in the lives of people and organizations. The purpose of the study was to investigate the influence of inspirational motivation style on organization performance in private universities in Nairobi City County, Kenya. The objective that guided the study was to: establish the influence of inspirational motivation on organizational performance in private universities in Nairobi City County, Kenya. The study used Transformational Leadership Theory by Burns (1978) and the conceptual framework of this study was based on the relationship between inspirational motivation style and organizational performance. The sample comprised of 288 lecturers and 7 Deans of Academic Affairs of the chartered private universities. Questionnaires and interview guides were used to gather data. Validation of the questionnaires were through Cronbach’s Alpha and use of expert judgement. The coefficient value was 0.872 at alpha = 0.05. Data was analyzed using both descriptive and inferential statistics. Regression analysis showed a strong relationship between inspirational motivation and performance of private universities. The results revealed a positive and significant relationship between inspirational motivation (β = .401, p<.05). It was concluded that follower motivation, creating team spirit, internal communication and employee empowerment influences performance. The following recommendations were made: the management of private universities ought to apply inspirational motivation in that they talk about their needs to be accomplished; as well as ensuring that the universities have all the necessary facilities and resources to help in learning and improving their performance. In addition, the management of private universities should empower their employees to have a diverse perspective on getting solutions to problems; suggest new ways of achieving their set targets and re-examine important assumptions.

Parental Economic Activities and Students’ Academic Performance in Public Secondary Schools in Meru County, Kenya

Silas Mwirigi — 2024-08-31

Students' performance has been left in the hands of teachers, and who are solely blamed for learners' poor performance. This study investigated the perceived influence of parents' economic activity on secondary school students' performance. The study used a cross-sectional survey research design. The study employed questionnaires to collect data. The target population was 109,151, consisting of 52,650 students, 3,851 teachers and 52,650 parents. The study used simple random sampling to sample 212 form four students, 212 parents and 121 teachers. Purposive sampling was used to sample 53 principals from 53 randomly selected public secondary schools. Quantitative data was analysed using descriptive and inferential statistics. Qualitative data was analysed using thematic data analysis. The study concluded that there is no significant relationship between principals', teachers', parents' and students' perception of the influence of parental economic activity on students' academic performance and actual students' academic performance in Meru County, Kenya.

The Relationship Between Classroom Arrangement And Performance Of Children In Science In Preprimary Schools In Tharaka Nithi County, Kenya.

Mary Murugi Mugambi — 2024-08-31

This study aims to establish if classroom arrangement is related to preschool learners' Performance in science activity areas. The study employed A descriptive research design. The target population for this study was 240 pre-schools, 505 teachers, and 5326 learners in the early childhood Classes (PP2) in the three sub-counties (Meru et al.) of Tharaka Nithi County. All the learners in PP2 classes and their class teachers were purposively sampled to participate in this study. The resultant sample was 36 preschools and 211 teachers. The instruments for data collection were questionnaires for teachers, documentary analysis, and an observation checklist for preschool children. Descriptive analysis was applied to the data from the questionnaires. As for the Inferential statistics, the researcher tested the hypothesis using the Pearson correlation coefficient and linear regression to establish a relationship between the independent and dependent variables. The study established that the classroom arrangement moderately influenced the learners' Performance in science activities. However, the mode of class arrangement was informed by the nature of the science topic being taught.

Influence of Teachers’ Digital Content Evaluation Skills on Secondary School Learners’ Engagement in English Lessons in Mwala Sub-County, Kenya

Rebecca Akinyi Migwambo — 2024-08-31

The growing integration of digital content in education has significantly influenced teaching and learning. As digital resources become increasingly accessible, the ability of teachers to critically assess and effectively utilize the resources is important in ensuring learner participation and improved learning outcomes. The purpose of this study was to explore the influence of teachers’ digital content evaluation skills on learner engagement in English lessons within secondary schools in Mwala Sub-County, Kenya. The study’s objective was to assess how digital content evaluation skills influence learner engagement in English lessons. The study adopted purposive sampling to obtain and select schools equipped with necessary infrastructure such as electricity and availability of digital tools that enabled access and use of digital content and resources in teaching and learning. The study targeted a sample of 247 teachers from 80 secondary schools. The study employed a mixed method research design. Quantitative methods provided statistical evidence of the relationship between teachers’ skills in evaluating digital content and the level of engagement among learners while the qualitative methods captured the teachers’ practices such as accessing and selecting digital content and their perceived effect on learner engagement in English lessons. Data collected was analyzed with the aid of the SPSS software for both descriptive and inferential statistics. The findings revealed a statistically significant relationship between teachers’ digital content evaluation skills and learner engagement in English lessons. Digital content evaluation skills explained 44.2% of the variation in learner engagement (R² = 0.442, β = 0.196, p = 0.012). Supported by these findings, the study concluded that teachers digital content evaluation skills are integral for improving learner engagement in English lessons. In view of the findings, the study recommends that ongoing professional development programs should be implemented to improve teachers’ digital content evaluation skills, focusing on advanced proficiency and effective integration into instructional practices.

The Role of School Culture Through Instructional Management on Learner Performance in Mathematics in Public Secondary Schools in Nyandarua County, Kenya

Stephen Mwaura Njoroge — 2024-08-31

Instructional management as an aspect of school culture is a product of self-supportive approach of thinking in improving learning outcome in Mathematics. This study sought to examine effect of school culture through instructional management on learner performance in Mathematics in public secondary schools in Nyandarua County. Focus was on testing as teaching, instructional supervision and syllabus coverage as determinants of learner performance in Mathematics based on perceptual and self-concept theories of Zone of Proximal Development (ZPD) developed by Lev Semenovich Vygotsky. The philosophical foundation of this study stems from constructivist epistemology with an assumption that reality is a subjective product of human perception. Descriptive research design was adopted and questionnaires collect data to sought information from learners in Form Three and Mathematics teachers systematically sampled to ensure comprehensive geographical coverage of Nyandarua County. Findings of the study revealed that testing as teaching (p-value= 0.000) and instructional supervision (p-value = 0.042) were significantly associated with learner performance in Mathematics at 95% CI. The study recommended strengthening of testing as teaching as instructional approach through in servicing for improved learner performance in Mathematics. On further research, exploring the position of syllabus coverage as a component of instructional management in facilitating mastery of Mathematics content for better learner performance in Nyandarua County and beyond, could be investigated.

Prospects for Adult learner Digital Literacy and Utilisation of e-consumer services in Nairobi County, Kenya.

Anastasia Gakuru — 2024-08-31

Digital literacy is seen as an avenue through which African countries can accelerate their growth and development. The purpose of this study was to investigate how the digital literacy of adult learners in Nairobi County , Kenya affects their use of e-consumer services. And the adequacy of digital literacy in adult learner programs that are run in the adult and community education centres. The study had two objectives: to find the relationship between the use of eservices and digital literacy of adult learners, and to find out adult learning centres effort in promoting digital literacy. The study design was descriptive survey. The research was conducted among adult learners and instructors in selected adult education centres, administrators in Huduma Centre in Nairobi, and Adult Education Officers of Nairobi County. This study used questionnaires and interview schedules to collect data from 375 adult learners and 108 instructors the relationship between adult learner digital literacy and their use of e-consumer services. The study found that the level of use of e-services by adult learners was tied to their digital literacy level. It was found that digital literacy is not yet emphasised in adult learner centres. There is great need to integrate the use of technology teaching adult learners in adult learning centres to align adult education programmes with current developments in the present real world, and to mainstream digital literacy into adult learner centres.

Undergraduate Students’ Perception on Usage of Computer-Based Test for Learning Assessment in Ilorin, Nigeria

Mayowa Olurotimi Ogunjimi — 2024-08-31

The study investigated the undergraduate students’ perception on the use of computer-based tests for learning assessment in Ilorin, Nigeria. A descriptive survey research design was adopted for the study. The target population were all undergraduate students from three universities in Ilorin, Kwara State, Nigeria. A multistage-stage sampling technique was employed to select 600 respondents as the sample size. At first stage, purposive sampling technique was used in selecting three universities. Afterwards, simple random sampling technique by ballot was used to select 200 students from each of the three universities. A researcher self-constructed questionnaire titled: “Undergraduate Perception on the Use of Computer-Based Test for Learning Assessment” with a four-point Likert Scale was used to obtain the data for the study. The instrument was validated by experts’ judgment and the Cronbach Alpha reliability estimate yielded 0.83. Data collected was analysed using descriptive statistics, t-tests and Analysis of Variance (ANOVA). The result shows a positive perception of undergraduate students on the use of computer-based tests for learning assessment and that their perception does not differ significantly irrespective of institutional type, students’ academic level and gender. It was recommended that computer-based test should be integrated into all examinations in Nigerian Universities irrespective of the level and gender of the students that are involved.

Effect of School Leadership Culture on Learner Performance In Mathematics in Public Secondary Schools in Nyandarua County, Kenya

Stephen Mwaura Njoroge — 2024-10-11

Leadership premised on collaboration, consultation and strategy may develop a culture that motivate learners and teachers to create an environment conducive for learning Mathematics in secondary schools. Low performance in Mathematics may likely limit career options, diminishing individual chances of meaningful contribution in the wider society and this study addressed collaborative, consultative and strategic leadership approaches as determinants of learner performance in Mathematics at KCSE. This study adopted invitational theory by William Watson Purkey and Betty Siegel in 1978, emphasized that learning is enhanced when learners are positively encouraged or ‘invited’ into the school culture that recognizes inbuilt human values, responsibilities and capabilities that intentionally summons stakeholders to exploit boundless individual potential for better performance in Mathematics.The philosophical foundation of this study stems from positivist and constructivist epistemology that considers observable and perceived evidence as forms of scientific findings in generating sound evidence. This informed adoption of ex-post facto research and study sought information using questionnaires and interview schedules from 76 Mathematics and 15 principals respectively. Findings of the study established that school leadership styles play a significant role in predicting learner performance, with strategic leadership (p-value = 0.016) emerging as the most significant factor in enhancing learner performance in Mathematics. the study recommends the MOE to strengthen policy on strategic leadership training for principals and that research opportunities may target exploring effects of collaborative and consultative leadership approaches on teaching-leaning in Mathematics.