Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice

Influence of ChatGPT Facilitated Personalized Learning on Adaptive Learning Experiences Among Undergraduate Teacher Trainees at the University of Nairobi, Kenya

Betty Jepkemoi — 2024-10-30

There has been an escalating demand for personalized learning experiences that make provision for individual learners’ unique needs. This trend has spanned Kenya, where the demand for digital personalized learning, which can be attained through the implementation and usage of emerging technologies and tools, has been on the rise. Despite this trend, the area focusing on undergraduate religious education teacher trainees assessing personalized learning on ChatGPT has not been locally documented. In addressing this gap, this study investigated how personalized learning facilitated by ChatGPT influences adaptive learning experiences among undergraduate Religious Education teacher trainees at the University of Nairobi. The study targeted 628 University of Nairobi undergraduate religious education teacher trainees and acquired a sample size of 234 respondents using the purposive sampling technique. A descriptive research design was adopted. A questionnaire and an interview guide were utilized to gather data from the 234 respondents. Descriptive and inferential statistical analyses were conducted to analyze the collected data. The study results revealed that the use of ChatGPT enhanced personalized learning experiences because it enabled undergraduate religious education teacher trainees to engage in self-paced learning, reflecting on the skills learned and learning that fit their learning style. This positively influenced their adaptive learning experiences while using the platform for learning, thus contributing to improved self-efficacy, self-esteem, comprehension, and retention of content learned.

Home academic culture and secondary school students’ academic performance in public secondary schools in Meru County, Kenya

Silas Mwirigi — 2024-10-30

The family lays the psychosocial, moral, and spiritual foundations in the overall development of the child. It is the smallest, most sensitive and important social system which is furnished and facilitated by a society as a larger social system. It is argued that high-quality parent-child interactions characterized by sensitive and supportive parents who provide security and confidence help children regulate and initiate social and nonsocial experiences. Thus, the importance of parents in their children’s educational achievement cannot be underrated. Nonetheless, there have been inconsistencies in the role of home academic culture on students outcome. Thus, this study sought to establish the perceived influence of home academic culture on the 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 analyzed using descriptive and inferential statistics. Qualitative data was analysed using thematic data analysis. The results showed that most of the students, parents, teachers, and principals agreed that home academic culture influences students’ academic performance. The study findings also showed that majority of the students, parents, teachers, and principals perceived that the home academic culture influences students’ academic performance to a great extent. A chi square analysis indicated that the perception on the influence of home academic culture on students’ academic performance is significantly and positively correlated to the actual students’ academic performance. Thus, it was concluded that there is a significant relationship between principals,’ teachers’, parents’ and students’ perception of the influence of home academic culture on students’ academic performance and actual students’ academic performance.

Attitude Of Teachers And Students Towards Use Of Instrumental Music To Enhance Academic Achievement In Physics In Rongo Sub- County, Kenya.

Maurice Junior — 2024-10-30

Attitude towards instrumental music by either the teachers or students could lead to lack the benefits associated with instrumental music in studying. This descriptive Survey in Rongo Sub- County used one large school that has a relatively big population of Physics students and Physics teachers. Sixty two students and 9 Physics teachers formed the sample population of this study. Questionnaires were used to collect data. Quantitative data was coded and analysed with SPSS version 22.0 to frequencies and percentages. Qualitative data was analysed thematically. The study established that majority of the students had a positive attitude towards using instrumental music while studying Physic theory and practicals. The study also established that majority of the teachers have a positive attitude towards allowing their students to study Physics with Instrumental Music. However, only a small percentage of the teachers (22.2%) were comfortable allowing their students to perform experiments while listening to instrumental musi in the background. Most of the physics teachers were apprehensive towards allowing their students to perform experiments with Instrumental Music.

Assessment of Primary School Teachers’ Knowledge of Higher Order Thinking Skills in Ilorin West Local Government Area

Isa Salamat Bolanle — 2024-10-30

Learners in the 21st century need to be equipped with knowledge and skills that would enable them to think critically and creatively. This can be achieved through the teacher's knowledge of the subject matter. Based on this, the researcher examined primary school teachers’ knowledge of higher order thinking skills in Ilorin West Local Government Area. The study adopted a descriptive survey research design using a sample size of 347. An instrument tagged Teachers' Knowledge of Higher Order Thinking Skills (TKHOTS) developed by the researcher was used for data collection. The instrument was validated by experts in measurement and evaluation and primary education studies. Three research hypotheses were formulated for the study and the data were analysed using Analysis of variance and T-test. The results of the study show that there is a significant difference in primary school teachers' knowledge of higher-order thinking skills based on teachers’ qualifications, years of experience and gender. The results also show that the majority of respondents for this study were females representing 81.5% of teachers. The study concluded that there is a significant difference in primary school teachers’ knowledge of higher order thinking skills. The following recommendations were made: school administration should provide regular teacher training and there should be an adequate resource and support system for teachers’ professional development.

Influence of Mentors’ Advice on Career Adaptability of Public Secondary School Students in Kiambu County, Kenya

James Mwangi Kiburi — 2024-10-30

The study sought to establish the influence of mentors’ advice on career adaptability of public secondary schools in Kiambu, Kenya. The sample comprised of 1230 students selected through simple random sampling from 30 sampled schools that were selected through stratified random sampling. In addition, 30 guidance and counseling teachers selected through purposive sampling participated in the study, one in each school. Data was collected using three instruments namely: student questionnaires; students focus discussion guide and interview guide for guidance and counseling teachers. The data was analyzed through both descriptive and inferential analysis. The main inferential analysis used was simple linear regression analysis that provided the correlation coefficient (r), the coefficient of determination squared (R²) and the F-Ratio (ANOVA). The findings of the study revealed that mentors’ advice had a positive and statistically significant influence on career adaptability and its four dimensions of career concern, career control, career curiosity and career confidence. Further findings revealed that mentors’ advice accounted for a significant proportion of the variance observed in career adaptability and its four dimensions of concern, control, curiosity and confidence. The study therefore concluded that all activities comprising mentors’ advice and role modeling significantly contributed to an increase in career adaptability and its dimensions at home, school and community settings, thereby improving their ability to make informed choices.

The Effect of Interpersonal Skills in Cooperative Learning on Preschooler’s Achievement in English Language Activities in Tharaka Nithi County, Kenya.

Felix Gitonga Ngaine — 2024-10-30

This study investigated the effects effect of interpersonal skills in cooperative learning on preschooler’s achievement in English language activities in Tharaka Nithi County, Kenya. Utilizing a quasi-experimental research design with a non-equivalent control group pre-test and post-test design, the study collected data through questionnaires for teachers and observation of preschool children. The instruments were pre-tested in five preschools that were excluded from the final sample. Research instruments were developed under expert guidance from the University of Nairobi's Department of Early Childhood Education to ensure validity. Reliability was assessed using the test-re-test method and Cronbach's Alpha and a reliability coefficient of 0,72 obtained. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined using a thematic approach. Key findings include the positive impact of learning components such as interpersonal and social skills individual. Overall improvements in post-test scores suggest a positive role in enhancing language outcomes. The study concludes that the cooperative learning approach significantly enhances pre-primary school children's achievement in English language activities, emphasizing the importance of incorporating these strategies to improve language skills among preschoolers in Tharaka Nithi County. Actionable recommendations include implementing structured group activities to enhance interpersonal skills. The study's findings offer valuable insights that can be leveraged to improve early childhood education practices.