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

Catherine K. Avedi, Peter K. Mulwa, Evanson M. Muriithi — Fri, 29 Mar 2024 00:00:00 +0000

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

Koring’ura Julius Chemkenei, Odundo Paul Amollo, Genevive Wanjala — Fri, 29 Mar 2024 00:00:00 +0000

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

Tajudeen Ade Akinsooto — Fri, 29 Mar 2024 00:00:00 +0000

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.