Browsing by Author "Gunga, O. Samson"
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Item Analysis of Praxis of African Communalism: A Model of Ethical values in Primary School Curriculum in Kenya.(Journal of Educational Research in Developing Areas (JEREDA), 2020) Gunga, O. Samson; K’Odhiambo, Atieno Kili; Ominde, Eliud ShaniIntroduction: The importance of value education in character development and the inculcation of values attitudes among children cannot be overemphasized. In the recent past, there has been an increase in cases of unethical conduct among primary school going children in Kenya and those who have graduated from this important segment of education. Purpose: This research sought to examine the practice of African communalism as a value-based education strategy to improve ethical values in the primary school curriculum in Kenya. Methodology: Since this is a philosophical study, conceptual analysis was adopted as the research methodology. Conceptual analysis entails breaking down and clarifies meanings and boundaries of concepts to promote understanding. Results: The study found that the principles of African communalism have not been fully integrated in the Kenyan curriculum despite the efforts of policy makers to localize the curriculum. Integration of African communalist principles in the primary school education curriculum envisages the inculcation of the ethics of responsibility, citizenship, fairness, transparency and participation which are essential in enhancing ethical values. Recommendations: The study recommended the integration of the principles of African communalism into the curriculum so as enhance the teaching of value education from an African perspective thus reducing the influence of Western epistemologies.Item Analysis of Socrates’ Credo, “The Unexamined life is not worth living” in relation to learners who fail the Kenya Certificate of Secondary Education (KCSE) Examinations(International Journal of Humanities and Social Science, 2013) Gunga, O. Samson; K’Odhiambo, Atieno Kili; Akaranga, Stephen IfedhaEvery year when candidates sit Kenya Certificate of Secondary Education (KCSE) examinations, a substantial number of candidates do fail to get the required grade that is considered as ‘Pass’. Such failures get grade E which equates them practically to individuals who never attended school for whatever education although theoretically they are ‘better’ than the latter. This study analyses KCSE examination failings in a period of three consecutive years (2008-2010) in the light of an explication of Socrates’ credo, “The unexamined life is not worth living”. It is contended that learners have ability to auto-evaluate their knowledge and any other external evaluation of the same is subservient. It is concluded that the branding of learners as failures by the Kenya National Examinations Council in KCSE examinations is epistemologically fallacious. A learner who sits KCSE examinations has previously demonstrated academic related prowess in the previous levels of education at home, nursery and primary educationItem Can Education System be Repaired? Ideological Dearth in Kenya’s Educational Practice and its Implications for Reforms in the Education Sector(Journal of Educational and Social Research, 2013-05) Amukowa, Wycliffe; Gunga, O. Samson; Ayuya, CarolineThis paper confronts two issues; reforms (repairs) and ideology in education. Machines can be repaired any time they breakdown or develop defects. Educational reforms have been carried out any time an emerging need has to be confronted. Can these education reforms be seen as repairing an education system? Ideology on the other is a coherent system of ideas; relying upon a few basic assumptions about reality that may or may not have any factual basis, but are subjective choices that serve as the seed around which further thought grows. When traditional societies began to undergo changes, the ritualistic legitimization of education gave way to a new type of legitimization - the ideological legitimization of education. The latter has two attributes: one involves the appearance of people’s recognition of their right to choose the type of education that suits their tastes, values, aims and understanding. In view of this new realization, they no longer feel obliged to the accepted education only because it is the accepted type. The second attribute requires the simultaneous existence of several conceptions of education, from which one may choose the type of education suitable to one's needs. This paper searches into the possibility that there are no longer ideologies necessary to guide educational practice in Kenya, thereby raising concerns over education relevance.Item Challenges of Implementation of e-learning in Mathematics, Science and Technology Education (MSTE) in African schools: A Critical Review.(Journal of Contemporary Issues in Education, 2010) Gunga, O. SamsonThis paper discusses the general ICT challenges in education and poses questions, the attempt of whose answers establish the manner in which e-learning technology could be appropriate for understanding and communicating the structures of mathematics and science. Challenges in understanding mathematics and science arise out of the interaction between these two intertwined yet disparate disciplines. While mathematical proof is established deductively and hence conclusive and not amenable to confutation in a logically possible world, scientific truth is established inductively on probable yet utilitarian grounds in the actual world. While challenges in implementation of the understanding of mathematics and science through technology arise from social and infrastructural issues related to ICT in African environment, the difficulty posed by challenges of communicating the principles of understanding the structure of mathematics and science are not yet insurmountable. An attempt to bring into coherence the mathematical and scientific understanding through e-learning instructional paradigm in quasi-philosophic terms is the main subject of this paper.Item Critique of Policy Frameworks for Value Education in Primary School Curriculum in Kenya.(Journal of Educational Research in Developing Areas (JEREDA), 2021) Gunga, O. Samson; Ominde, Eliud Shani; K’Odhiambo, Atieno KiliIntroduction: Ethical values are fundamental aspect of human life that governs the choice between doing good or bad. Recently, there has been an increase in cases of unethical behavior among school going children and the general public at large in, despite the various efforts being made by the government of Kenya to integrate values concerns in the curriculum. Purpose: The study was a critique of the policy frameworks for value education in primary school education curriculum in Kenya. Methodology: Since this is a philosophical study, critical method was used as the main research methodology. Results: The study established that the current value education strategy in the primary school curriculum in Kenya cannot guarantee the teaching of values concerns due to overemphasis on the academic excellence and the lack of well-articulated philosophy of education. Recommendations: The study recommended the introduction of an independent learning area on ethics so as to compliment other interventions in teaching of values. Also, teachers should be trained adequately on values pedagogy since the current approach assumes that teachers trained in teaching other academic subjects have the competency to teach values.Item Effectiveness of Educational Theories and Practices in the Attainment of National Unity in Kenya.(Journal of Educational Research in Developing Areas (JEREDA), 2022) Gunga, O. Samson; K’Odhiambo, Atieno Kili; Maira, Justine MukhunguluIntroduction: Education in Kenya has been tasked since independence in 1964 to be the tool of forging national unity among the ethnic people of Kenya. Surprisingly, negative ethnicity levels have escalated, as witnessed in 1992, 1997, and 2007/2008 ethnic clashes. Purpose: The review investigated theories and practices in Kenyan education with regard to promotion of educational goals for national unity. Methodology: This study employed critique as a philosophical method of investigating phenomena. This study critiqued the theories and practices of education in Kenya with respect to how they influence the attainment of national unity. Results: Education theories and practices in Kenya lack metaphysical contact with the Kenyan people as they emphasise much individual progress as opposed to communal development. The philosophies that underpin education such as pragmatism, existentialism and humanism propagate Western metaphysical perspectives as opposed to African metaphysical perspectives like communalism, hierarchical continuum, and continuity. Recommendations: This study recommended curriculum changes in History & Government to ensure that content therein does not elevate ethnic consciousness as opposed to national consciousness, a new subject area African Religious Education should be introduced, and Kiswahili should be considered as the Language of instruction in primary education to ensure attainment of national unity.Item Effects of Application of Instructional Methods on Learner Achievement in Business Studies in Secondary Schools in Kenya.(International Journal of Education and Research, 2013) Gunga, O. Samson; Odundo, Paul A.Instructional methods influence achievement of students in education continuum. While appropriate methods enhance learner achievement, inappropriate approaches stifle knowledge retention and application. While empirical studies in Kenya have focused on subjects such as Kiswahili, Biology and Mathematics, none has examined the linkage between instructional methods and learning achievement in business. Primary data was obtained from 288 form four business studies students across the country. A mixture of probability and non-probability sampling procedures were used to select students and teachers for inclusion in the study. Bivariate analysis obtained cross-tabulations with Chi square (χ2 ) and one-way Analysis of Variance (ANOVA) for significance tests; while multivariate analysis obtained β coefficients, Exp(β), -2LL statistic and significance tests. The study found that takeaway assignments accounted for the largest proportion of variance in improved student performance (9.1%), brainstorming (8.8%), group discussions (8.3%), dictation (7.9%), lectures (6.3%) and chalkboard notes (5.9%) thus giving prominence to constructivist approach.Item Facing the challenges of e-learning initiatives in African universities.(British Journal of Educational Technology, 2007) Gunga, O. Samson; Ricketts, Ian W.This paper explores the possibility of bringing e-learning to African universities through collaborative networks of public–private partnerships. It is envisaged that this approach will solve the dual problem of infrastructural barriers and weak ICT policies. As technology is used more in education, the teachers’ roles are increasingly integrated with those of support staff, administrators and technical staff. The needs of e-learning environments suggest the viability of multistakeholder networks to share expertise and resolve issues related to training needs. The paper concludes that collaboration networks that include e-learning sponsors, policy makers, telecommunication network service providers and educators are required to solve the problems of online education in Africa.Item Metaphysical Harmony in Pedagogical Enterprise: Speculation on Teacher-Parent Partnership in Educating Learners with Autism Spectrum Disorder (ASD)(Journal of Arts and Humanities (JAH), 2014) Gunga, O. Samson; K’Odhiambo, Atieno KiliThe impact of the teacher-parent partnership in the education of learners with special educational needs such as those with autism spectrum disorder (ASD) or, rather, learners with autism, has not been accorded adequate attention. A look at the pedagogical enterprise, which is the process of managing teaching-learning environment in relation to the conditions of learners with ASD, teacher-parent partnership requires philosophical interrogation. This study uses speculative philosophic methodology to explore the cosmological unification of learner with ASD, teacher, parent and the implications of the triad for effective learning. It is posited that the harmony created by the cosmic intelligence (nous) that emanates and which manages the harmony that ensues may be discussed in relation to the Heraclitean theory of “logos” and the Anaxagorean hypothesis of “all is one.” As a consequence, the educational success of a learner with ASD could be viewed as a resultant of metaphysical and pedagogical enterprise centered on the cosmos for whatever behavior that is exhibited, perceived as bizarre or otherwise but capable of use as a stepping stone for further learning.Item Normative Leadership A Paradigm for Promoting Ethical Practices in Primary Teacher Education in Kenya.(Journal of Educational Research in Developing Areas (JEREDA), 2021) Gunga, O. Samson; Okanda, Edward Ojuok; Mwinzi, Joseph MunyokiIntroduction: Ethical leadership is crucial in all organizations in relation to the successful attainment of institutional vision and mission. However, the influence of morally laden normative leadership on the promotion of ethical practices in primary teacher training colleges in Kenya has not yet been fully analysed and will require further interrogation. This gap is addressed in this study. Purpose: The study analysed how normative leadership can inspire ethical practices contained in Chapter Six of the Kenyan 2010 constitution, in the context of primary teacher education in Kenya. Methodology: Within the phenomenological research design, interviews were conducted to answer two questions, related to how normative leadership inspires ethical practices in public primary teachers training colleges (TTC) in Kenya. The purpose-sampling technique was used to select 35 leaders of TTC and seven regional education officers. Thematic analysis was used whereby the coded data was manually analysed on the basis of identified themes and presented in the form of tables and narratives. Results: The research findings revealed that as role models, normative leaders can succeed in creating a positive ethical environment that institutionalize ethical practices contained in Chapter Six of the Kenyan Constitution to be precise; integrity, discipline, dedication to duty and moral decision making within primary teacher education in Kenya. Conclusion: This study established that the impact of normative leaders as they demonstrate virtuous behaviour and are positive role models in the context of moral goodness and moral duty could inspire ethical practices within training colleges for teachers. Recommendation: The study proposed a philosophical paradigm of normative leadership that can positively influence the mind-set of leaders and their subordinates within TTC to internalize ethical practices on the foundation of moral goodness and moral duty.Item Some Determinants of Students Performance in Biology in KCSE: A Case of Central Division of Machakos District(International Journal of Innovative Research and Studies., 2014) Gunga, O. Samson; Ngesu, Lewis Muli; Wachira, Lydia; Kaluku, Esther NthokiThis article investigates some determinants of student’s performance in Biology in Kenya Certificate of Secondary Education (KCSE) in schools in Central division of Machakos district. The study was conducted in twelve secondary schools in the division in the categories of national, county and district. Related literature on student’s performance was reviewed from textbooks, thesis, government reports, and journals. A conceptual framework showing the relationship between the variables under investigation was developed. Data was collected from Form four Biology students, Biology teachers, heads of Science department and heads of secondary schools in the division through the use of a questionnaire and interviews. Pilot study in two secondary schools was conducted. The design of the study was descriptive survey and stratified sampling was used to select participants depending on the category of the school. Data analysis was done using both descriptive and inferential statistics using SPSS program. Data analysis revealed that the students’ attitude towards Biology was generally neutral and this accounts for the dismal performance in the discipline. The research revealed that student’s poor performance in Biology is caused by a number of inter-related factors and calls for more interaction and discussions among students. The study revealed that discussion methods and practical sessions were the major ingredients of good performance in Biology. The study recommends that the Ministry of Education should employ more Biology teachers in order to lessen the teaching workloads. The Kenyan government should intensify its efforts to train and retrain Biology teachers through conducting induction courses, seminars and refresher courses on teachers of Biology.Item Strategic leadership: A critical ingredient for promoting ethical practices in teacher education(Journal of Pedagogical Sociology and Psychology, 2021) Gunga, O. Samson; Okanda, Edward Ojuok; Mwinzi, Joseph MunyokiThis study sought to analyze how strategic leadership can inspire ethical practices contained in Chapter Six of the Kenyan 2010 constitution, in the context of public primary teacher education. The philosophical method of phenomenology was utilized in this research. The study was carried out on 27 leaders within public primary teacher training colleges (TTC) and 8 regional education officers in Kenya who were selected purposively. The data were collected via a semi-structured interview, which is common in qualitative research. The data were analyzed using the thematic analysis technique, which involved examining the coded data in terms of identified themes and presenting the ideas in the form of tables and narratives. The findings indicated that strategic leadership can create an ethically sound environment that motivates ethical practices within primary TTC. The study proposes a philosophical model of strategic leadership that can influence the mindset of leaders and their subordinates to internalize ethical practices based on moral goodness and moral duty.Item The Impact of the Interaction between Verbal and Mathematical Languages in Education(A Journal of the Philosophical Association of Kenya (PAK), 2010) K’Odhiambo, Atieno Kili; Gunga, O. SamsonSince the methods employed during teacher-learner interchange are constrained by the internal structure of a discipline, a study of the interaction amongst verbal language, technical language and structure of disciplines is at the heart of the classic problem of transfer in teaching-learning situations. This paper utilizes the analytic method of philosophy to explore aspects of the role of language in mathematics education, and attempts to harmonize mathematical meanings exposed by verbal language and the precise meanings expressed by the mathematics register (MR) formulated in verbal language. While focusing on the integration of language use and meaning construction in mathematics education, the paper explores the relationship between the conceptual understanding revealed by the mathematics register and the procedural knowledge that refers to the mathematical content through ordinary discourseItem The Implications of Collaborative Industrial Attachments for Kenya Vision 2030 Development Programmes.(African Journal of Education and Technology, 2013) Gunga, O. Samson; Muchemi, Allan Kuria; Muthoni, David Mutahi; Mutahi, Irene Wairimu; Origa, Japheth O.The purpose of this study is to establish the influence of industrial attachment on instructors’ and students’ competence in creative innovations for improved industrial output. The study also attempted to determine the influence of TSIA activities on the quality of students’ industrial output in Kenya. The study found that TSIA plays an important role in establishing the link with socio-industrial partners, relating teaching and learning processes to the latest development in the industries, providing opportunities for working with most current technology, machinery, equipment, tools and systems, contributing to product and industrial processes through creative innovations, involvement of industrial staff in students’ competence development, reducing cost of recruitment and hence improving industrial savings. The study conclude that, if collaborative industrial attachment between instructors and students is adopted and strictly followed, there is the possibility of an improved students’ competence in creative innovations leading to globally competitive industrial study recommend the involvement of industrial and social out-put. The partners in standardized assessment of collaborative supervised industrial attachment for students and academic staff.Item The Implications of Collaborative Industrial Attachments for Kenya Vision 2030 Development Programmes.(African Journal of Education and Technology., 2013) Gunga, O. Samson; Muchemi, Allan Kuria; Muthoni, David Mutahi; Mutahi, Irene Wairimu; Origa, Japheth O.The purpose of this study is to establish the influence of industrial attachment on instructors’ and students’ competence in creative innovations for improved industrial output. The study also attempted to determine the influence of TSIA activities on the quality of students’ industrial output in Kenya. The study found that TSIA plays an important role in establishing the link with socio-industrial partners, relating teaching and learning processes to the latest development in the industries, providing opportunities for working with most current technology, machinery, equipment, tools and systems, contributing to product and industrial processes through creative innovations, involvement of industrial staff in students’ competence development, reducing cost of recruitment and hence improving industrial savings. The study conclude that, if collaborative industrial attachment between instructors and students is adopted and strictly followed, there is the possibility of an improved students’ competence in creative innovations leading to globally competitive industrial study recommend the involvement of industrial and social out-put. The partners instandardized assessment of collaborative supervised industrial attachment for students and academic staff.Item The politics of Widowhood and Re-Marriage among the Luo of Kenya(A Journal of the Philosophical Association of Kenya (PAK), 2009) Gunga, O. SamsonThis study utilises philosophical deliberation to analyse the psycho-social and emotional conflicts that arise out of widowhood practices in the Luo community of Kenya. Towards this end, it explores the attendant effects of Luo widowhood practices on family, power and gender relations, and suggests resolutions to the challenges they generate.Item The Prospects for E‐Learning Revolution in Education: A philosophical analysis(Educational Philosophy and Theory, 2008) Gunga, O. Samson; Ricketts, Ian W.If I lose my key in Canada, for instance, and I search for it in the United Kingdom, how long will I take to find it? This paper argues that problems in education are caused by non-professional teachers who are employed when trained teachers move in search of promotion friendly activities or financially rewarding duties. This shift of focus means that policy makers in education act without adequate professional guidance. The problems in education, therefore, result from demands made on mainstream education based on misconceptions about what education can offer. It is argued that the implementation of e-learning in education faces the risk of developing on the basis of unproven theories. This scenario increasingly sees the replacement of formal education activities in institutions of learning with non-formal and informal education practices. Given that the contents and influences of non-formal and informal education are not under the control of the teacher, the experiences that learners bring to education settings are increasingly difficult to manage. The paper proposes that by integrating e-learning in teacher education and rewarding ‘good teaching’, there is a potential for a successful e learning revolution in education.Item The Relationship Between Perceived Quality Dimensions and Growth in Distance Education: The Case of External Degree Programme of the University of Nairobi, Kenya(International Journal for Innovation Education and Research, 2015) Gunga, O. Samson; Nzuki, Peter K.; Omondi, BowaShrinking resources from the exchequer, the demand for a more cost-effective education and competition among Kenyan Public Universities has motivated academic administrators in these universities to launch distance education programmes. However, one major concern has been quality. This study sought to determine the relationship between perceived tangibles dimension of a degree programme and its growth. Further, the study intended to establish the relationship between perceived responsiveness dimension and growth of the programmes. A questionnaire was employed to collect data from students, Distance Education administrators and lecturers. The findings showed that there was no significant relationship between the two quality dimensions and the growth of Distance Education Programme. It was observed that growth occurred in spite of perceived quality dimension deficiencies due to career driven demand for higher education. However, quality variables that were considered as key consisted of adequacy and responsibility of teaching and support staff, clarity of course objectives, and flexibility of programmes. The study recommends that Universities engage sufficient and responsible support staff and lecturers to provide learner support services. Similarly, course objectives should be clear, while programmes should be as flexible as possible for learners.Item The Role of Anti-Corruption Education in the Light of Aristotelian Concept of Akrasia: An Epistemic Inquiry into the Anti-corruption Initiatives in Kenya(Mediterranean Journal of Social Sciences Published by MCSER-CEMAS-Sapienza University of Rome., 2013) Gunga, O. Samson; Amukowa, WycliffeThis paper undertakes an epistemic investigation of the efforts to combat corruption in Kenya in the light of Aristotle’s concept of Akrasia, and proposes a model for educational practice for the purpose of facilitating the fight against corruption. Akrasia is taken to mean a lack of command over self, leading one to act against one’s better judgment that one ought to choose virtue against vice.Item Understanding as a Concept in Education: Conceptions and Alternative Interpretations(Journal of Educational and Social Research MCSER Publishing, Rome-Ital, 2014) Gunga, O. Samson; Embeywa, Henry Etende; Amukowa, WycliffeEducation has largely been conceptualized as transmission and acquisition of knowledge, skills, attitudes and values so as to facilitate desirable behavior. This conceptualization presupposes knowledge, skills, attitudes and values as sufficient conditions for desirable behavior; however this paper argues that these are necessary but not sufficient without Understanding. What understanding is or is not, and how it is to be justified as an educational condition demands explicit attention