Browsing by Author "Kipkenei, Simon"

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    Lesson Study, STEM subjects, learner-centered pedagogy, teacher collaboration, collaborative teaching, Lesson reflection.
    (Journal of Conflict Management and Sustainable Development, 2024) Cherui, Rodgers Gowon; Waiyaki, Winnie; Kipkenei, Simon
    For a long time, there has been a concern about the poor performance of Science Technology Engineering and Mathematics related subjects in both primary and secondary national examinations in Kenya’s schools. Several programs and innovations have been put in place to address this shortcoming. Among the causes cited for poor performance is the poor instructional practices in the classrooms. Lesson Study as an innovation to teaching and learning, calls for teachers to work in collaboration, analysis, planning and continuous improvement of instructional practices through observations, evaluations of students’ learning and goal setting and to design instructional practices that can improve the overall performance of STEM education. This paper therefore seeks to establish how Lesson Study as an innovation can be used to improve classroom instructional practices to overcome the poor learning outcomes by learners especially in Junior Secondary schools in the advent of the new Competency Based Curriculum (CBC) introduced in Kenya. The study is significant in that it should impress CBC creators of the need to improve the implementation of the design and how innovative classroom practices can be used to improve learning outcomes, including, overall performance of the national examinations especially the STEM related subjects. The paper is based on available secondary data, current practices and reviews of existing literature on the effectiveness of Lesson Study in enhancing learning outcomes in the classrooms. The study revealed that the use of Lesson Study has had positive results in various classrooms across the globe. By teachers planning and observing the lessons together, they can see their flaws and those of the learners and therefore re-plan the lessons for better learning outcomes. The study concluded that Lesson Study has a positive effect on the quality of teaching and learning especially in mathematics and science leading to great improvement in all STEM subjects. With the advent of the Competency Based Curriculum, the study recommended that the new education system fully incorporates this innovation as part of the implementation process to overcome the flaws experienced in the previous curriculum, to improve the overall performance of examination of the STEM subjects and more so enhance classroom interaction in Junior Secondary Schools in Kenya’s education system.
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    Lesson Study: Towards an Improved Instruction in Stem Education in Junior Secondary Schools in Kenya
    (The Journal of Conflict Management and Sustainable Development. Glenwood Publishers Limited, 2024) Cherui, Rodgers Gowon; Kipkenei, Simon; Waiyaki, Winnie
    For a long time, there has been a concern about the poor performance of Science Technology Engineering and Mathematics related subjects in both primary and secondary national examinations in Kenya’s schools. Several programs and innovations have been put in place to address this shortcoming. Among the causes cited for poor performance is the poor instructional practices in the classrooms. Lesson Study as an innovation to teaching and learning, calls for teachers to work in collaboration, analysis, planning and continuous improvement of instructional practices through observations, evaluations of students’ learning and goal setting and to design instructional practices that can improve the overall performance of STEM education. This paper therefore seeks to establish how Lesson Study as an innovation can be used to improve classroom instructional practices to overcome the poor learning outcomes by learners especially in Junior Secondary schools in the advent of the new Competency Based Curriculum (CBC) introduced in Kenya. The study is significant in that it should impress CBC creators of the need to improve the implementation of the design and how innovative classroom practices can be used to improve learning outcomes, including, overall performance of the national examinations especially the STEM related subjects. The paper is based on available secondary data, current practices and reviews of existing literature on the effectiveness of Lesson Study in enhancing learning outcomes in the classrooms. The study revealed that the use of Lesson Study has had positive results in various classrooms across the globe. By teachers planning and observing the lessons together, they can see their flaws and those of the learners and therefore re-plan the lessons for better learning outcomes. The study concluded that Lesson Study has a positive effect on the quality of teaching and learning especially in mathematics and science leading to great improvement in all STEM subjects. With the advent of the Competency Based Curriculum, the study recommended that the new education system fully incorporates this innovation as part of the implementation process to overcome the flaws experienced in the previous curriculum, to improve the overall performance of examination of the STEM subjects and more so enhance classroom interaction in Junior Secondary Schools in Kenya’s education system.
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    Primary Teacher Education and Kenya’s Vision 2030. The Lacuna in the Transformation Agenda
    (Journal of Conflict Management and Sustainable Development, 2024) Cherui, Rodgers Gowon; Kipkenei, Simon; Waiyaki, Winnie
    The content of basic education in the new curriculum has been designed to equip all learners with relevant knowledge, skills, competencies and values. However, the major challenge facing the education sector concerns the changing of instructional practices towards greater collaborative relationships between teachers and learners. Teaching and learning are what ultimately make a difference in the mind of the learner, and thus affect knowledge, skills, attitudes and the capacity of young people to contribute to contemporary issues. The objective of this paper was to determine the quality of teacher graduate and the capacity to transform the education system given the introduction of competence-based curriculum (CBC) aimed at transforming Kenya towards the attainment of vision 2030. The paper has relied on available secondary data and reviews existing literature on the role of teacher trainer in building capacity for teacher trainee to be able to fit in the ever changing world. The study revealed a worrying fact in that there is an indication that teachers in the field have little knowledge on how the new curriculum will benefit the Kenyan population differently from the previous system hence making them shy away from serious debates concerning the new curriculum. The study concluded that new government educational programs like TUSOME, Kenya Primary Education Development (PRIEDE), Strengthening Mathematics and Science Education (SMASE) among others excluded most teacher trainers and trainees from their implementation leading retraining of teachers who would have been well prepared and informed. This paper recommends that teacher trainers and trainees be involved in every process involving curriculum change. It also recommends that the government incorporate teacher trainers and trainees as the mainstream partners in the implementation of the new curriculum and that training must be done by well-informed trainers.