Browsing by Author "Wandera, Susan N."

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    Adequacy of School Resources and infrastructure in relation to Pupils’ Performance in English subject at Kenya Certificate of Primary Education Examination
    (International Journal of Research and Innovation in Social Science (IJRISS), 2020-11) Wandera, Susan N.; Akala, Winston Jumba; Imonje, Rosemary Khitieyi
    School resources and infrastructure are very essential to the learning and teaching process. In exploring level of learner performance in Kenya Certificate of Primary Examinations, learning resources and school infrastructure is one of major indicators of the level of preparedness for enhancing learner performance. The study determined the relation of the adequacy of school resources and infrastructure on learner performance in Kenya Certificate of Primary Examination (KCPE) in English subject in public primary schools in Kenya. The study used descriptive survey design using purposive sampling technique. This enabled the study capture how levels of adequacy of school resources and infrastructure relate to learner performance in National Examination public primary schools in Machakos County. The unit of analysis was Public primary schools. The County has 842 Government run public primary schools out of which 86 schools were studied. Data was collected using observation schedules and questionnaires. Respondents were teachers who teach English subject. Study found that availability and usage of teaching and learning resources averaging 65 % and availability/adequacy and usage of school infrastructure averaging 60 % to correspond to learner performance scores in KCPE.
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    Critical Thinking in the Classroom
    (The Journal of the Department of Literature University of Nairobi, 2020) Wandera, Susan N.; Njeru, Margaret W.; Otundo, Julius; Mbuthi, John
    Critical thinking has been defined variously by different scholars but it comes down to the ability of an individual to exercise higher levels of thinking in their judgments. A critical thinker reflects on thinking as a process and also applies high level analysis towards decision making as well as problem solving. As researchers have noted, critical thinking develops in stages, from the very rudimentary to the most advanced levels. At the same time, critical thinking does not just develop. Rather, it must be nurtured within an enabling environment. Notably, no learner, even at the earliest age, comes to the learning institution with a blank mind. Every child brings to school knowledge already gathered at home and other environments to which he or she has been exposed. Also, every child is unique, each with varied abilities that are largely controlled by i) the role of the brain and the most active functions, and ii) the exposure or experiences that the child has gone through. This uniqueness makes each child capable in some areas more than others which leads to different talents and levels of creativity. To develop critical and creative thinkers, therefore, learning institutions of all levels should expose learners to experiences that focus on enhancing their current individual and unique levels of knowledge to higher levels. Learning activities, for instance, must be geared towards development of the higher level of thinking, that is, critical thinking. Unfortunately, this has not been the case in many learning environments. Traditionally, the teacher has always usurped the role of teaching and learning, and the learner has mostly been relegated to the position of a passive listener. In such an environment, the opportunities to develop critical and creative thinking among learners are completely strangled. This paper explores the concept ‘critical thinking’ and how institutions can engage their learners in order to enable them become critical and creative thinkers. Beyond examining the concept, the paper will explore in depth learning activities that enhance the development of higher levels of thinking among learners. Empirical research is expected to follow this initial theoretical paper.
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    Effectiveness of Teaching Methods in English Language on Acquisition of English Language Skills in Public Secondary Schools in NairobiCounty, Kenya
    (University of Nairobi, 2012) Wandera, Susan N.
    The study sought to establish the effectiveness of the various teaching methods on the acquisition of the English language skills. The study was carried out in public secondary schools in Nairobi County. The objectives sought to find out the various teaching methods used in English language, the effectiveness of the lecture methods on acquisition of English language skills; the role of role playas a teaching method in promoting acquisition of English language skills and the effectiveness of questions and answer methods on acquisitions of English language skills. Four research questions were formulated to guide the study. The questions sought to identify the various method used in English language in Nairobi County, and their effectiveness. The data was collected using three instruments. The student's questionnaire sought to find out whether the like or dislike English, the methods that are mostly used by their teachers during the English lessons and the skills acquired using those methods. The teacher's questionnaire sought to find out the methods that they used mostly the reasons that they used them and the skills that are acquires when the methods are used. The observation schedule sought to get the real classroom experience in terms of the teaching methods used during the English lessons, the skills acquired and the supplementary materials used by the teachers during the English lesson. After an analysis of how the method promotes the acquisition of the English language skills, it was established that each of the methods enhances acquisition of the English language skills. The four skills in English namely: writing, listening, reading and speaking form the core of the English language. The effectiveness of the each method in promoting the acquisition of one or all of the skills was evaluated. It was evident that each of the method imparted on students some skill. Lecture method was found effective in promoting listening and writing skills. Role play highly imparted on students speaking skills, while questions and answer instilled on students a mix of listening and speaking skills. It was evident that writing and speaking skills were effectively acquired during the questions and answer method. The study established that integration of all methods is effective on acquisition of the various language skills. Each of the methods complements the other in the acquisition of the various skills. The various methods used during the English lessons are highly effective in promoting acquisition of English language skills. The methods encourage group participation in class and thus enhance active participation of the students. Based on the research findings the researcher made the following recommendations were made; that the methods used in teaching English be more reinforced to promote the four skills of the English language, that the Ministry of Education provides more supplementary materials in teaching of the English language. That the training of teachers incorporates other teaching techniques such the use of projectors and computers be used to boost on the other teaching methods, that schools train students and teacher with the online pronunciations of English to boost their speaking and writing skills and that the KNEC incorporates all the four skills of English in examinations from primary to university levels. The researcher suggested that in view of delimitation of the study further research in a wider and different area preferably the rural areas. That further research be conducted to investigate other factors that contribute to acquisition of English language skills. x
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    Influence of Teacher Academic Qualification on Pupils’ Performance at Kenya Certificate of Primary Education Examination in English subject in Kenya
    (IOSR Journal of Research & Method in Education (IOSR-JRME), 2019) Wandera, Susan N.; Akala, Winston Jumba; Imonje, Rosemary Khitieyi
    Teacher academic qualification is repository of competencies and knowledge skills acquired through a learning process in an academy. In the realm of English language as a subject, teacher academic qualification is an indicator of the level of mastery of literacy and competency skills which a teacher is known to have acquired and certified by recognized Examinations body. The objective of this study was to determine the influence of teacher academic qualification on learner performance in Kenya Certificate of Primary Examination (KCPE) in English subject in public primary schools in Kenya. The study used descriptive research design and purposive sampling for all inclusive and representative population sample with regard to distribution and categories of schools in Machakos County as its method for research. Unit of analysis was Public primary schools in Machakos County. Respondents were Primary school teachers with teacher academic qualificationsat various certificate levels and who teach English subject in KCPE exam classes. The sample size was 132 academically qualified teachers. Data collection was done through questionnaires.The study found Kenya Certificate of Primary Examination candidates taught by teachers with Kenya Certificate of Secondary Examination (KCSE) certificates (Primary I teachers; at 19.7 % sample proportion)with Credit Passachieved Learner Mean score of 47.13 % in English subject.Teachers with KCSE certificates with Credit Pass and Kenya Advanced Certificate Examination (KACE) certificates with Passplus Diploma in Arts certificates (at 25.8 % sample proportion) achieved Learner Mean score of 48.03 % in English subject.Teachers with KCSE certificates with Credit Pass and KACE certificates with Pass plus Diploma in Sciencecertificates (at 10.6 % sample proportion) achieved Learner Mean score of 47.37 % in English subject. Lastly, teachers with KCSE with Credit Pass and KACE with Pass andwho also hold Diploma in Arts certificates with Pass and University Bachelor’s Degree certificates (Primary Graduate teachers; at 42.4 %) achieved Learner Mean score of 58.05 % in English subject. There is a significant increase in Learner mean score by candidates taught by Undergraduate teachers probably as a result oftheir high self-efficacy in Classes and a reduction in Learnerindiscipline and self-belief contributing to effective teaching and learning whose product is enhanced Learner performance at Kenya Certificate of Primary Examination.The study concluded that teacher academic qualification significantly influences pupils’ performance at Kenya Certificate of Primary Examination in English subject in Kenya. Finally, this study recommends that only teachers with good academic qualification in subjectstaught at appropriate school learning levels with repository competencies and pedagogical skills acquired in the course of academic learning and professional training be deployed to teach English subject in schools for enhanced learner performance.
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    Influence of Teaching Experience on Pupils’ Performance at Kenya Certificate of Primary Examination in English Subject in Kenya
    (IOSR Journal of Research & Method in Education, 2019-06) Wandera, Susan N.; Imonje, Rosemary Khitieyi; Akala, Winston Jumba
    Teaching experience is a repository of competencies and knowledge skills acquired by a classroom teacher in the field of teaching and assessing learner performance in formative and summative examinations. In the realm of teaching and learning English language and English composition as a subject, teacher (teaching) experience is an indicator of teacher familiarity through experiential learning of various instructional approaches for effective contentment delivery in a classroom domain. It further equips the classroom teacher with skills and competences on how to engage learners and maintain learner discipline during a class session inside or outside a school setting. The objective of this study was to determine the influence of teacher (teaching) experience on pupils’ performance in KCPE examination in English subject in Kenya. The study used descriptive research design and purposive sampling as its method for research. The unit of analysis included teachers from public primary schools in Machakos County. The respondents were Primary school teachers who teach English subject in KCPE examination classes. The sample size was 132 teachers with teaching experience of between I year and 31 years. Data collection was done through questionnaires. The study found gradual increase in candidates’ performance at Kenya Certificate of Primary Examination in English subject in Kenya from a Mean score of 45.8 % corresponding to teacher teaching experience of 4 years to a maximum Mean score of 53.2 % corresponding to 15 – 19 years of teacher teaching experience. The study also found that there was gradual decrease in candidates’ performance at Kenya Certificate of Primary Examination in English subject in Kenya to 51.8 % corresponding to teacher teaching experience of 20 years and above. Candidates taught by teachers with teaching experience of 20 years achieved a Mean score of 53.1 %. Study concluded that teacher teaching experience significantly influences pupils’ performance at Kenya Certificate of Primary Examination in English subject in Kenya. This influence is moderated by other factors such as age and work environment. Recommendations of study purposed to enhance pupils’ performance at Kenya Certificate of Primary Examination in English subject are: (1) Promote high performing experienced teachers to higher responsibilities in order to boost their morale for the purpose of enhancing their classroom performance; (2) Develop teacher teaching experience through teacher exchange programmes and skills development trainings during school vacation; (3) Sustain morale of experienced teachers who are high performers by improving their terms of service like remuneration and timely promotion of deserving teachers; (4) Institutionalize mentoring programmes in schools to hasten transfer of experiential knowledge skills from more experienced teachers to less experienced teachers; and (5) Improve teacher-administration work relations, school resources and related physical infrastructure.
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    Use of Objective Tests in Examining Law Courses at Daystar University
    (Paradigm Academic Press, 2024-09) Wekesa, Moni; Mikinyango, Asha; Kirumbu, Michael Kiura; Wandera, Susan N.; Wekesa, K. T
    The use of multiple-choice questions (MCQs) in law schools has not gained widespread acceptance, unlike in medical schools where they enjoy global usage. Law Schools traditionally use essay-type/problem-solving questions to assess students. The efficacy of this form of assessment is increasingly being attacked due to increasing numbers of students and advancements in technology that enable students to generate answers. Bloom’s Taxonomy provides for a hierarchy of learning processes, which include ‘remember’, ‘understand’, ‘apply’, ‘analysis’, ‘evaluate’, and ‘create’. Studies on whether MCQs can test higher-order learning processes required in law courses have been inconclusive. We did a retrospective study to investigate whether MCQs are an efficient and effective way of assessing law courses. Underlying this study was the desire to find an alternative mode of assessment to overcome the threats facing the essay type. Results from selected law courses were analyzed in which students’ performance on MCQ tests, oral tests, and final examinations were compared. MCQs were analyzed on a two-dimensional Bloom’s table to establish the extent to which they tested higher-order learning processes. We compared the results of scores on the MCQs with those of oral tests and final essay-type examinations using correlational analysis and one-way analysis of variance (ANOVA). This was for the courses Constitutional Law (n = 22, MCQs = 75), Intellectual Property Rights (n = 113, MCQs = 100), Broadcast & TV Law (n = 11, MCQs = 76), Administrative Law (n = 65, MCQs = 91), and Cyberspace Law (n = 28, MCQs = 101). In general, students performed best on the MCQ test compared to orals and final exams. A two-tailed correlation analysis comparing all five courses showed a strong correlation between MCQs and Orals (r = 0.699, p = 0.189) and a weak correlation between MCQ test and final exam (r = 0.196, p = 0.752). Sixty-eight percent of 75 MCQs in Constitutional Law tested higher-order processes. The mean scores for MCQ (𝑥̅+𝜎 = 39.45 + 4.83), orals (𝑥̅+𝜎 = 7.64+18.72), and final exam (𝑥̅+𝜎 = 28.5 + 8.88) showed a best performance for MCGs. ANOVA comparing test scores for MCQs, Orals and Final examination showed a very significant difference (F (2, 63, 0.05) = 38.11, p < 0.0001). Fifty-four out of 100 MCQs for intellectual property Law tested higher-order learning processes. The mean scores for MCQ (𝑥̅+𝜎 = 39.78 + 5.22), orals (𝑥̅+𝜎 = 18.88+14.66), and final exam (𝑥̅+𝜎 = 29.0442 + 7.71) showed a best performance for MCQs. ANOVA results were highly significant (F (2,342,0.05) = 125.565, p < 0.0001). In Broadcast & TV Law, 44.7% of 76 MCQs tested higher-order learning processes. The mean scores for MCQ (𝑥̅+𝜎 = 43.27+6.89), orals (𝑥̅+𝜎 = 31.09+12.53), and final exam (𝑥̅+𝜎 = 32.09 + 6.69) were different. ANOVA results were very significant (F (2,30,0.05) = 6.057, p < 0.01). There were 91 MCQs in Administrative Law of which 74% tested higher-order processes. The mean scores for the three tests were MCQ (𝑥̅+𝜎 = 33.05 + 4.76), orals (𝑥̅+𝜎 = 22.89 + 16.08), and final exam (𝑥̅+𝜎 = 32.58 + 5.58). ANOVA results were very significant with F (2,191,0.05)= 20.388, p < 0.0001. Cyberspace Law had 101 MCQs of which 38.6% tested higher-order learning processes.The mean scores for MCQ (𝑥̅+𝜎 = 43.50 + 4.51), orals (𝑥̅+𝜎 = 36.43 + 2.27), and final exam (𝑥̅+𝜎 = 35.04 + 7.71) were different. ANOVA results were very significant (F (2,81,0.05) = 20.375, p < 0.0001). We concluded that MCQs are efficacious and efficient in testing higher-order learning processes. MCQs can be used to assess learning of law courses. We recommend that law schools should embrace MCQs for assessing law courses.