Psychology, Evaluation, and Technology in Educational Research
In Burundi, the academic performance in English for post-basic school leavers is wanting. Many re... more In Burundi, the academic performance in English for post-basic school leavers is wanting. Many researchers attribute poor academic achievement to the quality of teaching but fail to investigate the role the classroom context plays in learners’ academic achievement. This paper is a report of part of a study undertaken in 2023 on evaluating the instructional influences of the post-basic school English curriculum for learners’ achievement in Burundi. The paper specifically reports on the impact of classroom context on learners’ achievement in Burundi's post-basic school English curriculum. The study used a convergent mixed methods design and was guided by Communicative Language Teaching and Social Learning theories. For data collection, learners’ questionnaires, teachers’ interviews, and classroom observations were used. The research participants were sixteen teachers of English and three hundred and thirty post-basic school learners in the second and third years of the languages...
Journal of Scientific Research and Reports, Jan 10, 2017
Teacher support and school environment are central in the provision of play in early childhood ed... more Teacher support and school environment are central in the provision of play in early childhood education. This paper is a report of a study that was carried out in the months of February and March 2016 on teacher support and school environment factors influencing children's outdoor play in early childhood curriculum in pre-schools in Kenya. The study area was in Wareng Sub-County in Uasin Gishu County in Kenya. The research objectives were to find out the teacher support; and school environment factors influencing children's outdoor play in early childhood curriculum. The study was guided by Bronfenbrenner's ecological theory and adopted a mixed methods research methodology with a descriptive research design. The target population was all the teachers in the pre-schools in the area. A total of 4 private and 17 public pre-schools were selected to participate in the study through stratified and simple random sampling methods. The sample constituted 42 preschool teachers selected through simple random sampling method. The research instruments used were questionnaires for teachers, observation check lists and photo voice techniques. The findings revealed that teachers provided minimal support to children's outdoor play due to heavy workloads, limited time and demotivation. School environment factors such as inadequacy of and poor maintenance of materials; and safety issues affected children's outdoor play. The study
European Journal of Education Studies, Nov 14, 2016
Hearing impaired learners are exposed to the same curriculum as those without the impairment. Thi... more Hearing impaired learners are exposed to the same curriculum as those without the impairment. This paper is a report of a study on the challenges faced by the Hearing Impaired learners in composition writing and in answering comprehension questions in English language lessons. The study was carried out in selected special schools for the Hearing Impaired in Homa Bay County in Kenya in the year 2012. The study adopted Knowles (1973) theory of learning. The study utilized a descriptive survey design with a mixed methods approach. Head teachers were purposively selected to take part in the study while simple random sampling method and census technique were used to select the teachers and students who took part in the study. A total of 3 head teachers, 8 teachers and 39 learners with Hearing Impaired participated in the study. The study used structured interview guides for the head teachers, questionnaires for the teachers and tests for the pupils for data collection. Descriptive statistics were used in the analysis of quantitative data while qualitative data was analyzed thematically. The research established that the Hearing Impaired faced challenges in composition writing and in answering comprehension questions in English language lessons. The study recommended that teachers should train the learners to develop good handwriting, master correct spellings and acquire adequate vocabulary for effective composition writing. Teachers should assist the Hearing Impaired to develop a reading culture for effective comprehension skills. This study sheds light on some of the challenges encountered by the Hearing Impaired learners during English language lessons which if addressed can facilitate them to achieve to their full educational potential for selfreliance.
The English curriculum is significant in schools in Kenya because of the importance of English La... more The English curriculum is significant in schools in Kenya because of the importance of English Language as the medium of instruction in schools in Kenya from upper primary school and beyond. Further, English is the official language in Kenya. Oral communication skills which comprise listening and speaking skills form the backbone to the teaching of English. They facilitate the acquisition of other language skills: reading and writing. This paper is a report on a study on the teaching of oral communication skills in English that was undertaken in Nandi North district, Kenya in the year 2009. The study investigated the teaching of oral communication skills in the English curriculum in Primary schools in Kenya. The study adopted Vygotsky's (1978) theory of social interaction. It utilized a qualitative research approach with a heuristic methodology. An exploratory research design was used. The research population consisted of primary school teachers teaching English in upper primary classes and standard six pupils. Data was collected using structured and focused group interview schedules, observation checklists and document analysis. The study delved on two objectives: To find out the kind of learning activities that the teachers selected for oral communication lessons; To find out the methods that teachers used to convey the meaning of new language items during oral communication lessons. This paper is a discussion of the findings, conclusions and recommendations of this study.
Since Kenya attained independence in 1963, various curriculum reforms and educational policies ha... more Since Kenya attained independence in 1963, various curriculum reforms and educational policies have been recommended. Examples are the 8:4:4 system of education (1985), the cost sharing strategy in education (1988), the Free Primary Education (FPE) policy (2003) and the Subsidized Secondary Education policy (2008) among others. The aim of the curriculum/educational reforms in Kenya has been to achieve national development. However, we find that the process of policy implementation is always problematic. Teachers encounter various problems in trying to implement educational reforms in schools in Kenya. This paper is a discussion of the factors affecting teachers in the implementation of curriculum reforms and educational policies in Kenya. This paper highlights the issues of poor economic growth, politics, lack of facilities, institutional leadership, ability and inability to evaluate, lack of proper social amenities and infrastructure, ignorance and illiteracy. For each of the limitations, probable solutions have been advanced.
European Journal of Education Studies, Nov 14, 2016
Internal curriculum supervisors (ICSs) have a vast of roles to play to enhance effective implemen... more Internal curriculum supervisors (ICSs) have a vast of roles to play to enhance effective implementation of the school curriculum. This paper is a report of a study that was undertaken in the year 2014 in secondary schools in Lugari sub-county in Kenya. The purpose of this study was to investigate the roles of ICSs in the implementation of Life Skills Education (LSE). The research objectives were: To determine the frequency at which the ICSs oversaw the preparation of the professional documents by teachers of LSE; and to assess how often the ICSs undertook classroom observation on LSE lessons. The study was guided by the behavioural theory of leadership. It utilized a mixed method research methodology and a descriptive survey research design. The sample size for the study comprised of 203 respondents that included 19 Heads of Departments (HODs), 19 Principals and 165 teachers of LSE. The teachers of LSE were selected through systematic random sampling method while the Principals and HODs were purposively selected. The research instruments used were questionnaires, interview schedules and document analysis. The results of the study showed that ICSs rarely approved professional documents for LSE. Moreover, ICSs rarely conducted classrooms observation to check how LSE was being implemented by teachers in the schools. The lack of regular supervision affected the implementation of LSE in public secondary schools in Lugari sub-county in Kenya. The study recommended that ICSs should sensitize the teachers of LSE to prepare the required professional documents. They should check and approve them as required to enhance instruction in LSE. In addition, there is need for ICSs to conduct regular classroom observation for LSE lessons to ensure effective implementation of the curriculum. The findings are useful to the brought to you by CORE View metadata, citation and similar papers at core.ac.uk
This paper is a discussion on how psychology as a discipline influences the curriculum decision m... more This paper is a discussion on how psychology as a discipline influences the curriculum decision making process. Psychology provides a basis for understanding the teaching and learning process. Indeed, teaching the curriculum and learning the curriculum are interrelated and psychology cements the relationship. The argument advanced in this paper is that the curriculum decision making process cannot be undertaken effectively without adequate psychological considerations. The paper explores the psychological considerations on the basis of three broad theories of learning advanced by psychologists: Behavioral theories, cognitive and developmental theories and lastly the humanistic theories of learning.
European Journal of Education Studies, May 29, 2023
Emerging educational trends globally and the changing needs of society and learners dictate the n... more Emerging educational trends globally and the changing needs of society and learners dictate the need for regular curriculum reviews and development in higher education. This is a concept paper on the curriculum design process for Competency Based Higher Education. The drive to write this concept paper was induced by curriculum reforms in Kenya in basic education levels with a focus on Competency Based Curriculum. The paper draws examples from the experiences and expectations in Kenya. The author of this paper is a specialist in Curriculum Studies and a senior faculty member in School of Education in a public university in Kenya and wished to contribute to this area for quality higher education. The paper discusses the need for Competency Based Higher Education and the theoretical perspectives that inform the curriculum design process for Competency Based Higher Education. The paper expounds on effective strategies and actions in the curriculum design process for Competency Based Higher Education for quality and relevance. The paper uses documentary analysis method in achieving the purpose. The ideas advanced in this paper add on the available literature on Competency Based Education and curriculum design activities. Universities and ministries of education will find the paper useful in the curriculum design endeavours for higher education and especially on curriculum design for Competency Based Higher Education.
European Journal of Education Studies, Mar 19, 2020
This is a concept paper in education specifically about curriculum theory. Curriculum theory is a... more This is a concept paper in education specifically about curriculum theory. Curriculum theory is a sub-theory of educational theory. Theories provide views about the world. They explain reality. The process of education in general and the field of curriculum in particular are embedded in theory. Teachers and other educators rely on theory in research about the school curriculum. Curriculum theory gives direction and guidance in the process of curriculum planning, development, implementation, supervision, evaluation among others. This concept paper delves on curriculum theory: Its definition, development, functions and characteristics. The paper also explains categories of curriculum theories and theorists. The issues discussed in this paper can trigger research in theory development and inform educationists and teachers in theory development and research in curriculum.
African Journal of Education,Science and Technology, Jul 2, 2018
This is a concept paper on effective school indicators for quality curriculum implementation proc... more This is a concept paper on effective school indicators for quality curriculum implementation process. Curriculum implementation is a rather complex process whose success requires various prerequisites and conditions. The school is the setting where curriculum implementation takes place with the teachers as the agents, learners as the consumers of the curriculum and the educational managers as the supervisors and leaders. This paper is a discussion of some effective school indicators for quality curriculum implementation. Seven key indicators are discussed in this paper: A clear mission, vision and goals; effective learning environment; availability of physical resources and facilities; adequacy of teachers; continued professional development opportunities; teacher and student motivation and effective supervision and leadership. The paper borrows from various discussions on correlates of effective schools advanced by Lezotte (1991), (1992) and (2001); and Association of Effective Schools (1996) as well as other scholars on quality curriculum implementation process. The paper draws examples from schools in Kenya. The paper informs teachers and other education stakeholders on quality curriculum implementation process.
European Journal of Education Studies, May 3, 2016
Language is very important in our lives. Through language, we convey our feelings, desires, and t... more Language is very important in our lives. Through language, we convey our feelings, desires, and thoughts. Of importance is English language in Kenya which is the medium of instruction from upper primary school and beyond. English is taught as a Second Language in schools in Kenya and has implications to the school curriculum and education in general. This paper is a discussion of the Social Development and Interaction theory advanced by Vygotsky (1978) and its implications for English language teaching in Kenya. This theory formed the theoretical framework for a study that looked at the teaching of English oral communication skills in upper primary school in a particular district in Kenya in the year 2009. This paper is drawn from part of the literature review that guided the study and the recommendations that the study arrived at. The study utilized a qualitative research approach with a heuristic methodology. The research population consisted of primary school teachers teaching English in upper primary classes and standard six pupils. Data was collected using structured and focused group interview schedules, observation checklists, and document analysis. In the light of the findings, the study concluded that the kind of new language items, learning activities and methods of conveying the meaning of new language items that the teachers selected were inadequate and ineffective in enhancing interaction. So were the practice activities adopted by the teachers and the strategies used in motivating learners in the teaching and learning of oral communication skills. The argument advanced in this paper is that effective teaching of English language in Kenya demands an interactive approach. In other words, English teachers should use interactive strategies in their teaching because as Vygotsky (1978) argues, children learn language best through interaction.
It makes sense for a teacher education university to keep a close watch on its environments and a... more It makes sense for a teacher education university to keep a close watch on its environments and adapt to any changes so that it can develop contingency plans and actions which reduce the response time needed to address an environmental opportunity or threat. The close watch helps identify the needs, changes, and challenges characteristic of the environment in which the graduate teacher will work, and understand how the impact of these affects a university's teacher preparation strategy. Accurate and timely information about critical aspects of the environment related to educational technology are crucial to the quality of graduate teachers. The purpose of this study was to establish how progress in educational technology is monitored to enhance the quality of graduate teachers from Kenyan universities. The study was guided by the General Systems Theory by Bertalanffy (1975) and adopted a descriptive survey research design. Four universities selected from ten Kenyan universities engaged in teacher preparation programs participated in the study. Data was collected from forty lecturers from the selected universities using the questionnaire. This study established that there are low interaction levels between lecturers and head teachers. The flow of information on changes in the schools to lecturers' profession was found to be slow. The study recommends that universities develop and promote research in teacher education in order to encourage evidence-based decision-making in all aspects of teacher development. Universities also need to establish communication structures that
Journal of Scientific Research and Reports, Jan 10, 2015
Language is very important in our lives as it is the means by which people communicate. Effective... more Language is very important in our lives as it is the means by which people communicate. Effectiveness in language learning can greatly be achieved through the practice of new language structures. This paper is a report on a study that investigated the practice of new language structures by learners in the teaching of the English language curriculum. The study was undertaken in Nandi North district, Kenya in the year 2009. The study adopted Vygotsky's [4] theory of social interaction. It utilized a qualitative research approach with a heuristic methodology. An exploratory research design was used. The research population consisted of primary school teachers teaching English in upper primary classes and standard six pupils. The data was collected using structured and focused group interviews and observations. This paper is a discussion of the findings, conclusions and recommendations of this study.
African Journal of Education,Science and Technology, 2013
Although the Ministry of Education has worked in collaboration with various partners to ensure th... more Although the Ministry of Education has worked in collaboration with various partners to ensure that all children get access to education in a child friendly environment, the enrolment rates in class 1 in primary schools has continued to show some disparities as compared to those of other lower primary school class levels in soy division. This paper is a report of a study that was carried out in 2012 in Soy Division of Eldoret West District in Uasin Gishu County to investigate the extent to which parental and community involvement influence children's transition from pre-primary to class one in the division. The study was guided by Bronfenbrenner's Ecological Systems theory and adopted a descriptive survey design. Stratified and simple random sampling techniques were used to select 14 private and 22 public schools. The respondents were head teachers, Parent Teacher Association chair-persons, class one and preprimary school teachers from the sampled schools. Questionnaires and interview schedules were used in data collection. Obtained data was analysed using descriptive and inferential statistics. The study findings revealed that; the parents and the entire community of Soy Division never provided common roles in the two class levels under study. Majority of pre-primary parents escorted their children to school as compared to class one parents. Most parents in the pre-primary provided essentials for the school feeding programme unlike their counterparts in class one. The community never organized graduation ceremonies for those children moving to class one. The study therefore recommended that there was need for the parents' mobilization so that they could get to understand children's developmental needs and that the Ministry of Education should organize for more fund allocation to allow for community mobilization and training on the children's transition.
Psychology, Evaluation, and Technology in Educational Research
In Burundi, the academic performance in English for post-basic school leavers is wanting. Many re... more In Burundi, the academic performance in English for post-basic school leavers is wanting. Many researchers attribute poor academic achievement to the quality of teaching but fail to investigate the role the classroom context plays in learners’ academic achievement. This paper is a report of part of a study undertaken in 2023 on evaluating the instructional influences of the post-basic school English curriculum for learners’ achievement in Burundi. The paper specifically reports on the impact of classroom context on learners’ achievement in Burundi's post-basic school English curriculum. The study used a convergent mixed methods design and was guided by Communicative Language Teaching and Social Learning theories. For data collection, learners’ questionnaires, teachers’ interviews, and classroom observations were used. The research participants were sixteen teachers of English and three hundred and thirty post-basic school learners in the second and third years of the languages...
Journal of Scientific Research and Reports, Jan 10, 2017
Teacher support and school environment are central in the provision of play in early childhood ed... more Teacher support and school environment are central in the provision of play in early childhood education. This paper is a report of a study that was carried out in the months of February and March 2016 on teacher support and school environment factors influencing children's outdoor play in early childhood curriculum in pre-schools in Kenya. The study area was in Wareng Sub-County in Uasin Gishu County in Kenya. The research objectives were to find out the teacher support; and school environment factors influencing children's outdoor play in early childhood curriculum. The study was guided by Bronfenbrenner's ecological theory and adopted a mixed methods research methodology with a descriptive research design. The target population was all the teachers in the pre-schools in the area. A total of 4 private and 17 public pre-schools were selected to participate in the study through stratified and simple random sampling methods. The sample constituted 42 preschool teachers selected through simple random sampling method. The research instruments used were questionnaires for teachers, observation check lists and photo voice techniques. The findings revealed that teachers provided minimal support to children's outdoor play due to heavy workloads, limited time and demotivation. School environment factors such as inadequacy of and poor maintenance of materials; and safety issues affected children's outdoor play. The study
European Journal of Education Studies, Nov 14, 2016
Hearing impaired learners are exposed to the same curriculum as those without the impairment. Thi... more Hearing impaired learners are exposed to the same curriculum as those without the impairment. This paper is a report of a study on the challenges faced by the Hearing Impaired learners in composition writing and in answering comprehension questions in English language lessons. The study was carried out in selected special schools for the Hearing Impaired in Homa Bay County in Kenya in the year 2012. The study adopted Knowles (1973) theory of learning. The study utilized a descriptive survey design with a mixed methods approach. Head teachers were purposively selected to take part in the study while simple random sampling method and census technique were used to select the teachers and students who took part in the study. A total of 3 head teachers, 8 teachers and 39 learners with Hearing Impaired participated in the study. The study used structured interview guides for the head teachers, questionnaires for the teachers and tests for the pupils for data collection. Descriptive statistics were used in the analysis of quantitative data while qualitative data was analyzed thematically. The research established that the Hearing Impaired faced challenges in composition writing and in answering comprehension questions in English language lessons. The study recommended that teachers should train the learners to develop good handwriting, master correct spellings and acquire adequate vocabulary for effective composition writing. Teachers should assist the Hearing Impaired to develop a reading culture for effective comprehension skills. This study sheds light on some of the challenges encountered by the Hearing Impaired learners during English language lessons which if addressed can facilitate them to achieve to their full educational potential for selfreliance.
The English curriculum is significant in schools in Kenya because of the importance of English La... more The English curriculum is significant in schools in Kenya because of the importance of English Language as the medium of instruction in schools in Kenya from upper primary school and beyond. Further, English is the official language in Kenya. Oral communication skills which comprise listening and speaking skills form the backbone to the teaching of English. They facilitate the acquisition of other language skills: reading and writing. This paper is a report on a study on the teaching of oral communication skills in English that was undertaken in Nandi North district, Kenya in the year 2009. The study investigated the teaching of oral communication skills in the English curriculum in Primary schools in Kenya. The study adopted Vygotsky's (1978) theory of social interaction. It utilized a qualitative research approach with a heuristic methodology. An exploratory research design was used. The research population consisted of primary school teachers teaching English in upper primary classes and standard six pupils. Data was collected using structured and focused group interview schedules, observation checklists and document analysis. The study delved on two objectives: To find out the kind of learning activities that the teachers selected for oral communication lessons; To find out the methods that teachers used to convey the meaning of new language items during oral communication lessons. This paper is a discussion of the findings, conclusions and recommendations of this study.
Since Kenya attained independence in 1963, various curriculum reforms and educational policies ha... more Since Kenya attained independence in 1963, various curriculum reforms and educational policies have been recommended. Examples are the 8:4:4 system of education (1985), the cost sharing strategy in education (1988), the Free Primary Education (FPE) policy (2003) and the Subsidized Secondary Education policy (2008) among others. The aim of the curriculum/educational reforms in Kenya has been to achieve national development. However, we find that the process of policy implementation is always problematic. Teachers encounter various problems in trying to implement educational reforms in schools in Kenya. This paper is a discussion of the factors affecting teachers in the implementation of curriculum reforms and educational policies in Kenya. This paper highlights the issues of poor economic growth, politics, lack of facilities, institutional leadership, ability and inability to evaluate, lack of proper social amenities and infrastructure, ignorance and illiteracy. For each of the limitations, probable solutions have been advanced.
European Journal of Education Studies, Nov 14, 2016
Internal curriculum supervisors (ICSs) have a vast of roles to play to enhance effective implemen... more Internal curriculum supervisors (ICSs) have a vast of roles to play to enhance effective implementation of the school curriculum. This paper is a report of a study that was undertaken in the year 2014 in secondary schools in Lugari sub-county in Kenya. The purpose of this study was to investigate the roles of ICSs in the implementation of Life Skills Education (LSE). The research objectives were: To determine the frequency at which the ICSs oversaw the preparation of the professional documents by teachers of LSE; and to assess how often the ICSs undertook classroom observation on LSE lessons. The study was guided by the behavioural theory of leadership. It utilized a mixed method research methodology and a descriptive survey research design. The sample size for the study comprised of 203 respondents that included 19 Heads of Departments (HODs), 19 Principals and 165 teachers of LSE. The teachers of LSE were selected through systematic random sampling method while the Principals and HODs were purposively selected. The research instruments used were questionnaires, interview schedules and document analysis. The results of the study showed that ICSs rarely approved professional documents for LSE. Moreover, ICSs rarely conducted classrooms observation to check how LSE was being implemented by teachers in the schools. The lack of regular supervision affected the implementation of LSE in public secondary schools in Lugari sub-county in Kenya. The study recommended that ICSs should sensitize the teachers of LSE to prepare the required professional documents. They should check and approve them as required to enhance instruction in LSE. In addition, there is need for ICSs to conduct regular classroom observation for LSE lessons to ensure effective implementation of the curriculum. The findings are useful to the brought to you by CORE View metadata, citation and similar papers at core.ac.uk
This paper is a discussion on how psychology as a discipline influences the curriculum decision m... more This paper is a discussion on how psychology as a discipline influences the curriculum decision making process. Psychology provides a basis for understanding the teaching and learning process. Indeed, teaching the curriculum and learning the curriculum are interrelated and psychology cements the relationship. The argument advanced in this paper is that the curriculum decision making process cannot be undertaken effectively without adequate psychological considerations. The paper explores the psychological considerations on the basis of three broad theories of learning advanced by psychologists: Behavioral theories, cognitive and developmental theories and lastly the humanistic theories of learning.
European Journal of Education Studies, May 29, 2023
Emerging educational trends globally and the changing needs of society and learners dictate the n... more Emerging educational trends globally and the changing needs of society and learners dictate the need for regular curriculum reviews and development in higher education. This is a concept paper on the curriculum design process for Competency Based Higher Education. The drive to write this concept paper was induced by curriculum reforms in Kenya in basic education levels with a focus on Competency Based Curriculum. The paper draws examples from the experiences and expectations in Kenya. The author of this paper is a specialist in Curriculum Studies and a senior faculty member in School of Education in a public university in Kenya and wished to contribute to this area for quality higher education. The paper discusses the need for Competency Based Higher Education and the theoretical perspectives that inform the curriculum design process for Competency Based Higher Education. The paper expounds on effective strategies and actions in the curriculum design process for Competency Based Higher Education for quality and relevance. The paper uses documentary analysis method in achieving the purpose. The ideas advanced in this paper add on the available literature on Competency Based Education and curriculum design activities. Universities and ministries of education will find the paper useful in the curriculum design endeavours for higher education and especially on curriculum design for Competency Based Higher Education.
European Journal of Education Studies, Mar 19, 2020
This is a concept paper in education specifically about curriculum theory. Curriculum theory is a... more This is a concept paper in education specifically about curriculum theory. Curriculum theory is a sub-theory of educational theory. Theories provide views about the world. They explain reality. The process of education in general and the field of curriculum in particular are embedded in theory. Teachers and other educators rely on theory in research about the school curriculum. Curriculum theory gives direction and guidance in the process of curriculum planning, development, implementation, supervision, evaluation among others. This concept paper delves on curriculum theory: Its definition, development, functions and characteristics. The paper also explains categories of curriculum theories and theorists. The issues discussed in this paper can trigger research in theory development and inform educationists and teachers in theory development and research in curriculum.
African Journal of Education,Science and Technology, Jul 2, 2018
This is a concept paper on effective school indicators for quality curriculum implementation proc... more This is a concept paper on effective school indicators for quality curriculum implementation process. Curriculum implementation is a rather complex process whose success requires various prerequisites and conditions. The school is the setting where curriculum implementation takes place with the teachers as the agents, learners as the consumers of the curriculum and the educational managers as the supervisors and leaders. This paper is a discussion of some effective school indicators for quality curriculum implementation. Seven key indicators are discussed in this paper: A clear mission, vision and goals; effective learning environment; availability of physical resources and facilities; adequacy of teachers; continued professional development opportunities; teacher and student motivation and effective supervision and leadership. The paper borrows from various discussions on correlates of effective schools advanced by Lezotte (1991), (1992) and (2001); and Association of Effective Schools (1996) as well as other scholars on quality curriculum implementation process. The paper draws examples from schools in Kenya. The paper informs teachers and other education stakeholders on quality curriculum implementation process.
European Journal of Education Studies, May 3, 2016
Language is very important in our lives. Through language, we convey our feelings, desires, and t... more Language is very important in our lives. Through language, we convey our feelings, desires, and thoughts. Of importance is English language in Kenya which is the medium of instruction from upper primary school and beyond. English is taught as a Second Language in schools in Kenya and has implications to the school curriculum and education in general. This paper is a discussion of the Social Development and Interaction theory advanced by Vygotsky (1978) and its implications for English language teaching in Kenya. This theory formed the theoretical framework for a study that looked at the teaching of English oral communication skills in upper primary school in a particular district in Kenya in the year 2009. This paper is drawn from part of the literature review that guided the study and the recommendations that the study arrived at. The study utilized a qualitative research approach with a heuristic methodology. The research population consisted of primary school teachers teaching English in upper primary classes and standard six pupils. Data was collected using structured and focused group interview schedules, observation checklists, and document analysis. In the light of the findings, the study concluded that the kind of new language items, learning activities and methods of conveying the meaning of new language items that the teachers selected were inadequate and ineffective in enhancing interaction. So were the practice activities adopted by the teachers and the strategies used in motivating learners in the teaching and learning of oral communication skills. The argument advanced in this paper is that effective teaching of English language in Kenya demands an interactive approach. In other words, English teachers should use interactive strategies in their teaching because as Vygotsky (1978) argues, children learn language best through interaction.
It makes sense for a teacher education university to keep a close watch on its environments and a... more It makes sense for a teacher education university to keep a close watch on its environments and adapt to any changes so that it can develop contingency plans and actions which reduce the response time needed to address an environmental opportunity or threat. The close watch helps identify the needs, changes, and challenges characteristic of the environment in which the graduate teacher will work, and understand how the impact of these affects a university's teacher preparation strategy. Accurate and timely information about critical aspects of the environment related to educational technology are crucial to the quality of graduate teachers. The purpose of this study was to establish how progress in educational technology is monitored to enhance the quality of graduate teachers from Kenyan universities. The study was guided by the General Systems Theory by Bertalanffy (1975) and adopted a descriptive survey research design. Four universities selected from ten Kenyan universities engaged in teacher preparation programs participated in the study. Data was collected from forty lecturers from the selected universities using the questionnaire. This study established that there are low interaction levels between lecturers and head teachers. The flow of information on changes in the schools to lecturers' profession was found to be slow. The study recommends that universities develop and promote research in teacher education in order to encourage evidence-based decision-making in all aspects of teacher development. Universities also need to establish communication structures that
Journal of Scientific Research and Reports, Jan 10, 2015
Language is very important in our lives as it is the means by which people communicate. Effective... more Language is very important in our lives as it is the means by which people communicate. Effectiveness in language learning can greatly be achieved through the practice of new language structures. This paper is a report on a study that investigated the practice of new language structures by learners in the teaching of the English language curriculum. The study was undertaken in Nandi North district, Kenya in the year 2009. The study adopted Vygotsky's [4] theory of social interaction. It utilized a qualitative research approach with a heuristic methodology. An exploratory research design was used. The research population consisted of primary school teachers teaching English in upper primary classes and standard six pupils. The data was collected using structured and focused group interviews and observations. This paper is a discussion of the findings, conclusions and recommendations of this study.
African Journal of Education,Science and Technology, 2013
Although the Ministry of Education has worked in collaboration with various partners to ensure th... more Although the Ministry of Education has worked in collaboration with various partners to ensure that all children get access to education in a child friendly environment, the enrolment rates in class 1 in primary schools has continued to show some disparities as compared to those of other lower primary school class levels in soy division. This paper is a report of a study that was carried out in 2012 in Soy Division of Eldoret West District in Uasin Gishu County to investigate the extent to which parental and community involvement influence children's transition from pre-primary to class one in the division. The study was guided by Bronfenbrenner's Ecological Systems theory and adopted a descriptive survey design. Stratified and simple random sampling techniques were used to select 14 private and 22 public schools. The respondents were head teachers, Parent Teacher Association chair-persons, class one and preprimary school teachers from the sampled schools. Questionnaires and interview schedules were used in data collection. Obtained data was analysed using descriptive and inferential statistics. The study findings revealed that; the parents and the entire community of Soy Division never provided common roles in the two class levels under study. Majority of pre-primary parents escorted their children to school as compared to class one parents. Most parents in the pre-primary provided essentials for the school feeding programme unlike their counterparts in class one. The community never organized graduation ceremonies for those children moving to class one. The study therefore recommended that there was need for the parents' mobilization so that they could get to understand children's developmental needs and that the Ministry of Education should organize for more fund allocation to allow for community mobilization and training on the children's transition.
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