Mod 3 All Quiz
Mod 3 All Quiz
Mod 3 All Quiz
Table of Contents
COMPETENCY-BASED ASSESSMENT .......................................................................................... 3
Honesty and integrity ................................................................................................................9
EDUCATION ADMINISTRATION ................................................................................................. 26
Step 1: Identify the decision ................................................................................................... 32
Step 2: Gather relevant information ..................................................................................... 32
Step 3: Identify the alternatives ............................................................................................. 32
Step 4: Weigh the evidence .....................................................................................................32
Step 5: Choose among alternatives ........................................................................................ 32
Step 6: Take action .................................................................................................................. 33
Step 7: Review your decision & its consequences .................................................................33
Organizational Analysis ......................................................................................................40
Design HRD Policies and HRD Plans ................................................................................40
Implement Policies and Plan .............................................................................................. 40
Assess and Reassess .............................................................................................................40
Strategy #1: Monitor data, public policy, and legislation continuously .........................49
Strategy #2: Create a strategic three to five year plan .................................................... 49
Strategy #3: Minimize unnecessary administrative costs ................................................49
Strategy #4: Manage assets appropriately ........................................................................ 49
Strategy #5: Operate with transparency and accountability .......................................... 49
Strategy #6: Review cost containment strategies ............................................................. 49
1. Praise them ...............................................................................................................................75
2. Recognize staff who consistently go above and beyond ....................................................... 75
3. Make yourself available .......................................................................................................... 75
4. Craft a compelling reward program ..................................................................................... 76
5. Recognize (and reward) effort ............................................................................................... 76
6. Ask for their opinions ............................................................................................................. 76
7. Encourage their ideas ..............................................................................................................76
8. Recognize when they’re busy or stressed .............................................................................. 76
10. Buy them lunch ......................................................................................................................76
11. The morning/afternoon off voucher .................................................................................... 76
12. Free coffee/snacks ..................................................................................................................77
13. Create a forum so teachers can recognize each others’ hard work ..................................77
Theory Y assumptions are positive; ................................................................................................. 77
1. Income statement .......................................................................................................................79
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COMPETENCY-BASED ASSESSMENT
a) 360 degrees method of assessment
b) Role of formative assessment
Monitoring student achievement for purposes of providing individualized instruction
Evaluating teaching effectiveness with a view of enhancing planning, selection of
teaching techniques, resources e.t.c.
Motivating learners
Encouraging good studying habits
Providing learners’ entry behavior
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appropriate to them. Every participant must be familiar with the test context so they can put
up an acceptable performance.
o Standardization
Standardization means applying consistency to your testing methods. For example, if you’re
sending out a questionnaire, it should have the same set of questions for all participants, and
all the answers should be graded using the same criteria.
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Empathy
Leadership
sense of responsibility
integrity
flexibility
sociability
time management
making decisions
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The learner is the major stakeholder and the center of the learning process
To facilitate some discussion and agreement on assessment plan with assessors
To produce sufficient evidence of current competence and/or of prior
achievement (where applicable)
To ensure that he/she adequately prepares and avails himself/herself for
assessment
To acclimatize them to assessment rules and regulations and ensure their
adherence to them
To ascertain that they understand the procedures they can follow when making
appeals
9. Identify three forms of evidence and give three examples in each (12mks)
Form Example
1 Direct Direct observation
Oral questioning
Demonstration of specific skills
2 Indirect
Assessment of qualities of final
product
Review of previous work
undertaken
Written tests of underpinning
knowledge
3 Supplementary Testimonials from employers
Reports from supervisors
Work diary or journal
Evidence of training
Examples of reports or work
documents
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In case of appeal, reviewing allows for reflection and discussion on what happened
during the assessment.
Allows for analysis and verification of procedures and methods
Allows for maintenance of organisational quality assurance in assessment
13. Role of an external verifier
Verifying competency-based assessment to ensure quality and consistency.
Supporting and advising testing centers on improving the effectiveness and quality of
assessment.
Informing the testing centers about any changes that may take place.
Maintaining accurate records of the results of external verification which the Council
will enter into its database
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The validity of an assessment boils down to how well it measures the different criteria
being tested. In other words, it is the idea that the test measures what it intends to
measure.
This means your assessment method should be relevant to the specific context. For
example, if you’re testing physical strength, you shouldn’t send out a written test. Instead,
your tests should include physical exercises like pushups and weightlifting.
o Equitable
A good assessment tool is equitable, which means it doesn’t favor or disfavor any
participant. Fair assessments imply that students are tested using methods and procedures
most appropriate to them. Every participant must be familiar with the test context so they
can put up an acceptable performance.
o Standardization
Standardization means applying consistency to your testing methods. For example, if
you’re sending out a questionnaire, it should have the same set of questions for all
participants, and all the answers should be graded using the same criteria.
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Certification
help education authorities and managers make informed decisions about resource
allocation, curriculum update and investments,
To improve pedagogical practices
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EDUCATION ADMINISTRATION
1. The classical organizational theories have outlined their purpose. Give four reasons
to dispute this claim (4mks)
The classical organization theories refrain from outlining their purpose. More specifically,
a) Scientific Management Theory
Proponent: Frederick Taylor (1856-1917) an American
His main aim was to try and achieve efficiency in organizations and maximize profits through
high productivity. His studies led to the development of basic principles of management and
various significant assumptions
b) Administrative Management Theory
Henri Fayol (1841-1925) came up with various managerial functions and refrained from
expounding on the purpose of administrative management as part of classical organization
theories.
Luther Gullick Administrative Principles
Emphasized on the role of administrator as the executive. He coined the acronym POSDCoRB
1. Planning
2. Organizing
3. Staffing
4. Directing
5. Coordinating
6. Reporting
7. budgeting
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The school principal would need training in understanding the personal problems of
workers in the institution, and also in listening and interviewing techniques.
The principal can uncover better methods to ensure employee satisfaction- Job
satisfaction increased as workers were given more freedom to determine the conditions of
their working environment and to set their own standards of output.
3. What is a system (2mks)
A system can be defined as a set of interrelated parts or elements forming an
organized whole and functioning for a specific purpose
A system can be looked at as having inputs, processes, outputs and outcomes.
Systems share feedback among each of these four aspects of the systems.
4. Outline five characteristics of a school that would make it to be regarded as a system
(5mks)
The schools have a clear purpose just like a system. What is the desired result of
the system?
As systems, schools emphasize on accountability. Who is responsible for executing
each step of the system, at a determined time, in order for the system to accomplish
its goal? How will you objectively measure the success of the system?
Schools processes must be documented. If the system isn't written down, it may or
may not exist in the mind of employees and could be an endless variety of
interpretations. If a system isn't described in writing, employees can't be expected to
follow it and a potential buyer can't know that it truly exists.
Just like systems schools must have repeatable procedures. If your systems only
work if you are there to execute them, they do not meet the standard of "repeatable."
If you feel you can't delegate your role in a particular system, that system is not
repeatable. Your systems may be dependent on a particular position but they must be
independent of any particular person to be easily repeatable.
Organization:
o It implies structure and order. It is the arrangement of components that helps to
achieve objectives.
Interaction:
o It refers to the manner in which each component functions with other components
of the system.
Interdependence:
o It means that parts of the organization depend on one another. They are
coordinated and linked together according to a plan. One subsystem depends on
the output of another subsystem for proper functioning.
Integration:
It refers to the holism of systems. It is concerned with how a system is tied together.
Central Objective:
o A system should have a central objective. Objectives may be real or stated.
Although a stated objective may be the real objective, it is not uncommon for an
organization to state one objective and operate to achieve another.
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Favoritism: teacher favors some students and the other will see this favoritism as an
offence against them which leads to rebellion
The rules are not enforced; when a student is not punished for an offence, he/she goes
on to commit more offense
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The teacher student relationship: the relationship between teacher and student is
essential for any learning process. If there is a breakdown in this relationship, indiscipline
emerge
Lack of motivation: when the students are not motivated they intended to work in an
indiscipline manner.
Bad habits: some students have acquired bad habits from the previous teaching
experiences. Once a student, for instance, has formed the habit of coming to school late, it
will be hard for him/ her to change the behavior.
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Learners
• Influence teachers’ selection of learning experiences
• Actively engages in and contribute to teaching, learning and assessment
processes.
Publishers
Develop quality print and digital Curriculum Support materials for CBC.
Development Partners
Support Curriculum Reform and its implementation
Universities
Align their courses/programs with CBC.
Align teacher training programs with CBC.
School Community
• Provide additional resources, security and facilities to enable community service
learning.
• Help in improving existing school facilities.
16. Identify five characteristics of a good leader according to the leadership traits
Theory
Personal initiative
Self-assurance
Decisiveness
Assertiveness
Compassionate
Intelligent
Compassionate
Tall (ability to think and see far)
Good looking (well groomed)
Melodious voice
Should be wise.
17. Using four examples, explain why the traits theory would be an acceptable in school
leadership today
It provides a detail knowledge and understanding of the leaders element in the
leadership process
It is a naturally pleasing theory
It serves as a standard against which the leadership traits of an individuals can be
assessed
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It is valid as lot of research has validated the foundation and basis of the theory.
It tries to find differences between individuals.
In addition, it was one of the first systematic attempts to study leadership and
understand its nature.
Underscores traits and dispositions, anyone who wants to become a successful
leader can improve.
18. List four source documents which form a basis for auditing educational institutions
Payment vouchers
Purchase invoices
Receipts books
Asset registers
Cheque books
19. State five sources of income for educational institutions
Grants from government -rent from staff houses
Student fees -contribution from PTA members for school project
Donations -income from production unit
Interview fees -farming projects
Hiring out school facilities -tender fees
20. Explain three ways in which the board of governance and the school management
committee assist the headteacher in financial management in educational
institutions
Selecting and appointing staff with regard to costs and curriculum needs
Ensuring the school estate is properly maintained (this will involve liaison with
the Project Manager when the services are provided by a contractor)
Developing the School Development Plan includes the school’s financial plan
and education plans
Consistent evaluations to determine the implementation of financial decisions
21. Explain five ways in which a knowledge of planning would help you to become a
good principal
(1) It ensures success of the institution. It takes into consideration the important issues,
conditions, constraints and factors in education. Its focus is on future objectives,
vision and goals. It is proactive in nature in that it emphasizes perception and ability
to apply theory and profit from it in advance of action.
(2) The scarcity of financial and other non-material resources poses a challenge to
education. Planning is a response to such challenges and explores the possibilities of
alternative uses and optimum utilization of limited resources.
(3) Effective and efficient planning saves time, effort and money.
(4) It is a co-ordinated means of attaining pre-determined purposes.
(5) Education is a public service demanded by the public and supplied by the
government. For any government effort of such a large magnitude as education,
planning is absolutely necessary.
(6) Educational planning is one of the components of the overall national socio-
economic development. The over-all planning has to provide the objectives of
education and the finances for educational development for accomplishing these
objectives.
Brings in improvement in the structure of the educational institute.
Brings proper direction to functioning of the educational institute.
Makes teachers active and strategic thinkers so that they can contribute towards the
improvement and development of institution and the programmes of the institution.
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22. Outline five mistakes that a chairperson of a staff meeting should avoid
Arranging too many meetings
No direction or meeting agenda
Arriving late or finishing late
Failing to set ground rules
Not encouraging the participation of other individuals
23. Outline the process of decision-making
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Favoritisms: teacher favors some students and the other will see this favoritism as an
offence against them which leads to rebellion
The rules are not enforced; when a student is not punished for an offence, he/she goes
on to commit more offense
The teacher student relationship: the relationship between teacher and student is
essential for any learning process. If there is a breakdown in this relationship, indiscipline
emerge
Lack of motivation: when the students are not motivated they intended to work in an
indiscipline manner.
Bad habits: some students have acquired bad habits from the previous teaching
experiences. Once a student, for instance, has formed the habit of coming to school late, it
will be hard for him/ her to change the behavior.
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being found wanting during the audit process. It is imperative that all budget amendments
and adjustments should be authorized by the relevant authorities. In Zimbabwe the office
of Provincial Education Director is responsible for the authorization of budgets
amendments based on cash flows rather than on accrual basis. The school development
plan should inform budget management and as such minimize deviations from set targets.
4. Lack of accountability
There is a lack of leadership accountability in school financial management. This is
exhibited through the seemingly pervasive abuse of offices by school heads (principals).
School heads are regarded as the accounting officers of schools and as such they use their
power to ‘force’ bursars to release funds or make other payments without following
procedures. This emanates from improper and ineffective school management and lack of
stringent accounting rules and procedures. Such practices exhibit a lack of values and
Values-based leadership among those in positions of authority and decision-making.
Internal control systems comprise a system of procedures and methods with the objective
to assure compliance with the principles of legality, transparency, efficiency,
effectiveness and management economy. A good leader should conscientiously manage
and execute the organization’s budgeting activities among other diverse responsibilities.
A competent school leader exhibits healthy human relations, trustworthy advice,
commendable leadership and a two-way communication with staff. These qualities can be
enhanced through Appreciative Leadership and engaging purposely in methods of enquiry.
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though clearly defined and communicate are not being followed in schools and this
causes major financial problems for schools. The distortion of the procurement process
via collusion and corrupt practices typically has a particular detrimental effect on schools.
The resulting failure to achieve best value for money has a negative impact on the range
and depth of services and infrastructure development within schools. An effective
procurement policy promotes efficiency or the achievement of the “best value for money”.
This is normally achieved through a competitive bidding process. It is critical that schools
protect the integrity of the procurement process, so as to maximize the resulting benefits
for society. Bid rigging is the typical mechanism of collusion which leads to the
predetermination of the outcome of the procurement process by the participants rather
than the competitive process. To protect the integrity of the procurement process, schools
need to design and implement the procurement procedure. This requires values and the
right attitude among those involved in the procurement process. A bigger picture
consideration when engaging in procurement processes is essential rather than self-
centeredness behaviors.
9. Fraudulent activities
Reports show that some School Bursars are being caught of fraudulent activities such as
under receipting of fees. This is mainly a result of poor internal monitoring of the
school’s financial resources. Internal monitoring supervises the entire school financial
management system. In most schools, the school heads oversee the budgeting, accounting
and auditing functions of financial management. This multiplicity of roles performed by
school heads is controversial and problematic, as the school heads can remarkably derail
and decentralize governance structures by retaining control for themselves.
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most important staff than other administrative staff. The issue of values and ethical
practice should be ingrained in the schools’ corporate culture.
27. Discuss five situations in which a school head may abuse or misuse power when
delegating duties to members of staff
Coercion -Constantly reminding an employee that they can be fired or replaced when
they decline handling some delegated tasks.
Financial abuse- Forcing an employee to work overtime multiple times a week
without additional pay to complete delegated duties.
Withholding critical information from an employee that he/she needs to know-
before embarking on the assigned duties.
Micro-managing individuals after delegation- This interfers and disturbs
surbodinates and makes it difficult for them to work efficiently.
Forcing the delegatee to break school policies while completing given responsibilities
Discrimination when delegating duties- racial, sex, religion
Putting personal interests before the school.
28. Using relevant examples explain five ways of mitigating negative effects of
groupthink syndrome
Initially, the school head should avoid stating their opinions or preferences when
assigning tasks. Give people time to come up with their own ideas first.
Assign at least one individual to take the role of the "devil's advocate."
Discuss the group's ideas with an outside member in order to get impartial opinions.
Encourage group members to remain critical. Don't discourage dissent or challenges
to the prevailing opinion.
Before big decisions, leaders should hold a "second-chance" meeting where members
have the opportunity to express any remaining doubts.
Reward creativity and give group members regular opportunities to share their ideas
and thoughts.
Staff in learning need to know that they can voice their ideas and opinions without
retribution – even if they may be in opposition to someone else’s, particularly a
manager’s.
Diversification, starting at the top of your organization, is another way to start
making changes. You must have a diverse representation of people, especially in
those critical decision-making roles, to encourage and obtain a broad variety of
perspectives on certain issues.
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This theory pays more attention to employees needs and expectations; this not only
considers physical and economic needs, but also other social needs such as job
satisfaction, and carrier growth.
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2. Psychological Barriers. The psychological state of the receiver will influence how the
message is received. For example, if someone has personal worries and is stressed, they
may be preoccupied by personal concerns and not as receptive to the message as if they
were not stressed. Stress management is an important personal skill that affects our
interpersonal relationships.
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3. Physiological Barriers. Physiological barriers may result from the receiver’s physical
state: for example, a receiver with reduced hearing may not grasp to entirety of a spoken
conversation especially if there is significant background noise.
4. Physical Barriers. An example of a physical barrier to communication is geographic
distance between the sender and receiver(s). Communication is generally easier over
shorter distances as more communication channels are available and less technology is
required. Although modern technology often serves to reduce the impact of physical
barriers, the advantages and disadvantages of each communication channel should be
understood so that an appropriate channel can be used to overcome the physical barriers.
Organizational Analysis
Review the organization as a whole for training and development needs. Then,
analyze job tasks, and finally, determine the employee’s developmental needs.
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Creating a financial plan starts with the biggest contributing factors to the budget and
works your way down. Follow the same manner when accounting expenses. Once
completed, you have a better grasp of cash flow.
More than that, you can make better decisions for the current year’s budget to achieve the
set of long-term financial goals.
Changes are welcomed as long as they don’t stray from the goal.
Transparency lets the stakeholders know where their money is going and how they will
benefit from it. Accountability, on the other hand, pertains to the responsibility that comes
with each financial decision.
These traits are essential in managing school finances because someone needs to be
responsible for the money from the students. Somebody needs to make sure that it will be
for the students.
39. Give details of steps to follow in developing a budget for Grace College (12mks)
Step a) Identify programmes, projects and activities to undertake during the budget
period.
Step b) Identify the resources required in terms of manpower, materials and time.
Step c) Costing the resources where a detailed lists of expenditure is prepared by
budgeting committee in consultation with school management and HODs.
Step d) Presentation of the budget as per budgetary guidelines formulated by
government through ministry of education or the donor guidelines.
Step e) Obtaining approval of the budget by the authorities.
Step f) Implementation of the budget.
40. Using the financial guideline for schools and colleges briefly examine any four
methods you would follow while procuring goods and services for Grace College
A] Open National Tendering System,
-the opportunity is advertised inviting provider to bid directly for a contract.
-the advertisement is placed in at least three daily newspapers of nationwide circulation.
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D] Direct Procurement
It is used when goods, works or services can only be supplied by only one bidder. It may
also be used in times of national emergencies or disaster.
Procuring institution prepares a description of the goods, works or service showing any
special requirements in terms of quality, quantity, terms or time of delivery.
Procuring entity may negotiate with bidder, agree on price then confirm it by a contract
signed by both.
When contract price is below two hundred thousand [200,000] no need for signed
contract.
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-Discussion ends when procuring body can identify solution to meet its needs.
-Bidders then submit tender based on solution resulting from discussion.
-Scoring takes place and successful organization is awarded the contract.
-There must be a minimum of three bidders.
E] E-tendering system
-It is a procurement and tendering system which allows contractor to bid for tenders on-
line.
41. Expound on any five methods of disposal of idle and obsolete assets in an
educational institution (10mks)
Transfer of Assets to a New School Site
If many assets are to be transferred to the new site, an appropriately detailed list
of such items could be compiled for ease of use. However, the disposal column of
the inventory should also be appropriately updated to show that the items in
question have been transferred.
The receiving schools should include all transferred items in its own inventory.
Sale of Assets
The sale of assets involves assigning a minimum price to the item(s) and
publicizing the item’s availability for sale and setting a closing date for receipt of
bids.
This may range from an advertisement on the Council’s Intranet Site, a newsletter
advertisement or a general round-robin email notice.
Donations to external organizations including Schools
The schools may authorize the donation of equipment to another organization or
school, updating the inventory to reflect this.
In the main and with reference to the Code of Conduct, such donations should be
to organizations or schools and not individuals.
Destroy or Recycle Assets
Items with no market value and no use to any other organization or person may
be destroyed in an appropriate and safe manner.
Items must be destroyed or recycled in accordance with legislation (for example
there are certain legislative requirements for the disposal of batteries, recycling of
electrical and white goods etc).
Advice on how to destroy or recycle assets in accordance with legislation can be
obtained from Environmental Services.
Donating or Selling Items to Staff
When offering items to staff, the schools will follow the Council’s Code of
Conduct for Schools-Based Employees, which lays down guidelines on how
schools and individual members of staff should avoid any impropriety or any
suspicion of improper conduct.
In this regard, if schools receive any such offers, they need to consider carefully
what subsequent action may be appropriate.
For example, items should be appropriately advertised within schools to allow all
staff the opportunity to see what may be available.
In addition, consideration could be given to allocating items like computer
equipment via a lottery if there are more interested parties than items available.
42. Explain any five functions of the county director of education in Kenya (10mks)
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43. Suggest any five ways to enhance the effectiveness of the BOM of an education
system (10mks)
Regular training targeting all BOM members on their roles. The Ministry of
Education should strengthen the frequency and quality of courses for BOMs and
target all members to improve their effectiveness in financial, human resource,
and physical resources management as well as facilitation of curriculum
implementation.
Members of the Board of Management should be appointed on merit - The
government should formulate a policy to help determine the kind of professionals
who should be included as members of school BOMs.
Leveraging on partnerships- A collaborative approach between BOMs and
other stakeholders in the education sector facilities an overall effectiveness in the
implementation of their decisions and the opposition of the resources necessary to
run a school
Ensuring proper communication and monitoring of crucial decisions made by the
Board
Optimal utilization of available physical and human resources to achieve the
goals set by BOM
44. Using the classical approach of decision-making, describe the process you will follow
while making decisions in your institution (10mks)
A problem is identified and framed.
Goals and objectives are established.
All the possible alternatives are generated.
The consequences of each alternative are evaluated in terms of goals.
The best alternative is selected—that is, the one that maximizes goal achievement.
Finally, the decision is implemented and evaluated.
45. Give details of at least three activities involved in carrying out the organising
function in an education institution (10mks)
Determining, grouping and structuring activities.
Devising and allocating roles arising from the grouping and structuring activities.
Assigning accountability for results.
Determining detailed rules and systems of working including those for communication,
decision-making and conflict resolution.
46. Explain five strategies the school heads have adopted to enhance learning amidst the
covid-19 health pandemic situation in the country (10mks)
Stopping physical classes and embracing online
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Centralizing teaching and learning resources making them more accessible to learners.
Rescheduling of the academic calendar
Harnessing available technology to aid content delivery
Mobilization and collaboration with stakeholders to prepare alternative learning
programmes
Pedagogy. Equipping teachers and school principals with new skills including
dealing with education technology, working with parents and other community
stakeholders, are needed in the modified learning environment
47. Recommend any five ways to effective delegations in a school (10mks)
Select the person to delegate to on the basis of sound knowledge of staff members in
terms of their varying levels of competence, commitment, and capability.
The nature and scope of work to be delegated must be clearly defined and should be
for the benefit of the organization as a whole.
Delegate authority with responsibility. For one to carry out the delegated task
effectively, you must make sure that the necessary authority has also been delegated
to ensure that the job gets done.
The person to whom the task is assigned must be capable of carrying out the task or
duty to the best of his/her ability and willing to take responsibility.
Mutual co-operation, understanding, and faith between the manager and staff
members are of utmost importance if delegation is to be successful.
Some form of supervision is necessary to ensure that the subordinate is doing the
right thing. However, it should not be so close that it stifles the subordinates’
creativity and initiative. Some form of regular reporting to provide a means of
progress control is required.
Reward should be given to subordinates who successfully complete their delegated
assignments. This will boost their morale.
Schools keep an account of each pupil on its roll and submit periodic reports, which
The school records help to submit to the Department of Education (he budgetary
School records help to judge the progress of the pupil on rolls, their strength and
weakness and help the teachers and parents to bring about desirable changes.
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The records also help to know the educational achievements of a particular locality
School records help for the development of healthy relationship between the school
and home. From the progress report, both the teachers and parents evaluate the
School records help for undertaking educational research. Research scholars get a
promotion practices, different tests etc. The research findings also help the school
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Reporting
o This is the process of keeping those to whom you are accountable informed
about what is going on. This includes keeping yourself and your subordinates
informed through regular feedback.
Budgeting
o A budget can be defined as financial plan. It is through the budgeting process
that you are able to find out how you will acquire and use financial resources
in order to achieve the organizational goals. It is concerned with fiscal
planning, accounting and control. A budget is a plan of how to raise revenue
and expenditure for a given period of time i.e. one calendar year.
51. Give four problems that may arise in a school due to lack of proper coordination
(4mks)
Decreased productivity
Complicated processes
Delays
Lost data
Duplication and unclear departmental priorities
52. The Kenya National Union of teachers is a trade union. Outline four functions of the
trade union (4mks)
To bring together and unite teachers of all grades and qualifications in Kenya and
providing a forum for co-operation.
To fight for improved terms and conditions of service for teachers and protecting
teachers interests.
Promoting programmes aimed at improving teachers’ welfare or socio-economic
status.
To offer assistance to individual members in professional as well as legal matters.
To settle disputes between members of the union or between its members and their
employers through collective and constitutional means.
To co-operate with other societies, bodies, unions or organizations within or outside
Kenya with similar objectives.
To promote matters leading to the improvement of education and the establishment of
a common system of education.
To secure effective representation of the teaching profession on the government,
public and private bodies or organizations where such representation may be
necessary.
53. What is a budget? (2mks)
A budget can be defined as financial plan.
A budget is a plan of how to raise revenue and expenditure for a given period of time i.e.
one calendar year.
54. Explain six purposes of a school budget (6mks)
Ensures proper accountability of school funds and property through keeping proper
books of account.
It helps to reveal any over-spending [losses] or under-spending [savings] made by
school.
It discloses the areas of school that require attention and action.
School Budget provides guide for the implementation of school programmes.
It helps to align the departmental objectives to achievement school goals.
It is an important tool for management when controlling and evaluating school
performance.
It helps to co-ordinate different departmental activities in the school.
It shows the school financial position as revealed by balance sheet and the income
and expenditure accounts.
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55. Give six constraints you are likely to face in the implementation of a budget (6mks)
o Corruption
Unstable economic parameters
Poor budget monitoring
Poor communication of the budget requirement
Lack of clear policy and procedures on budgets
Lack of proper co-ordination
Lack of skilled personnel to facilitate budget implementation
56. Discuss six strategies you would apply to ensure prudent use of school funds (6MKS)
Strategy #1: Monitor data, public policy, and legislation continuously
These include student demographic and achievement data, enrollment trends,
financial reviews, state funding formulas, etc. Since district finances are closely tied
to enrollment a nd per-pupil funding allowances, recognizing and analyzing trends
allows school finance officers to make data-driven decisions, proactively create
projections, and anticipate impending challenges.
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Motivated teachers enable the students to achieve academic goals and turn out to
be effectual citizens of the country.
Makes it possible for the professionals carry out their job duties in an appropriate
manner
Provides an impetus for teachers to augment their skills and competencies,
primarily required in enhancing the overall system of education.
Serves as an impetus vital for the teachers to enhance their professional skills and
abilities.
Makes it possible for teachers to depict professionalism in their conduct critical in
enabling them to render an effective job performance.
Motivated teachers focus in not only teaching but also imparting knowledge to
their learners
The approaches used by motivated teachers enhances student engagement
Motivated teachers indicate a high level of commitment to the fulfilment of their
duties
Motivated teachers offer ideas critical in school improvement
58. Using herzberg's motivation-hygiene Theory, explain how a school principal can
motivate his or her teachers (10mks)
If the hygiene factors, for example salary, working conditions, work environment,
safety and security are unsuitable (low level) at the workplace, this can make
individuals unhappy, dissatisfied with their job.
Motivating factors, on the other hand, can increase job satisfaction, and motivation
is based on an individual's need for personal growth. If these elements are effective,
then they can motivate an individual to achieve above-average performance and effort.
For example, having responsibility or achievement can cause satisfaction (human
characteristics) (Dartey-Baah, 2011).
Hygiene factors are needed to ensure that an employee is not dissatisfied. Motivation
factors are needed to ensure employee's satisfaction and to motivate an employee to
higher performance.
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-all interested parties submit their written tenders in sealed envelope and place in
a lockable box marked clearly “TENDER BOX”.
-opening of tender is done by tender committee and minutes taken to indicate the
procedures followed and representatives of tenderers present.
-scoring takes place and successful organization is awarded contract.
-open national tendering is used in educational institutions when a contract does
not exceed two million Kenya shillings. [2,000,000]
D] Direct Procurement
It is used when goods, works or services can only be supplied by only one bidder.
It may also be used in times of national emergencies or disaster.
Procuring institution prepares a description of the goods, works or service
showing any special requirements in terms of quality, quantity, terms or time of
delivery.
Procuring entity may negotiate with bidder, agree on price then confirm it by a
contract signed by both.
When contract price is below two hundred thousand [200,000] no need for
signed contract.
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-Successful bidders discuss the form of the contract and technical specification
with procuring body before the tender documents are issued.
-Discussion ends when procuring body can identify solution to meet its needs.
-Bidders then submit tender based on solution resulting from discussion.
-Scoring takes place and successful organization is awarded the contract.
-There must be a minimum of three bidders.
E] E-tendering system
-It is a procurement and tendering system which allows contractors to bid for
tenders on-line.
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Problem-solving
Whether it is analyzing a budget or calculating the risks of an investment, finance
managers are adept at taking action and finding solutions. Managers have a deep
understanding of the company's financial goals and find effective ways to meet those
goals without jeopardizing the business.
Communication
Since not every person in a company understands complex financial data or documents,
effective finance managers must have strong written and verbal communication skills.
Finance managers are able to explain complicated formulas or analysis to present
information in an accessible manner. Finance managers may work with many
departments, and the ability to alter their communication style to easily convey
information is a vital skill for successful managers.
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Analysis
As part of the decision-making process, finance managers demonstrate logical thinking.
Effective managers are able to look at all options in order to present a comprehensive,
understandable analysis. Finance managers use analytical skills when writing contracts,
creating budgets and forecasting profit and loss.
Interpersonal skills
Finance managers work with many other individuals or teams to resolve financial
problems. They may oversee activities or tasks and their ability to work seamlessly with
other departments and people. Successful finance managers relate well to individuals and
motivate teams to complete calculations and analysis with efficiency and accuracy.
Mathematical proficiency
Finance managers work with large sums of money and rely on advanced mathematical
abilities to compile and analyze data. Proficient finance managers are well versed in
algebraic mathematics and have the ability to understand and create formulas. Effective
finance managers are knowledgeable of international finance and can decipher a large
variety of financial documents.
Attention to detail
Finance managers must maintain accuracy when dealing with numbers. Since they
oversee how and where a company spends its money, as well as how and where it
accumulates profit, finance managers must divide their attention to many financial
functions of a business. When writing or analyzing contracts, finance managers require an
understanding of domestic and international laws and regulations.
Organization
Finance managers work with many different financial documents including spreadsheets,
contracts, calculations and projections. The ability to organize information is essential for
success as a finance manager as they may need to find and retrieve information as needed.
Technological skills
As advancements in technology and automation enter the workplace, finance managers
may find themselves working with more than spreadsheets and ledgers. Effective finance
managers are comfortable with technology and can easily use various programs and
applications to their advantage.
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November 2012
1. State three reasons why it was found necessary to develop and apply theories of
management (3mks)
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Increasing Productivity
One of the reasons why managers should be interested in learning management
theories is because it helps in maximizing their productivity. Ideally, the theories
teach leaders how to make the most of the human assets at their disposal. So, rather
than purchase new equipment or invest in a new marketing strategy, business owners
need to invest in their employees through training.
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example, science teachers are being selected to be trained and educated through
Educational Fund due to lack of science teachers.
Closely cooperate with the workers so as to ensure all the work is being done in
accordance with the principles of the science which has been developed. By this
Taylor’s intention was to argue management to inspire the workers to bring about the
desired change in working styles as he had proposed because changes will not occur
naturally (Merrill, 1960:93). Thus, there was a need for training managers to make
them conversant with the scientific management practice. This happen when
something new is being introduced, through their cooperation they can educate
themselves and help the educational organization to do well in its management. A
case from Tarime district example Mogabiri secondary school there is the
introduction of new subject which is Information Computer Technology (ICT) and
through their cooperation (Teachers) they taught well and made their administration
management to be stable.
Develop a science to replace the old rule of thumb methods. Taylor was strong in
the belief that there could be an organized body of knowledge in management that
could be taught and learned and which is also the only best way of doing things. He
aspired to replace the arbitrary and capacious activities of managers with analytical
scientific procedures. This says that we should not get stuck in a set routine with old
techniques of doing work; rather we should be constantly experimenting to develop
new techniques which make the work simpler, easier and quicker. This principle has
influenced effective management and administration in education organization in
Tanzania. For example taking a case study at St. Augustine University of Tanzania in
Mwanza Malimbe, the principle has been put in practice example field application,
before the application was done through arranging line and select schools for field,
but now the selection of schools for field is done through online. Announcement of
academic matters, examination results and course work marks was posted on walls
but know are posted online. Examination identity cards before students were required
to provide passport size so that they can prepare it but now they make it through
computation system in providing examination identity cards without provide passport
size. Also receipt for students school fees before was written by hand writing but now
they are being processed through computer system.
Applying the work equally between workers and managers where management
applies scientific techniques to planning and the workers perform the task
pursuant to the plans. According to this principle, to attain efficiency and
effectiveness, management should take over all work for which they are better fitted
rather than have all the work to subordinates (Galabawa, 2001:19). This principle
advocated that responsibility of management should be separated from that of
workers. Therefore, management is expected to plan, facilitate and set standards of
work. Workers on the other hand should perform the tasks assigned to increase their
efficiency. Case study in Tarime district at Magabile secondary school where
timetable allocated subjects to all teachers available at school. This makes the head
master or head mistress, second master or mistress to attend in school as a normal
teacher.
4. As a school administrator, suggest and explain three reasons why you would be
reluctant to apply the Human Relations Theory in your institution (6mks)
Lack of Scientific Validity: The human relation drew conclusions from Hawthorne
studies. These conclusions are based on clinical insight rather than on scientific
evidence. The groups chosen for study were not representative in character. The
findings based upon temporary groups do not apply to groups that have continuing
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Lateral filing is done in four‐drawer filing cabinets, with the files held upright on
their long narrow edge, often within a ‘hanging folder’.
Vertical filing, where files are held upright on their short narrow edge with their
‘spines’ facing outwards, is done in cupboards (which may or may not be enclosed)
or on racking or shelves.
The stacking method stores files flats, one on top of the other, with the spines of the
files facing out.
6. Identify three types of records that are used in educational institutions and explain
at least five examples of each of the records (21mks)
Records That Show Attendance
Records that show attendance in a school include:
Admission register
The admission register indicates when a learner joins the school for the first
time.
Class register
The class register is the responsibility of the class teacher who keeps it on
behalf of the head teacher.
Staff attendance register
The staff attendance register indicates the daily attendance of each teacher.
Teachers are expected to sign this register when they report on duty. They
indicate the time of arrival and also when they depart from school.
Records That Show What Goes On In a School
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The teacher on duty report book contains each day’s observation made by teachers and
prefects on duty.
7. According to the Education Act cap 211, identify five powers of the minister of
education (10mks)
Minister to promote education- The Minister shall promote the education of the
people of Kenya and the progressive development of institutions devoted to the
promotion of education, and shall secure the effective co-operation, under his general
direction or control, of all public bodies concerned with education in carrying out the
national policy for education.
Development of education plans- For the purposes of carrying out his duties under
subsection (1), the Minister may from time to time formulate a development plan for
education consistent with any national plan for economic and social development of
Kenya.
Formation of advisory councils- The Minister may, by order, establish an advisory
council to advise him on any matter concerning education in Kenya or in some part of
Kenya, and may establish different councils for different areas or for different aspects
of education.
Minister may establish institutes- The Minister may, by order in the Gazette,
establish one or more educational institutes with responsibility for the co-ordination
of such activities as may be specified in the order.
Minister may entrust functions to local authority- Subject to this Act and to any
regulations made thereunder, the Minister may, by order, entrust any of his functions
with respect to education to a local authority on such terms, conditions or restrictions
as he may think fit.
8. Give five rules of school administration in running an educational institution (10mks)
1. Structural Democracy:
Being the first principle of educational administration in the modern era it puts stress on
democracy in structural perspective. It implies “the exercise of control” in democracy.
The meaning of exercise of control in this light should be such that, it helps the students
as future citizens in fulfilling their needs and requirements tending to their self-realization,
safeguard the democratic government and welfare of people at local, state and national
levels.
This exercise of control refers to the meaning of democracy by treating each human being
as, “a living, growing and potentially flowering organism.” Hence in this principle of
educational administration the educational administration has to practise the principles of
democracy both in structural and functional form.
2. Operational Democracy:
This principle of educational administration gives priority on the practical aspect of
democracy as a way of life and form of governance. To this, the essence of democracy is
to give importance on the dignity of every individual and assisting him to understand his
self in this context this principle considers democracy as a matter of spirit, way of life and
a mode of behaviour. Keeping this in view it is the task and responsibility of an
educational administrator to focus on day to day happenings in relation to democratic
society in educational perspective that are relevant in wider extent.
3. Justice:
Generally speaking justice refers to provide every individual his due in the society by
honoring his individuality. This meaning of justice is the essence of democracy. As
justice is one of the basic hallmarks of democratic administration, it is regarded as an
essential principle of educational administrating which is democratic in form and practice.
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For practicing justice in educational administration there is the need and essentiality of
giving due reward and share to every individual to his efforts and achievements.
4. Equality of Opportunity:
One of the important social objective of education is to equalize opportunity or facility for
enabling the backward or under privileged classes and individuals to use education as a
means for improvement of their condition.
In order to keep equality of opportunity in concrete shape in the field of education,
educational administration plays a vital role. For this greater emphasis should be given on
equality of educational opportunity for the shake of accelerating the process for building
up of on egalitarian human society in which the age old social exploitation will be
reduced to minimum.
5. Prudence:
Overall speaking prudence refers to thinking or planning or showing thought for future.
Being contextual in approach it can be said that the futuristic outlook, vision and forward
looking must be incorporated it the field of administration. Like general administration
educational administration has to practice the exercise of foresight skill and vision with
respect to matters concerning practical living and utility of the system of administration in
future by the educational administrator.
6. Adaptability, Flexibility and Stability:
An institution must be able to adjust with changing situations by fulfilling the developing
needs and by improving its day-to-day dealings with persons or agencies involved. This
characteristic of an institution is called adaptability. In the process of achieving its
educational objectives, it has to deal differently with different human beings like teachers,
parents and the public at large, who are affected in one way or other by the process or its
products. This tendency is called flexibility.
11. Explain five ways in which a knowledge of planning would help you become a good
principal (10mks)
(1) It ensures success of the institution. It takes into consideration the important issues,
conditions, constraints and factors in education. Its focus is on future objectives,
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vision and goals. It is proactive in nature in that it emphasizes perception and ability
to apply theory and profit from it in advance of action.
(2) The scarcity of financial and other non-material resources poses a challenge to
education. Planning is a response to such challenges and explores the possibilities of
alternative uses and optimum utilization of limited resources.
(3) Effective and efficient planning saves time, effort and money.
(4) It is a co-ordinated means of attaining pre-determined purposes.
(5) Education is a public service demanded by the public and supplied by the
government. For any government effort of such a large magnitude as education,
planning is absolutely necessary.
(6) Educational planning is one of the components of the overall national socio-
economic development. The over-all planning has to provide the objectives of
education and the finances for educational development for accomplishing these
objectives.
Brings in improvement in the structure of the educational institute.
Brings proper direction to functioning of the educational institute.
Makes teachers active and strategic thinkers so that they can contribute towards the
improvement and development of institution and the programmes of the institution.
Develops a comprehensive programme of improvement the educational system by
focusing on the all-important required parameters through optimum utilization of
resources.
Shifts the emphasis from expenditure orientation to effort orientation.
Makes education productive.
Brings an accord between the development of an institution and national level planning.
Provides realistic and concrete ideas to educational planning.
Develops and promotes a democratic environment.
Makes education available to the poorest of the citizens.
12. Describe any five principles of the Human Relations movement that will be
applicable in the management of education institutions today (15mks)
• It emphasized human and interpersonal factors in management.
• It emphasized human and interpersonal factors in management.
• This led to the adoption of the following concepts into management:
Morale/ Motivation
Group dynamics
Democratic supervision
Personnel relations
Group cohesiveness
Collaboration
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14. Explain five problems a school principal my experience due to failure to exercise the
power vested on him or her (10mks)
Increased cases of student indiscipline
The raise of a dysfunctional school
Poor teaching and learning
neglect of duty by stakeholders
Misappropriation of resources
Loss of trust
Unregulated freedom
15. Discuss any five problems in a school situation that would arise as a result of poor
delegation (10mks)
Management and leaders are stressed and overwhelmed;
Team members lack motivation and morale;
The school suffers, due to low productivity and high staff turnover.
Lack of trust
Lost opportunities
missed deadlines
performance issues
inability to deliver results
16. Define the term motivation as used in education administration (3mks)
Internal and external factors that stimulate desire and energy in people to be
continually interested and committed to a job, role or subject, or to make an effort
to attain a goal.
The act or process of giving someone a reason for doing something: the act or
process of motivating someone
The condition of being eager to act or work: the condition of being motivated
A force or influence that causes someone to do something
17. Using Maslow's Hierarchy of Needs suggest ways in which a teacher can help
students to satisfy their needs (12mks)
Start with students' physiological needs — food, clothing and shelter — because
it is impossible to advance to higher needs if students are hungry, don’t have
warm enough clothes, or have to sleep on the street. Some schools apply this
level of Maslow's hierarchy by offering breakfast or lunch programs to ensure the
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basic nutrition needs of their students are being met. In the United States, schools
have provided low-cost or free lunches since 1946, when President Truman
signed the National School Lunch Act.
Address personal safety issues. Students, whether children or adults, have to feel
safe — both physically and mentally — before they can let down their guard and
learn. It is difficult to concentrate on a theoretical mathematical concept, for
instance, if you are worried that a bomb is going to explode or that you will be
bullied on the playground at recess. To apply this step of the hierarchy, it is
essential to create a safe learning space.
Encourage social affiliation. Students need to feel that they belong to a class and
that they are accepted members of the group if they are to reach the next level.
Games, group work and teamwork exercises are a way to apply this stage of the
hierarchy, because interaction helps students feel more involved, whether in
primary school or in a master’s level class.
Promote self-esteem. Making students feel that they are making a contribution
and that they are valued as individuals can be done with simple praise: "Well
done!" goes a long way to helping students reach this level in Maslow's hierarchy.
Aim for self-actualization — the illusive concept of “being all that you can be" —
because it caps the learning experience, and is the highest level in the hierarchy.
This stage relates to the ability to apply what students have learned and to be able
to “give back” and become involved with the betterment of the larger community.
A way to apply this in education is to have students who are very good in a
subject — whether writing English essays or doing biology experiments — help
their classmates with their work.
18. Explain five ways in which communication in education institutions enhances the
morale of the employees (10mks)
Provides direction about everyone’s responsibilities and roles
Facilitates the exchange of ideas and boosts rapport
Increases the efficiency of team-building activities
Optimizes the flow of information
Creates a positive work environment
19. Outline four functions of a timetable in a school (4mks)
1) It ensures that all subjects are equally studied.
Each student has the subject which he or she likes more than the other subjects. This
makes some students to want to learn only that particular subject most of the time. If this
was allowed to happen, then such students would pass only the subjects which they love
and fail all the other subjects. However, the school time table ensures that all subjects are
equally studied. This is because the school timetable has given all subjects almost equal
amount of time for studying for that particular subject. The students caught studying for
any other subject other than the one which is supposed to be studied at that particular time
according to the timetable are usually punished for doing so.
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21. Discuss three ways in which a principal of a school can ensure discipline is
maintained (6mks)
Provision of moral leadership
Including moral education/instruction in the curriculum
Ensure behavior-accountability among teachers
Thorough implementation of discipline-related policies
22. State three Ledger heads in respect to revenues received in an education institution
(3mks)
Permanent Stores ledger is used to record goods received whose life exceeds 2 years
such as furniture, tools, machinery, etc.
Expendable stores ledger is used to record goods received which are neither permanent
nor perishable such as glassware, lighting bulbs, stationary.
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Consumable stores ledger is used to record goods received which change nature with
use or are incorporated in fixtures. Examples of consumables are food stuffs, chemical,
chalk, soap, paint, etc.
23. The use of registers in institutions of learning is of great importance for financial
management. State and explain five such registers (10mks)
Library access book register is used record books available in library. Helps library
members to know whether a certain book is available.
Library book issues register is used for borrowing and returning of text book.
24. Jane has been promoted to be the principal of Jambini Technical Institute. She has
approached you as the bursar of the Institute to Orient her on statutory dedications
for staff at the Institute. Explain using relevant examples at least three such
dedications (12mks)
Pay as you earn (PAYE)
PAYE is a method of collecting tax from individuals, both Resident and Non-
resident, in gainful employment.
Gains or Profits includes wages, casual wages, salary, leave pay, sick pay,
payment in lieu of leave, fees, commission, bonus, gratuity, or subsistence,
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As an employer you are required to deduct PAYE from your employees' salaries
and wages at the prevailing rates and remit the same to KRA on or before the
9th of the following month.
The National Social Security Fund (NSSF) was established in 1965 through an
Act of Parliament Cap 258 of the Laws of Kenya. The Fund initially operated as a
Department of the Ministry of Labour until 1987 when the NSSF Act was
amended transforming the Fund into a State Corporation under the Management
of a Board of Trustees.
The Act was established as a mandatory national scheme whose main objective
was to provide basic financial security benefits to Kenyan upon retirement. The
Fund was set up as a Provident Fund providing benefits in the form of a lump
sum.
The National Social Security Fund (NSSF) Act, No.45 of 2013 was assented to
on 24th December, 2013 and commenced on 10th January, 2014 thereby
transforming NSSF from a Provident Fund to a Pension Scheme to which every
Kenyan with an income shall contribute a percentage of his/her gross earnings so
as to be guaranteed basic compensation in case of permanent disability, basic
assistance to needy defendants in case of death and a monthly life pension upon
retirement.
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A tender board oversees the public procurement process and ensures that all public
procurement activities are carried out in accordance with the public procurement rules.
Some tender boards have similar functions as a procuring entity. Others only oversee
and approve actions taken by the procuring entity and evaluation panels at various
stages in the procurement process.
The purchase requisition workflow begins when the business needs to make a
purchase. This purchase need can be anything from office supplies to pantry items
that are filled in the purchase requisition form.
Once the requisition form is filled, it will go through an internal system of approvals
where it is reviewed and approved by the head of the department.
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Upon approval, the purchase requisition will then be reviewed by the purchasing
department and the finance department who can choose to either reject or approve the
purchase based on its necessities.
From the approved purchase requisition, the purchasing department will acquire
quotations from different vendors. These quotations will make it easier to compare
different prices, reliability and lead time.
The purchasing department will win a quotation and issue a Purchase Order that will
be sent to the vendor as a legally binding contract between the buyer and the vendor.
The items will then be delivered and checked whether it is of the right quantity and
quality. Any returns (if any) are also processed in this step.
Finally, to ensure its accuracy, a three-way matching is done between the purchase
requisition, the purchase order and the invoice given.
28. Explain four factors that affect effective financial management in education
institutions in Kenya (8mks)
Internal control systems
Technology infrastructure,
Top managers’ commitment
Cash management and budget system
Organizational responsibility
(1) organization factors
(2) contextual factors
(3) process factors
(4) cooperation perspective
29. Define the following terms
a) Education administration
Educational administration as “the process of acquiring and allocating resources
for the achievement of pre-determined educational goals”
b) Education management
Okumbe (1998) defined Ed.Mgtas the “process of designing, developing and
effecting educational objectives and resources so as to achieve the predetermined
educational goals of the organization”.
As field of study educational management does not have its own theories,
principles and practices.
It borrows these from theories of management and applies them to education.
28. Explain five reasons why education administration courses important for teacher
trainee (5mks)
Ensures that sound policies and objectives are formulated in a given school, and that
methods are determined for the achievement of these objectives.
Procures the resources necessary for the achievement of the objectives.
Ensures proper organization and coordination of activities of the school, in order to
achieve the set objectives with maximum efficiency and effectiveness.
Influences and stimulates the human resources so that they can work towards the
achievement of educational goals.
Integrates the school and its activities in the set up of the society.
Portrays a positive image of the school to the public.
Evaluates the school activities in accordance with the set objectives
29. Identify three phases through which educational administrative thought has evolved
(3mks)
1. PHASE 1: CLASSICAL ORGANIZATIONAL PHASE
a) Scientific Management Theory
Proponent: Frederick Taylor (1856-1917) an American
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His main aim was to try and achieve efficiency in organizations and maximize profits
through high productivity.
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•
It was a reaction to the assumption made by managers who have acted on the basis
that organizational events can always be controlled.
• However chaos theory, recognizes that events indeed are rarely controlled.
• It indicates that we live in an unpredictable environment, hence it is hard to predict
the future
• Chaos theory recognizes the increasing uncertainties in the rapidly complex and
changing environment.
b. The Systems Approach
• Evolved from the behavioral scientists who saw organizations interacting with their
environment.
• A system can be defined as a set of interrelated parts or elements forming an
organized whole and functioning for a specific purpose
• Schools are examples of social systems. They have goals, people, resources etc all
functioning for a specific purpose.
• A system can be looked at as having inputs, processes, outputs and outcomes.
Systems share feedback among each of these four aspects of the systems.
Total Quality Management Theory
• TQM is a management system for a customer focused organization that involves all
employee in continual improvement of all aspects of the organization.
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Planning means to forecast or to study the future and arrange the plan of
operation.
It can also mean the day-to-day function of outlining the activities needed to
accomplish the purposes of an enterprise.
An enterprise can be an educational institution or a company.
Planning is the most vital function of management.
This is because it is planning that determines how all the other management
functions will be carried out.
b) Organizing
Organizing can be defined as a process of management concerned with change and
growth of the structure. If planning is considered as providing the road map for the
journey, then organizing is the means by which you arrive at your chosen destination.
Plans are statements of intentions, direction and resourcing. To put intentions into effect
requires purposeful activity. It is at this point in the management process that the
organizing function of management comes in.
c) Staffing
Staffing involves having people in positions needed in the organizational structure. In
order to do this, you have to define the personnel requirements for each job, and the
acquisition of the right person for each job. Once you have acquired the necessary staff
you need to maintain favorable conditions of work. Staffing is done according to the
requirements of different departments.
d) Directing
What does directing entail? This is the continuous task of making decisions, turning them
into specific and general orders and instructions and giving the orders and instructions in
your capacity as the leader of the institution. It involves guiding and supervising
subordinates. When you direct, you are involved in the implementation of decisions made
by way of providing leadership, by delegating duties and responsibilities to staff and by
motivating them. Directing is like showing the way forward by giving orders and
instructions on what should be done and how it should be done. The directing process
also involves coordinating and controlling the supply and use of resources.
e) Coordinating
Coordinating involves establishing interrelationships between the different parts of the
organization in order to ensure harmonious operation of the organization. Once you have
organized, you need to ensure that all the units of the organization are functioning and
working towards achievement of organizational goals.
Once you have assigned tasks and responsibilities, you do not sit back assuming that all is
going on well. Coordination ensures that each work unit works towards the achievement
of its goals. Coordination creates a link between all the activities of the staff in all the
departments in order to create harmony and unified efforts towards the achievement of
the organizational goals. If you do not carry out the coordination function you will find
that there will be conflicts and disharmony as each individual works very hard to achieve
their goals. However, these efforts will be of little use since the organizational goals will
remain unachieved.
f) Reporting
This is the process of keeping those to whom you are accountable informed about what is
going on. This includes keeping yourself and your subordinates informed through regular
feedback. You as the educational manager must report the goings on of your educational
institution to the Ministry of Education, or the Teacher’s Service Commission (TSC).
This done through the various channels such as the District Education Officer (DEO),
Provincial Director of Education (PDE) or the Provincial Technical Training Officer
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(PTTO) in the case of technical training institutions and the secretary TSC. These
authorities are the link between you and the executive, the legislative and the judiciary.
g) Budgeting
A budget can be defined as financial plan. It is through the budgeting process that you are
able to find out how you will acquire and use financial resources in order to achieve the
organizational goals. It is concerned with fiscal planning, accounting and control. A
budget is a plan of how to raise revenue and expenditure for a given period of time i.e.
one calendar year. Every educational manager must make a budget for what he/she
expects to spend the year ahead and forward that budget proposal to the Ministry of
Education before the end of the current year, for scrutiny. A budget is also a plan of
financial operations for some future period i.e. one year and expressed in accounting
terms. Many heads/managers of schools/learning institutions are not well trained in
financial matters and it is good to have the skills to help you to understand how to handle
money appropriately. Remember you are answerable for all financial issues relating to
your institution even when you have a finance officer or a school bursar. You are the
chief accounting officer in your educational institution. Therefore, you need to know how
to make a budget and how to read and understand financial statements.
32. Identify three ways in which a headmaster can motivate his or her staff
1. Praise them
One of the most effective ways to motivate your teachers is to praise them.
Complimenting someone on their work makes them feel valued. Receiving praise is also a
reassurance for teachers that they are competent at their job. This is something everyone
needs from time to time, regardless of how confident they may appear to be. And it’s
especially important since a teacher’s sense of how good they are at their job is often
influenced by rowdy children and mercurial teenagers.
Praising someone in private can have a profound effect, but complimenting them in
public is far more powerful. It shows how pleased you are with their performance and
how eager you are to tell others about it.
Every workplace has one: an employee who always seems to be doing something good
for someone else, beyond their assigned responsibilities. And they rarely, if ever
complain. They genuinely enjoy helping others!
Be as approachable as possible, and make time to listen to your teachers’ concerns and
queries. Just knowing that you’re available to talk will make your teachers feel more
valued and comfortable, should they want to get something off their chest.
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As well as recognizing tangible achievements, be sure to recognize the efforts teachers are
demonstrating.
When you’re putting something together — whether it’s a special event or new initiative
— ask for your teachers’ input. They’ll feel a greater sense of ownership to the idea and
may have suggestions you hadn’t even thought of that could make it easier to bring new
initiatives and special events to fruition.
Create a way for teachers to share their ideas. Of course, not all of them will be workable,
but there’s also a chance that you’ll unearth some real gems the school could benefit from.
The mere notion that you’re open to their ideas is a huge motivator for some teachers,
particularly for those who are more proactive.
Show extra appreciation during periods when teachers are particularly busy or stressed,
read: September! Do something as simple as voicing that you know they’re busy and that
you appreciate their hard work. It may not sound like much, but it shows empathy and
gratitude.
Although events like school plays and sports days are lots of fun for students and parents,
they can be a whole lot of extra work for staff. Naturally, most are happy to do it, because
of the joy it brings to their students. But why not sweeten the deal by organizing
something fun for them afterwards? For example, put out a celebratory spread in the
teacher’s lounge after an event!
Every so often, like once a month or semester, why not buy your staff lunch? Be sure to
let them know beforehand, so that those who usually pack a lunch don’t that day. Be sure
to take note of any allergies or food restrictions beforehand.
Every semester, give every teacher a voucher for a fuss-free morning or afternoon off. All
they’d be required to do is give a little notice so a substitute can be arranged. Having that
voucher in their back pocket is reassuring, because they know they’ll have an out if they
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feel overwhelmed or if something comes up unexpectedly. Plus, it’s another small gesture
that shows you care about their wellbeing and work-life balance.
Occasionally, provide free coffee in the teacher’s lounge for staff to enjoy on their breaks.
Or, if you already provide coffee, put out some healthy snacks, like a fruit platter.
13. Create a forum so teachers can recognize each others’ hard work
Recognizing your teachers is important, but it’s also nice to create ways for them to
recognize each other. You could also extend this idea to allow students and parents to
share their appreciation too.
34. Identify seven roles of the department of quality assurance and standards in the
Ministry of Education (7mks)
Ensure standards and maintain quality in institutions of basic Education
Administer policies and guidelines set for basic education
Supervise and oversee curriculum implementation and delivery
In cooperation with county education, monitor the conduct of assessments and
examinations in institutions of basic education
Monitor and evaluate standards and quality in basic education.
35. Suggest five ways through which the effectiveness of the BOG can be improved
(8mks)
Regular training targeting all BOG members on their roles. The Ministry of
Education should strengthen the frequency and quality of courses for BOMs and
target all members to improve their effectiveness in financial, human resource,
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1. Income statement
Arguably the most important. A business needs to keep a very close eye on profit and
money coming in, and that’s precisely what an income statement does. An income
statement may also be known as a profit and loss statement, showing your businesses
income and outgoings over a set period. The income statement takes revenue, losses, and
expenses into account, so it can show whether your company has turned a profit or has
The cash flow statement shows how money enters and leaves your business, so you can
see what you have available as working capital at a particular time. A cash flow statement
is essential for showing you how quickly you could source cash if you needed it, as it
doesn’t take into account things like raw materials or purchases made – but not yet paid
for – on credit.
3. Balance sheet
The balance sheet displays three key things: your assets, your liabilities, and your equity.
The balance sheet can show the current value of a business for the period it covers.
Looking at your balance sheet can help you understand if you can meet your financial
obligations.
This is a requirement of the IFRS (International Financial Reporting Standards) and gives
greater context around the information contained in your other financial statement
documents. For example, your assets may be listed in the balance sheet, but your note to
financial statements document is where you will explain precisely what those assets are.
The information in this document is required to ensure you are compliant with standards
and regulations.
This document shows the changes made to your company’s share capital, retained
earnings, and accumulated reserves. For a sole trader, it shows changes to the owners
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equity. For a partnership, it shows the changes between both partner’s equity. In the case
of a company, then the statement of change in equity shows how equity share has
38. The following ledger balance is related to Q technical college as at 31st December
2011.
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an organisation’s vision and values and remind them to implement it into their
daily actions.
o Boosts morale
Businesses are nothing without their staff. Constantly recruiting is time
consuming and expensive, so boosting morale to help retain staff is important to a
business’s success. A happy, contented workforce who feel appreciated and
involved in a company’s journey will be more likely to stay loyal to a business,
whilst achieving productivity targets – something which a strong leader will
ensure happens. A winning combination for any organisation.
o Motivates employees
Strong business leaders will motivate employees, whether this is in monetary
form via salaries and bonuses, or the implementation of schemes and reward
systems that can benefit all staff. They should also recognise hard work and
achievement where necessary, so staff feel appreciated for what they do and
motivated to continue the good work.
41. Identify four anomalies that you have at hand in this centre (4mks)
Examiner lateness
Exam cheating
Impersonation
Exam leakage
42. Explain how Kenya national examination council has dealt with such cases
(8mks)
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45. Give four reasons why a principal should encourage an open system in his/her
school (4mks)
Establishes better links with the surrounding community
Open systems accommodate innovation at a faster rate
Reduces costs of maintaining and supporting the school
Increases collaboration and co-operation
46. Outline four criteria a principal of a school would use in involving teachers in
decision-making (4mks)
Step 1: Identify the decision
Step 2: Gather relevant information
Step 3: Identify the alternatives
Step 4: Weigh the evidence
Step 5: Choose among alternatives
Step 6: Take action
Step 7: Review your decision & its consequences
47. You have been appointed the principal of Pursue technical training college when
the student enrollment has been too low
a. Give details of the steps you take to ensure an increase in the number of
students admitted
Understand parents’ needs
Create a strong online presence
Use testimonials
Participate in community activities
Adopt a faster enrollment process
Conduct a stakeholder survey
b. Describe how you would ensure sound financial Management in the
institution
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Creating a financial plan starts with the biggest contributing factors to the budget
and works your way down. Follow the same manner when accounting expenses.
Once completed, you have a better grasp of cash flow.
More than that, you can make better decisions for the current year’s budget to
achieve the set of long-term financial goals.
Changes are welcomed as long as they don’t stray from the goal.
Transparency lets the stakeholders know where their money is going and how
they will benefit from it. Accountability, on the other hand, pertains to the
responsibility that comes with each financial decision.
These traits are essential in managing school finances because someone needs to
be responsible for the money from the students. Somebody needs to make sure
that it will be for the students.
c. Explain the reasons why would ensure records are kept in the institution
1. Schools keep an account of each pupil on its roll and submit periodic
reports, which contain all the necessary information about the pupils.
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3. School records help to judge the progress of the pupil on rolls, their
strength and weakness and help the teachers and parents to bring about
desirable changes.
the school and home. From the progress report, both the teachers and
educational reforms.
d. Outline the steps you would follow in developing the institution's budget
Step a) Identify programmes, projects and activities to undertake during the
budget period.
Step b) Identify the resources required in terms of manpower, materials and
time.
Step c) Costing the resources where a detailed lists of expenditure is prepared
by budgeting committee in consultation with school management and HODs.
Step d) Presentation of the budget as per budgetary guidelines formulated by
government through ministry of education or the donor guidelines.
Step e) Obtaining approval of the budget by the authorities.
Step f) Implementation of the budget.
e. Suggest ways in which you would enhance the effectiveness of BOM in the
institution
Regular training targeting all BOM members on their roles. The Ministry of
Education should strengthen the frequency and quality of courses for BOMs
and target all members to improve their effectiveness in financial, human
resource, and physical resources management as well as facilitation of
curriculum implementation.
Members of the Board of Management should be appointed on merit - The
government should formulate a policy to help determine the kind of
professionals who should be included as members of school BOMs.
Leveraging on partnerships- A collaborative approach between BOMs and
other stakeholders in the education sector facilities an overall effectiveness in
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Physical records like statements, audit books, sales and purchase reports can
let you know whether the school is developing positively or not.
Sometimes we tend to forget things and because this happens, bad people
might want to take advantage of this. The easiest way to exonerate oneself
from such situations is to refer back to financial records and verify the client’s
statement against the data available to avoid embarrassment for the school.
Schools seek grants not just to expand their operations and to save themselves
from liquidation. To access these loans or grants, you need to mostly provide
financial records to show your business growth, strengths, forecast, etc. before
the banks or institutions will approve your loan request.
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56. You have been appointed as a principal, identify five practices you will use to
ensure effective staff meetings
Favoritism: teacher favors some students and the other will see this favoritism as an
offence against them which leads to rebellion
The rules are not enforced; when a student is not punished for an offence, he/she
goes on to commit more offense
The teacher student relationship: the relationship between teacher and student is
essential for any learning process. If there is a breakdown in this relationship,
indiscipline emerge
Lack of motivation: when the students are not motivated they intended to work in an
indiscipline manner.
Bad habits: some students have acquired bad habits from the previous teaching
experiences. Once a student, for instance, has formed the habit of coming to school
late, it will be hard for him/ her to change the behavior.
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RESEARCH METHODS 2
a) Measures of Central tendency
b) Presentation of bar graphs
c) Ethical issues in research
Informed consent
Types of Informed content
• Consent
• Parental permission
• Assent
• Written consent
Verbal consent
Deception-withholding information from participants
Falsification- Manipulating research materials, equipment or data
Anonymity and confidentiality
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1. Using the prescribed format, select any two variables above and write two details
sections of Chapter 4 using the provided data ( include frequency tables) 10mks
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Amalgamating statistics with thematic approaches can help avoid over-reliance on the
former and can also capture "soft-core views and experiences" (Jogulu and Pansiri,
2011) and the subjective factors necessary to elucidate complex social situations.
Having to use mixed methods also helps researchers to develop their skills, which is
particularly important for those at an early stage of their career.
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Mixed methods research can also combine theory generation and hypothesis
testing within a single study, which is unusual for standalone qualitative or
quantitative studies.
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Recommendations can always mention the benefits of further studies in your field.
Talk about how future studies could be used to correct problems with the current
research you have completed. You can also explain a need to fill in certain gaps
that you might not be able to get covered right now for any reason. You can
always use a timeline to help readers understand when potential developments
could come about over time.
It indicates how feasible certain points in the study might be. This includes
understanding whether certain ideas should be explored in further detail later on.
This works well if you are trying to talk about certain points that might be
worthwhile. You could even talk about potential new developments in your field
and whether your study is relevant to them or if additional developments have to
be incorporated into your work.
The overall intent is to identify potential actions to be taken in response to
research findings or results and any discussion of their import
5. With examples, discuss the four levels of measurement recognized by social scientists
(8mks)
i) Nominal scale
The nominal scale (also called dummy coding) simply places people, events,
perceptions, etc. into categories based on a common characteristic. Some data
are naturally suited to the nominal scale, such as males vs. females, redheads
vs. blondes vs. brunettes, and African Americans vs. Asians. The nominal
scale forms the basis for analyses such as Analysis of Variance (ANOVA)
because those analyses require that some category is compared to at least one
other category.
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6. Describe five types of graphics that you could use to summarize and present your
data (15mks)
A table is an array of data in rows and columns.
Tabulation condenses a large mass of data and brings out the distinct pattern in a
data in an attractive form.
It enables comparison to be made easily among classes of data and takes up less
space than data presented in narrative form.
For presentation purposes - fine detail can be given in a larger table in an
appendix if Tables should be self-explanatory - they should not require detailed
reference to the text.
Pictogram
A pictogram (short for picture diagram) presents a pictorial symbol that
represents the data of interests.
For instance, if the data is on the doctor–patient ratio, the number of diagrams
drawn is usually proportional to the given data.
In addition, a key is usually given on the value of each pictorial symbol.
Pie chart
Pie charts are a visual tool to show proportions (e.g. percentages of pupils giving
different responses when evaluating a course)
A Pie chart consists of a circle, divided into sectors, which are proportional to the
data. The sum of angles in circle is 360 degrees.
A total of all cases is found and the percentage of each case is found in relation to
360 degrees.
Line graphs
Line graphs are appropriate when the horizontal axis is continuous rather than
categories.
In impact studies, they could be used to show progress over time (e.g.
development of a measured skill each week over a ten-week course).
Histogram
A histogram is a graphical representation of data points organized into user-
specified ranges.
Similar in appearance to a bar graph, the histogram condenses a data series into
an easily interpreted visual by taking many data points and grouping them into
logical ranges or bins.
The histogram is a popular graphing tool. It is used to summarize discrete or
continuous data that are measured on an interval scale.
It is often used to illustrate the major features of the distribution of the data in a
convenient form.
7. Give five ways in which educational statistics are important (5mks)
1. Present facts in a definite form
2. Simplify a mass of figures
3. Facilitate comparison
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10. Give four points to consider when constructing a graph to represent data in research
(4mks)
Simplicity
Clarity
Convey only essential facts
Easy to understand
Consistent with the rest of the work
Augment rather than duplicate information
11. State the four scales of measurement and explain the meaning of each one of them
with the use of appropriate examples (12mks)
i) Nominal scale
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The nominal scale (also called dummy coding) simply places people, events,
perceptions, etc. into categories based on a common characteristic. Some data
are naturally suited to the nominal scale, such as males vs. females, redheads vs.
blondes vs. brunettes, and African Americans vs. Asians. The nominal scale
forms the basis for analyses such as Analysis of Variance (ANOVA) because
those analyses require that some category is compared to at least one other
category.
ii)Ordinal scale
The ordinal scale contains all of the information captured in the nominal scale
but it also ranks data from lowest to highest. Rather than simply categorize data
by placing an object either into or not into a category, ordinal data give you some
idea of where data lie in relation to each other.
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Recommendations can always mention the benefits of further studies in your field.
Talk about how future studies could be used to correct problems with the current
research you have completed. You can also explain a need to fill in certain gaps
that you might not be able to get covered right now for any reason. You can
always use a timeline to help readers understand when potential developments
could come about over time.
It indicates how feasible certain points in the study might be. This includes
understanding whether certain ideas should be explored in further detail later on.
This works well if you are trying to talk about certain points that might be
worthwhile. You could even talk about potential new developments in your field
and whether your study is relevant to them or if additional developments have to
be incorporated into your work.
The overall intent is to identify potential actions to be taken in response to
research findings or results and any discussion of their import
13. Explain the significance of literature review in data analysis and interpretation of
results (5mks)
Literature review identifies areas of prior scholarship to prevent duplication and
give credit to other researchers.
It also identifies inconstancies: gaps in research, conflicts in previous studies,
open questions left from other research.
The information that the literature reviewer collects to inform a literature review
represents data.
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Thus, it stands to reason that the literature review process can be viewed as a data
collection tool—that is, as a means of collecting a body of information per- tinent
to a topic of interest.
Interpreting your findings is about seeing whether what you found confirms or
does not confirm the findings of previous studies in your literature review.
14. The following are scores of performances by form one blue and form one red
students in a physics test marks out of 100. Study the data and answer the questions
that follow:
Form 1 blue
40 56 74 38 88 90 67 68 60 64
Form 1 red
59 73 87 40 68 80 45 48 66 68
a) Work out the mean of the two classes
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17. With the help of a diagram, show how to include a textbook in a reference list using the
Apa referencing system (10mks)
Author(s) name(s) and initials
Date of publication (usually just the year)
Title of the book
Edition(if not first edition)
Place of publication (usually city or town)
Publisher
The following bibliographic details are provided for a print book:
Author: Hassan, Khan and Anyang, Johnstone
Year of publication: 1998
Title of book: Information literacy
Edition: Fifth edition.
City: Nairobi
Publisher: Macmillan
The references will be as follows:
Hassan, K., & Anyang, J. (1998). Information literacy (5th ed.). Nairobi: Macmillan
The ampersand sign (“&”) is used instead of the “and” in references.
18. Qualities of a good research problem
1. Relationship between variables
A good research problem should express a relation between two or more variables. It asks, in
effect, questions like: Is A related to B? How are A and B related to C? How is A related to B
under conditions C and D?
The relationship between variables may, however, not apply to qualitative research.
2. Theoretical and/or practical significance
The problem should be significant enough and involve an important principle or practice. Its
solution should add to knowledge or lead to an improvement in the current practices.
The problem should add to the development of a discipline and to previous findings in any
way, for example, suggestions for further research.
3. Feasibility and amenability
Feasibility implies the suitability of the problem for a particular researcher. The researcher
should be able to carry out the study through to its successful conclusion. He/she should
possess the required competence, knowledge and understanding, related to the selected area
of study.
4. Availability of data
The researcher should ensure the availability of adequate valid reliable data. This is necessary
because, it will be on the basis of this data that evidence will be drawn to support research
findings or conclusions.
The researcher should ask – can the problem be investigated through collection and analysis
of
adequate, reliable and valid data?
5. Novelty
The problem should be sufficiently original so that it does not involve objectionable
duplication. The study should also employ the most recent data.
However, the fact that a problem has been investigated before does not mean that it does it is
no longer fit for a study. There is need for verification of previous findings using newer and
better devices and procedures. This represents a process called replication.
6. Interesting
The problem should be interesting to the investigator.
The investigator should have a strong motivation for it. This will give him or her the courage
and
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determination to pursue the study in spite of difficulties that may be involved. He should be
willing to risk criticism.
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20. The following is analyzed data for three classes in a math test. Use it to answer the
questions that follow
21. Work out the range of scores within the classes (3mks)
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22. Comparing class A and class C, which is a better class? Give a reason (3mks)
23. Explain seven qualities that qualify the standard deviation to be a good measure of
dispersion (14mks)
24. The contingency table below summarizes the results obtained in a research study
conducted by a research organization. The focus was on performance of four competing
brands of toothpaste among users.
If the computed x²=1.91: test the hypothesis that incidence of cavities is independent of
the brand of toothpaste used (The table values of x² for 6 df are 12.59 and 16.81 at 5%
and 1% level of significance respectively) (6mks)
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28. Work out the average score for all of rural and urban schools irrespective of the types of
school in each of the subjects and present the information in tabular form (12mks)
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29. Using the data in the question above, plot a bar graph (8mks)
30. Work out the average irrespective of the subjects for the boys girls and mixed schools
and present the data in tabular form (5mks)
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32. Discuss ethical considerations when conducting and reporting research (20mks)
33. Points to consider when preparing graphs
Simplicity
Clarity
Convey only essential facts
Easy to understand
Consistent with the rest of the work
Augment rather than duplicate information
34. Framework of ethical standards to consider when conducting, reporting and publishing
scientific research
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35. Significance of literature review in data analysis and interpretation of data analysis
results
Literature review identifies areas of prior scholarship to prevent duplication and
give credit to other researchers.
It also identifies inconstancies: gaps in research, conflicts in previous studies,
open questions left from other research.
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The information that the literature reviewer collects to inform a literature review
represents data.
Thus, it stands to reason that the literature review process can be viewed as a data
collection tool—that is, as a means of collecting a body of information per- tinent
to a topic of interest.
Interpreting your findings is about seeing whether what you found confirms or
does not confirm the findings of previous studies in your literature review.
36. Definition of the term data organization/ Processing in research
Data processing is the collection and manipulation of digital data to produce
meaningful information.
Data processing is a form of information processing, which is the modification of
information in any manner detectable by an observer
37. Identification and description of processes of data organization
Data validation
Ascertain whether or not the data you collected is right for your study.
Attempt to determine if the questionnaires, interviews and observations were
conducted correctly and were free from error.
Data editing
To edit means “to remove chaff from wheat after harvesting” or “to remove
weeds if you want your plants to grow well”.
Data editing is a procedure for manual scanning and cleaning of data to reduce
inconsistencies in the questionnaires or interview responses.
Data Coding
It is a procedure for assigning numeric values or symbols to all the variables (or
items) as well as of providing numeric labels or symbols to data so that they can
be tabulated for subsequent statistical analysis.
Data Tabulation
Data tabulation is a process for organizing data to fit into a tabular framework to
facilitate subsequent analysis.
Data tabulation indicates the number of respondents who gave each possible
answer to each question on a questionnaire or interview schedule.
It generates a cross-tabulation which provides categorization of respondents by
treating several variables simultaneously.
38. Meaning of data interpretation
Data interpretation refers to the process of using diverse analytical methods to review
data and arrive at relevant conclusions.
The interpretation of data helps researchers to categorize, manipulate, and summarize
the information in order to answer critical questions
39. Explanation of common errors to avoid in the process of interpretation
1. Correlation vs. causation
The underlying principle in statistics and data science is the correlation is not causation, meaning
that just because two things appear to be related to each other doesn’t mean that one causes the
other. This is apparently the most common mistake in Time Series. Fawcett cites an example of a
stock market index and the unrelated time series Number of times Jennifer Lawrence was
mentioned in the media. The lines look amusingly similar. There is usually a statement like
“Correlation = 0.86”. Recall that a correlation coefficient is between +1 (a perfect linear
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relationship) and -1 (perfectly inversely related), with zero meaning no linear relationship. 0.86 is
a high value, demonstrating that the statistical relationship of the two-time series is strong.
2. Not Looking Beyond Numbers
Some data analysts and marketers are only assessing the numbers they get, without putting them
in their contexts. Quantitative data is not powerful unless it’s understood. In those instances,
whoever performs the data analysis should ask himself “why” instead of “what”. Falling under the
spell of big numbers is a common mistake that so many analysts commit.
3. Focussing on the wrong metric
When you’re just getting started, it can be tempting to get focus on small wins. While it’s
definitely important and a great morale booster, make sure it’s not distracting from other metrics
you should be more focused on (like sales, customer satisfaction, etc.
4. Not cleaning and normalising data before analysis
Always assume the data you are working with is inaccurate at first. Once you get familiar with it,
you will start to “feel” when something is not quite right. Take a first glance using pivot tables or
quick analytical tools to look for duplicate records or inconsistent spelling to clean up your data
first. Also, not normalising the data is one more concern which can hinder your analysis. In most
cases, when you normalize data you eliminate the units of measurement for data, enabling you to
more easily compare data from different places.
5. Improper outlier treatment
Outliers can affect any statistical analysis, thereby analysts should investigate, delete and correct
outliers as appropriate. For auditable work, the decision on how to treat any outliers should be
documented. Sometimes loss of information may be a valid tradeoff in return for enhanced
comprehension. In some cases, many people forget to treat the outliers which greatly affects the
analysis and skews the results. In some other cases, you may focus too much on the outliers. Due
to this, you devote large time handling those events which may not hold much significance in
your analysis
6. Wrong graphs selection for visualisations
Let us take the case of pie charts here. Pie charts are for conveying a story about the parts-to-
whole aspect of a set of data. That is, how big part A is in relation to part B, C, and so on. The
problem with pie charts is that they force us to compare areas (or angles), which is pretty hard.
Selecting the right kind of graph for the right context comes with experience.
7. Focussing more on the accuracy of the model rather than context
One should not focus too much on the accuracy of their model to an extent that you start
overfitting the model to a particular case. Analysts build machine learning models to apply them
to the general scenarios. Overfitting a model will make it work only for the situation which is
exactly identical to training situation. In this case, model will fail badly for any situation different
from the training environment.
8. Ignoring seasonality in data
Holidays, summer months, and other times of the year can mess up your data. Even a 3-month
trend is explainable because of the busy tax season or back-to-school time. Make sure you are
considering any seasonality in your data…even days of the week or times of the day!
9. No focus on the statistical significance of results while making decisions
Information from statistical significance testing is necessary but is not always sufficient.
Statistical significance does not provide information about the impact of the significant result on
business. Effect index size can evaluate this better
40. Explain the circumstances when qualitative data could be used in a research study
To determine the frequency of traits or characteristics.
Used when the researcher wants to understand something (concepts, thoughts,
experiences)
Qualitative research helps generate hypotheses as well as further investigate and
understand quantitative data.
Quantitative research is widely used in the natural and social sciences: biology,
chemistry, psychology, economics, sociology, marketing
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41. Explain why most qualitative studies are research questions instead of research
hypothesis
Many qualitative researchers have successfully used research questions without the use of
a hypothesis, because a research question (in the context of qualitative research) is in
most cases a hypothesis postulated in the form of a question.
Research questions are used more frequently in qualitative research than objectives or
hypotheses.
These questions seek to discover, understand, explore or describe experiences by asking
“What” or “How.” The questions are open-ended to elicit a description rather than to
relate variables or compare groups.
Research questions can be used instead of hypotheses when there is little previous
research on the subject.
Research questions allow the researcher to conduct more open-ended queries, and a wide
range of results can be reported.
Research questions helps the researcher develop a real sense of a person's understanding
of a situation.
42. Explain four types of data collection methods that can be used in collecting qualitative
data
1. Surveys and Questionnaires
Surveys and questionnaires, in their most foundational sense, are a means of obtaining data
from targeted respondents with the goal of generalizing the results to a broader public. Almost
everyone involved in data collection, especially in the business and academic sector relies on
surveys and questionnaires to obtain credible data and insights from their target audience.
2. Interviews
An interview is accurately defined as a formal meeting between two individuals in which the
interviewer asks the interviewee questions in order to gather information. An interview not
only collects personal information from the interviewees, but it is also a way to acquire
insights into people’s other skills.
3. Observations
The observation method of data collection involves seeing people in a certain setting or place
at a specific time and day. Essentially, researchers study the behavior of the individuals or
surroundings in which they are analyzing. This can be controlled, spontaneous, or participant-
based research.
This data collection method involves analyzing an organization’s existing records and
documents to track or project substantial changes over a specific time period.
5. Focus Groups
A focus group is a group interview of six to twelve persons with comparable qualities or
shared interests. A moderator leads the group through a series of planned topics. The
moderator creates an atmosphere that encourages people to discuss their thoughts and
opinions. Focus groups are a type of qualitative data collection in which the information is
descriptive and cannot be quantified statistically.
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exactly identical to training situation. In this case, model will fail badly for any situation different
from the training environment.
8. Ignoring seasonality in data
Holidays, summer months, and other times of the year can mess up your data. Even a 3-month
trend is explainable because of the busy tax season or back-to-school time. Make sure you are
considering any seasonality in your data…even days of the week or times of the day!
9. No focus on the statistical significance of results while making decisions
Information from statistical significance testing is necessary but is not always sufficient.
Statistical significance does not provide information about the impact of the significant result on
business. Effect index size can evaluate this better
b) Mode
c) Median
• Useful in the case of open ended classes
• Extreme values do not affect the median as do to the mean
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Interval data always appears in the form of numbers or numerical values where
the distance between the two points is standardized and equal.
d) Ratio
It measures variables on a continuous scale, with an equal distance between
adjacent values.
While it shares these features with interval data (another type of quantitative data),
a distinguishing property of ratio data is that it has a 'true zero
14. Define the two branches of statistics
a) Descriptive statistics
Involve computation of indices generally applicable to a population; derived from
a
census study.
b) Inferential statistics
Also referred to as sampling statistics.
The indices are computed on the basis of a sample and the population indices can
be inferred
15. Discuss the content and purpose of the following parts in a research paper
a) Abstract
Introduction
This is the first part of the abstract, and should be brief and attractive to the reader at the
same time. After reading a well written intro, the reader would be eager to read more.
Research significance
This usually answers the question: Why did you do this research?
Methodology
This usually answers the questions: What did you do? How did you do it?
Results
This answers the question: What did you find out after doing the research? Or what are
the advantages of your method based on the results?
Conclusion
This usually answers the question: What do your findings mean? What have you
contributed?
An abstract is a short statement about your paper designed to give the reader a
complete, yet concise, understanding of your paper's research and findings.
Helps potential readers determine the relevance of your paper for their own research.
b) Methodology
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Methods - Describe step by step how your performed your evaluation of the
materials.
Recommendations can always mention the benefits of further studies in your field.
Talk about how future studies could be used to correct problems with the current
research you have completed. You can also explain a need to fill in certain gaps that
you might not be able to get covered right now for any reason. You can always use a
timeline to help readers understand when potential developments could come about
over time.
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It indicates how feasible certain points in the study might be. This includes
understanding whether certain ideas should be explored in further detail later on. This
works well if you are trying to talk about certain points that might be worthwhile.
You could even talk about potential new developments in your field and whether your
study is relevant to them or if additional developments have to be incorporated into
your work.
The overall intent is to identify potential actions to be taken in response to research
findings or results and any discussion of their import
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The type of quantitative data you have (specifically, level of measurement and the
shape of the data).
The research questions and hypotheses.
Relating measurement scales with variables
Connecting descriptive statistics with data
b) Qualitative data
Construction of the units of analysis
Construction of codes of meaning
General refining of the codes and the Construction of categories
Editing material for analysis
2014
14. Explain the following terms as used in research
a) Data
An organised collection of related information
Facts; things known or granted
Information from which conclusions can be drawn
b) Data analysis
Refers to examining the coded data critically and making inferences
Data analysis is the practice of working with data to glean useful information, which
can then be used to make informed decisions.
The process of categorizing, classifying, manipulating and summarizing data in order
to obtain answers to research questions
Data analysis is a technique that typically involves multiple activities such as
gathering, cleaning, and organizing the data
c) Coding
It is a procedure for assigning numeric values or symbols to all the variables (or items)
as well as of providing numeric labels or symbols to data so that they can be tabulated
for subsequent statistical analysis.
In coding the data for the items, you need to assign numeric values or symbols to
each question as well as to each response category provided.
d) Tabulation
Data tabulation is a process for organizing data to fit into a tabular framework to
facilitate subsequent analysis.
Data tabulation indicates the number of respondents who gave each possible
answer to each question on a questionnaire or interview schedule.
It generates a cross tabulation which provides categorization of respondents by
treating several variables simultaneously.
It organizes data into Columns and Rows to create an array of Variable Values
against the units of analysis, thus generating a data matrix.
The columns represent the coded variables, while the rows represent the units of
analysis, who are the respondents.
e) Categorizing
Categorization is the process of dividing the world into groups of entities whose
members are in some way similar to each other.
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c) Mean
This the centre of gravity of a distribution
It has most of the qualities of a good average
d) Standard deviation
Is the most important and widely used measure of dispersion
It meets most of the requirements of a good measure of dispersion
A small standard deviation means a high degree of uniformity and homogeneity
of a series.
A large standard deviation means a low degree of uniformity and high degree of
heterogeneity
Useful in judging the representation of the mean
e) Median (10mks)
The median is the middle number in a sorted, ascending or descending list of
numbers and can be more descriptive of that data set than the average.
The median is the value separating the higher half from the lower half of a data
sample, a population e.t.c
10. Describe any five graphical representations which could be used during data analysis
and presentation (20mks)
A table is an array of data in rows and columns.
Tabulation condenses a large mass of data and brings out the distinct pattern in a
data in an attractive form.
It enables comparison to be made easily among classes of data and takes up less
space than data presented in narrative form.
For presentation purposes - fine detail can be given in a larger table in an
appendix if Tables should be self-explanatory - they should not require detailed
reference to the text.
Pictogram
A pictogram (short for picture diagram) presents a pictorial symbol that
represents the data of interests.
For instance, if the data is on the doctor–patient ratio, the number of diagrams
drawn is usually proportional to the given data.
In addition, a key is usually given on the value of each pictorial symbol.
Pie chart
Pie charts are a visual tool to show proportions (e.g. percentages of pupils giving
different responses when evaluating a course)
A Pie chart consists of a circle, divided into sectors, which are proportional to the
data. The sum of angles in circle is 360 degrees.
A total of all cases is found and the percentage of each case is found in relation to
360 degrees.
Line graphs
Line graphs are appropriate when the horizontal axis is continuous rather than
categories.
In impact studies, they could be used to show progress over time (e.g.
development of a measured skill each week over a ten-week course).
Line graphs are useful in that they show data variables and trends very clearly
and can help to make predictions about the results of data not yet recorded.
They can also be used to display several dependent variables against one
independent variable
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Histogram
A histogram is a graphical representation of data points organized into user-
specified ranges.
Similar in appearance to a bar graph, the histogram condenses a data series into
an easily interpreted visual by taking many data points and grouping them into
logical ranges or bins.
The histogram is a popular graphing tool. It is used to summarize discrete or
continuous data that are measured on an interval scale.
It is often used to illustrate the major features of the distribution of the data in a
convenient form.
11. Explain any six problems a researcher may face during data collection (18mks)
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Challenge: Untrusted data. Technically this is an analysis issue, but to correct it,
it should be considered before collecting your data.
Consideration: Build social desirability scales into your surveys to check (in analysis) whether
responses can be trusted.
Take every effort to set up appropriate measures before data collection begins (quality assurance)
and then to follow the protocols during and after data collection (quality control).
Be diligent in the process. It is the only way you will be able to trust your findings.
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13. Explain the term data collection procedures using examples (4mks)
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Often, e-commerce and point-of-sale platforms allow you to store data as soon as it’s
generated, making this a seamless data collection method that can pay off in the form of
customer insights.
4. Interviews and Focus Groups
Interviews and focus groups consist of talking to subjects face-to-face about a specific
topic or issue. Interviews tend to be one-on-one, and focus groups are typically made up
of several people. You can use both to gather qualitative and quantitative data.
5. Observation
Observing people interacting with your website or product can be useful for data
collection because of the candor it offers. If your user experience is confusing or difficult,
you can witness it in real-time.
Yet, setting up observation sessions can be difficult. You can use a third-party tool to
record users’ journeys through your site or observe a user’s interaction with a beta version
of your site or product.
6. Forms
Online forms are beneficial for gathering qualitative data about users, specifically
demographic data or contact information. They’re relatively inexpensive and simple to set
up, and you can use them to gate content or registrations, such as webinars and email
newsletters.
d) Mean (6mks)
This the centre of gravity of a distribution
It has most of the qualities of a good average
15. Measures of variability/ dispersion
a) Range
The difference between the value of the highest item and the value of the lowest
item in a distribution
Is the simplest to compute and to understand
b) Variance
The variance is a measure of variability.
It is calculated by taking the average of squared deviations from the mean.
Variance tells you the degree of spread in your data set.
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The more spread the data, the larger the variance is in relation to the mean.
c) Standard deviation (6mks)
Is the most important and widely used measure of dispersion
It meets most of the requirements of a good measure of dispersion
A small standard deviation means a high degree of uniformity and homogeneity
of a series.
A large standard deviation means a low degree of uniformity and high degree of
heterogeneity
Useful in judging the representation of the mean
16. Through illustrations explain any six methods of data presentation (18mks)
A table is an array of data in rows and columns.
Tabulation condenses a large mass of data and brings out the distinct pattern in a
data in an attractive form.
It enables comparison to be made easily among classes of data and takes up less
space than data presented in narrative form.
For presentation purposes - fine detail can be given in a larger table in an
appendix if Tables should be self-explanatory - they should not require detailed
reference to the text.
Pictogram
A pictogram (short for picture diagram) presents a pictorial symbol that
represents the data of interests.
For instance, if the data is on the doctor–patient ratio, the number of diagrams
drawn is usually proportional to the given data.
In addition, a key is usually given on the value of each pictorial symbol.
Pie chart
Pie charts are a visual tool to show proportions (e.g. percentages of pupils giving
different responses when evaluating a course)
A Pie chart consists of a circle, divided into sectors, which are proportional to the
data. The sum of angles in circle is 360 degrees.
A total of all cases is found and the percentage of each case is found in relation to
360 degrees.
Line graphs
Line graphs are appropriate when the horizontal axis is continuous rather than
categories.
In impact studies, they could be used to show progress over time (e.g.
development of a measured skill each week over a ten-week course).
Histogram
A histogram is a graphical representation of data points organized into user-
specified ranges.
Similar in appearance to a bar graph, the histogram condenses a data series into
an easily interpreted visual by taking many data points and grouping them into
logical ranges or bins.
The histogram is a popular graphing tool. It is used to summarize discrete or
continuous data that are measured on an interval scale.
It is often used to illustrate the major features of the distribution of the data in a
convenient form.
Bar graphs
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A bar chart or bar graph is a chart or graph that presents categorical data with
rectangular bars with heights or lengths proportional to the values that they
represent. The bars can be plotted vertically or horizontally. A vertical bar chart is
sometimes called a column chart.
A bar graph shows comparisons among discrete categories.
One axis of the chart shows the specific categories being compared, and the other
axis represents a measured value.
Some bar graphs present bars clustered in groups of more than one, showing the
values of more than one measured variable.
1. The table below shows the mean performance of standard eight pupils in a Parklands
Zone Examination
a) Rank the schools in order of their overall mean performance (6 marks)
b) Find the average performance for each subject in the zone (10 marks)
Social
School Maths English Kiswahili Science mean
Studies
Aga Khan 91 88 70 75 89 82.6
Hospital
90 90 65 85 78 81.6
Hill
Visa
89 92 55 78 80 78.8
Oshwal
Highridge 78 70 60 75 66 69.8
Parklands 87 78 72 76 67 76.0
Westlands 90 76 60 86 58 74.0
Average 87.50 82.33 63.67 79.17 73.00
c) Using a bar graph present the average performance for each subject as
worked in (b) (13 marks)
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Ans 2.5
b) ii) Based on the computed values, comment on the reading habits of the
respondents
The standard deviation is seen to be not too high or low and close to the
mean. This would mean that the class is working as a group so that as much
as possible we do not have extremes on both ends e.g. some students doing
extremely well and other doing extremely bad
c) Identify three properties of the mean that makes it the most commonly used
measure of central tendency
i) it is a centre of gravity of a distribution
ii) it has most of the qualities of a good average
iii) it includes every value in your data set as part of the calculation.
iv) the mean is the only measure of central tendency where the sum of the
deviations of each value from the mean is always zero
5. a) Briefly discuss the FOUR (4) levels of measurement recognized by social scientists
v) Nominal scale
The nominal scale (also called dummy coding) simply places people,
events, perceptions, etc. into categories based on a common characteristic.
Some data are naturally suited to the nominal scale, such as males vs.
females, redheads vs. blondes vs. brunettes, and African Americans vs.
Asians. The nominal scale forms the basis for analyses such as Analysis
of Variance (ANOVA) because those analyses require that some category
is compared to at least one other category.
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c) Design an observation checklist that can be used to assess the level of computerization
of a secondary school. The checklist should have at least FIVE (5) items
i) availability of trained personnel
ii) presence of computers
iii) ratio of computers to staff
iv) level of automation
v) presence and implementation of ICT policy
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a) Psychotherapy (2mks)
This refers to treatment by psychological means, problems of an emotional nature in
which a trained person deliberately establishes a professional relationships with the client
with the objective of removing, modifying and retarding existing symptoms of behaviour
and personality growth and development
b) Psychoanalysis (2mks)
A method of treatment for mental and nervous disorders which was originally developed
by Sr. Freud. It consists of analyzing motives and feelings which have been repressed
and helping the individual to redirect his energies in a more constructive manner.
2. State four similarities of the guidance and counselling process (4mks)
Both Guidance and Counseling assist individuals understand themselves and their worlds.
Both processes help individuals to find solutions to their problems.
Both are concerned with individual’s personal development and individual’s behavioral
process.
Both are based on the recognition of the dignity and worth of the individual client as well
as his/her right to make choices.
Both are oriented towards co-operation and not compulsion.
3. Outline five emerging issues to effective implementation of guidance and counselling in
Kenyan schools (5mks)
Inadequate training- The teacher counselors for example, were constrained by
inadequate training, they lacked the necessary skills and techniques in counseling.
Lack of support given to teacher counsellors- Support from parents and the
neighboring community were also minimal.
Lack of resources and facilities- The head teachers did not consider funding the
programmes priority due to insufficient funds in the schools.
The commitment of the guidance department personnel- Teacher selection is often
more subjective than objective. Some non-interested teachers are often appointed to the
guidance and counseling department.
Lack of official G & C guidelines- Official guidelines on the guidance and counseling
programmes were also lacking. This was a problem emanating from the Ministry of
Education.
Student reluctance- The students are often aware of the importance of the guidance and
counseling programmes in their schools. However, very few seek these services
voluntarily.
High teaching loads and time constraints
4. John is a student at Largo high. He has come to you for counseling because he has failed all
his end-of-year exams.
a) State six possible causes of John's problems (6mks)
Lack of Preparation
Procrastination
Distractions
Lack of Perseverance
Low Self-esteem
Overconfidence
Lack of Interest
Poor Time Management
b) Explain three skills that you would use during the process of counselling John (6mks)
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Should be friendly and approachable for students/clients to freely seek help without
fear.
A good listener, able to listen actively and patient to the client.
Should be non-judgemental able to exercise unconditional positive regard towards
the client able to tolerate anti-social behavior.
Should have good standard of conduct for clients to confide in him/her.
Should have adequate knowledge of psychology so as to understand human growth
and development in relation to behaviour.
Should have adequate knowledge of education and vocational matters.
Should be able to co-operate with colleagues in the helping relationships.
Should be open- minded to be able to accept other suggestions or points of view.
Have leadership and organizational ability
Should have humility to be able to accept when he cannot help and therefore refer
clients.
Should be able to maintain confidentiality.
Should be dressed decently- according to norms of the locality.
Should maintain good personal hygiene.
Should be genuine, sincere or honest- be yourself no mask, can self disclose or
express personal feelings about an issue.
Should be patient in listening, waiting for behaviour change etc.
Should be able to communicate with people at all levels.
Should be flexible and stable in character.
7. You have been appointed to start the guidance and counseling department in your school.
Identify any four aspects you would incorporate and explain the importance of each. (8mks)
Educational Guidance:
This is the help given to students on choice of subjects/courses based on their
interests and abilities.
Students are also assisted on academic problems such as under achieving, poor
reading techniques etc.
Vocational guidance:
This enables the individuals to comprehend the world of works students are assisted
in choosing careers in line with their talents, interests and training and job
opportunities available.
Each individual has to be prepared to participate in occupations of economic and
social value.
All must be helped to appreciate the dignity of labour so as to co-operate in the task
of nation building.
Personal/Psychological Counseling
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It is also defined as “a process concerned with determining and providing for the
developmental needs of a group and at personal level” (MOEST Kenya, 1997).
From the definitions above, you realize that Guidance is an ongoing process aimed at
assisting an individual be aware of his/her identity, resources, and limitations in order to
adjust well in life.
11. Suggest five differences between guidance and counselling (10mks)
2. 2. Counseling is affective: It is
Guidance is knowledge based. It deals value- oriented; deals with
with facts; principles, methods and perception, motivation, needs
3. cognitions. 3. and feelings.
Counseling is more personal,
Guidance is less personal and less intimate and less structured. It
intimate. It is usually structured and is interpersonal, private and
4. more public. 4. confidential.
Counseling is largely
5. 5. emotional, flexible and less
Guidance is informative and didactic didactic.
Counseling is usually initiated
Guidance is usually initiated by by the client.
counselor.
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Student reluctance- The students are often aware of the importance of the guidance and
counseling programmes in their schools. However, very few seek these services
voluntarily.
High teaching loads and time constraints
15. Differentiate between crisis and rehabilitative approaches to guidance and counselling
(6mks)
Crisis Approach
This involves taking action when a problem or crisis has already occurred.
The counselor is expected to use crisis intervention techniques to fix the problem for
example after death of a loved one, car, plan, or train crash/accident, rape etc.
As a result of these problems trauma results which need to be addressed through
debriefing. Debriefing is a form of counseling that helps the affected person(s) to
express emotions caused by the traumatic incident.
This help to process the painful feeling of fear, anger, bitterness etc and the persona
gets emotionally relieved.
Rehabilitative approaches
This focuses on measurable weaknesses and tries to remediate them.
The purpose is to avoid possible crisis in that particular area.
It involves teaching skills and social skills that students do not have, negotiation
skills can be taught to assist in solving interpersonal problems.
16. State five characteristics of an effective college counselor (5mks)
Should be able to show empathy not sympathy (pity).
Should be friendly and approachable for students/clients to freely seek help without
fear.
A good listener, able to listen actively and patient to the client.
Should be non-judgemental able to exercise unconditional positive regard towards
the client able to tolerate anti-social behavior.
Should have good standard of conduct for clients to confide in him/her.
Should have adequate knowledge of psychology so as to understand human growth
and development in relation to behaviour.
Should have adequate knowledge of education and vocational matters.
Should be able to co-operate with colleagues in the helping relationships.
Should be open- minded to be able to accept other suggestions or points of view.
Have leadership and organizational ability
Should have humility to be able to accept when he cannot help and therefore refer
clients.
Should be able to maintain confidentiality.
Should be dressed decently- according to norms of the locality.
Should maintain good personal hygiene.
Should be genuine, sincere or honest- be yourself no mask, can self disclose or
express personal feelings about an issue.
Should be patient in listening, waiting for behaviour change etc.
Should be able to communicate with people at all levels.Should be flexible and stable
in character.
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17. Explain the five key concepts of behavioral theory of counselling (10mks)
Behavior is learned- behavior can be changed or learned through reinforcement,
either positive or negative, by the introduction of a stimulus. Positive reinforcement
is giving someone what they want (like a steak) to reward them for good behavior.
Behaviour can be unlearned- Unlearned behaviors are "built-in" in some sense.
Either they unfold via the process of maturation, or they manifest themselves at some
stage in life in all or nearly all members of the same species. In other words,
unlearned behaviors are more consistent in form and timing of development than
learned behaviors.
Behaviour can be relearned- Learned behavior can be changed if conditions change
Behaviour is the problem not the symptom- When we focus solely on the symptom,
the problems causing these behaviors remain unsolved, and they stack up.
Human beings are both products and producers of the environment- Humans
need to interact with the environment to obtain our food, water, fuel, medicines,
building materials and many other things. On the other hand, humans can impact the
biophysical environment, biodiversity, and other resources
18. Define the term defense mechanism (1mk)
Defense mechanism is a mental maneuver that works through self-deception and it is
unrealistic strategy which attempts to discharge tension.
It is like a pain killer which only relieves symptoms but never address the root cause
of the frustration.
Examples include: compensation, displacement, repression, rationalization, denial,
projection, reaction formation, identification, sublimation, regression, etc.
19. Differentiate between repression and regression (4mks)
Repression-
Keeping distressing thoughts and feelings buried in the unconscious mind.
The ego pushes unacceptable impulses out of awareness.
People tend to repress memories that are painful, desires that make them feel
guilty and conflicts that make them feel anxious.
Regression
The ego seeks the security of an earlier developmental period in the face of stress.
It is reversion to an earlier immature patterns of behavior.
E.g some adults may respond with childish boasting and bragging to impress
others when anxious about their self-worthy.
20. Define the following terms
a) Counselling
Counseling is an interactive process involving the counselee who is vulnerable
and who needs assistance and the counselor who is trained and educated to give
this assistance.
Counseling involves a relationship between a counselor and client. Through
which the client is helped to explore his thoughts, feelings and behavior to gain
self-understanding that leads to decision making and taking relevant action to
deal with the issues/problems.
Counseling is a process of empowering a person to solve his problems or
“helping a person help himself”.
b) Psychotherapy (4mks)
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Students are also assisted on academic problems such as underachieving, poor reading
techniques etc.
24. State five challenges facing guidance and counselling teachers when offering guidance and
counselling services in secondary schools in Kenya, and suggest one way of dealing with
each of the challenges (10mks)
Lack of motivation while doing the guiding and counseling duties - As a result of very
little effort being made in helping to achieve the objectives of the guidance and
counseling programmes.
Lack of specific time allocation for guidance and counseling activities- Most schools
have to deal with heavy academic workload.
Inadequately trained teachers- Most schools have inadequately trained teachers to help
in guiding and counseling activities.
Limited g&c manpower- The guidance and counselling team is often made up by a team
of very few individuals in most schools. This is inadequate when compared to the number
of students in these schools.
Poor parental guidance – The contributing factors arise from home-based aspects such
as exposure to influential videos.
Limitation in the resources available for guidance and counseling- Teachers have to
be contented with the scarce finances available which affects their potential in offering
the guidance and counselling services.
25. You have been asked to draw up a list of qualities of an effective guidance and counselling
teacher for your school's community who are preparing to hire an assistant guidance and
counselling teacher. Describe three such qualities indicating why each is important in
guidance and counselling (6mks)
Should be able to show empathy not sympathy (pity).
Should be friendly and approachable for students/clients to freely seek help without
fear.
A good listener, able to listen actively and patient to the client.
Should be non-judgemental able to exercise unconditional positive regard towards
the client able to tolerate anti-social behavior.
Should have good standard of conduct for clients to confide in him/her.
Should have adequate knowledge of psychology so as to understand human growth
and development in relation to behaviour.
Should have adequate knowledge of education and vocational matters.
Should be able to co-operate with colleagues in the helping relationships.
Should be open- minded to be able to accept other suggestions or points of view.
Have leadership and organizational ability
Should have humility to be able to accept when he cannot help and therefore refer
clients.
Should be able to maintain confidentiality.
Should be dressed decently- according to norms of the locality.
Should maintain good personal hygiene.
Should be genuine, sincere or honest- be yourself no mask, can self disclose or
express personal feelings about an issue.
Should be patient in listening, waiting for behaviour change etc.
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Should be able to communicate with people at all levels.Should be flexible and stable
in character.
26. State one goal of each of the following theories of counselling
a) Psychoanalytic Theory
To bring the unconsciousness
To strengthen the Ego
To help client gain insight into the origin of his problems.
b) Behavioral Theory
To eliminate maladaptive behaviour.
To help clients to relearn more effective behaviour pattens,
To help clients to change their problematic behaviour.
c) Humanistic Theory (3mks)
It aims to help you develop a strong and healthy sense of self, explore your feelings, find
meaning, and focus on your strengths
27. Explain three techniques that a counsellor using the behavioral theory may adopt to help
his or her client who is having a drinking problem (6mks)
Use of systematic desensitization – This introduces the client to a feared object slowly
until he/she unlearns the fear.
Use of flooding. The client is exposed to the feared object in abundance to unlearn the
fear.
Use of self-management techniques
Use of aversive therapy/stimulation. Behaviour is associated with painful stimulation
causing the client to unlearn it.
28. List four human needs (4mks)
Physiological- These most basic human survival needs include food and water, sufficient
rest, clothing and shelter, overall health, and reproduction.
Safety- Safety needs include protection from violence and theft, emotional stability and
well-being, health security, and financial security.
Love and belonging needs - The social needs on the third level of Maslow’s hierarchy
relate to human interaction and are the last of the so-called lower needs.
Esteem- The primary elements of esteem are self-respect (the belief that you are
valuable and deserving of dignity) and self-esteem (confidence in your potential for
personal growth and accomplishments)
Self-actualization- Self-actualization describes the fulfillment of your full potential as a
person.
29. Explain how an understanding of how needs influence behavior may be useful to a teacher
(2mks)
Needs drive human behaviour. Therefore, it is important to try and establish people’s
needs in order to understand why they act the way they do and help to satisfy their needs
in order to maximize their contribution at school/work.
Appreciate all things done well, it helps to improve one’s view of themselves. It leads
to better performance.
Behaviour is complex and may originate from different needs. E.g poor pay, revenge,
fear, sickness e.t.c
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b) Behaviour is influenced by conflicts in the personality structure consisting of ID, Ego and
superego. The Id operates with the “pleasure Principle” I.e. desire to satisfy instinctual needs
and avoid pain. The Id is largely unconscious, does not think only wishes. It is irrational. The
Ego is in touch with reality. It is the executive that governs controls and regulates personality.
It meditates between the instincts and the surrounding environment. It is the seat of intelligence
and rationality. It operates on the “Reality Principle “ as it does realistic and logical thinking.
The superego is the person’s moral code being concerned with whether an action is good or bad,
right or wrong. It is the judicial arm of personality. It represents the ideal, the values or ideals
of society as handled down from parents to children. It strives for perfection. Superego operates
with the “moral code principle”
c) Behaviour is influenced by experiences or conflicts in the first six years of life. According to
Freud, an individual goes through the five psychosexual stages namely:- oral, anal, phallic,
latency and genital stage. If one does not negotiate these stages successfully, fixation results and
this affects later behaviour.
d) Anxiety, (a state of tension) develops due to conflict between id, Ego and superego trying to
control the available psychic energy. Anxiety motivates behaviour. To cope with anxiety and
avoid being overwhelmed, the ego employs defence mechanisms. These ego defenses are
normal behaviours and have adaptive value but should not be overused or become a lifestyle to
avoid reality. Some defence mechanisms include projection, repression, denial, reaction
formation, compensation etc.
b) Behavioral theories
a) Behavour is learned
b) Behaviour can be unlearned
c) Behaviour can be relearned
d) Behaviour is the problem not the symptom.
e) Human beings are both products and producers of the environment.
SPECIAL METHODS
1. State FIVE ways in which a theory lesson can be introduced: [5 marks]
It can be a review of the previous lesson or be based on any other related material
The lesson objectives must be verbally stated to link the introduction to the body of
the
lesson and to allow the students to aim at the expected objectives
To set problems which lead to the subject of the lesson
Provide a brief overview of the lecturer content either verbally, with a handout or
through an outline on the chalkboard.
Tell the learners how you expect them to use the lecture material.
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4. State FIVE possible facts that should appear in the remarks column of the scheme of
work / Schedule plan [5
marks]
Indication of whether lesson content was covered as per the plan
Areas requiring improvement
Constructive criticism for the lesson- These may include instances of over planning and under
planning and reasons, success or failure of the lesson and reasons
Comments on remarks such as “Excellent”, “Done”, “O.K”. “Well taught”
If the lesson was not taught when it was scheduled, the teacher should indicate that and give a
brief explanation.
The date when the lesson was taught
5. State FIVE introductory activities carried out before students write a test:
[5 marks]
Clearly and firmly stating instructions without scaring students.
Creating a motivating and relaxed atmosphere.
Conduct pretest activities:
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Ensure that there is: (a) adequate working space (b) satisfactory seating arrangements (c)
adequate lighting (d) freedom from noise and other distractions (e) materials available for no
opportunity to cheat
Ensure that materials for the test are available:
o question papers and answer-sheets issued • unwanted and irrelevant materials
removed • Emphasize instruction/directions and make any corrections on question
papers. • announce time for the test • indicate, in writing ,the time for starting and the
time for stopping
6. Give FIVE points on how you would treat the slow trainees and the very fast trainees in
your class during a lesson: [5 marks]
7. State the purpose for Competence Based Assessments; either Formative or Summative
[4 marks]
Formative
Monitoring student achievement for purposes of providing individualized instruction
Evaluating teaching effectiveness with a view of enhancing planning, selection of
teaching techniques, resources etc.
Motivating learners
Encouraging good studying habits
Providing learners’ entry behaviour
Providing a feedback that identifies learners’ strengths and weaknesses
Summative
Ranking, grading and/or promoting learners,
Certification
help education authorities and managers make informed decisions about resource
allocation, curriculum update and investments,
To improve pedagogical practices
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8. State SIX points the trainer should bear in mind in the style of asking questions in order
for the questions to play the role they are intended to: [6 marks]
1. Address the questions to the class, hesitate, and then call on a specific student to answer.
Do not start a question by calling the name of the student.
2. Scatter the questions over the entire class and avoid consistent and regular procedure of
questioning e.g. by desk rows, alphabetical order etc.
3. Allow reasonable time for answering (not too much or too little)
4. Pose questions within the ability of the students:
• Difficult questions to the capable students
• Simple questions to less capable students
5. Ask questions to the inattentive.
6. Insist on complete answers – do not answer the questions you have asked yourself because
this will lead to student laxity.
7. Encourage students to ask questions
• They should be relevant and in good English
• Have the other students attempt to answer the question
8. Discourage group responses because:
• This can lead to loss of class control
• It becomes difficult to pinpoint those who make errors
9. Do not ask questions that can be answered by guessing (e.g. requiring yes/no answers)
10. Use the key questioning words while asking questions – how, why, what, when etc.
11. Avoid “who can …type of questions – e.g. instead of “who can tell me the name of this
too?” should be rephrased to “what is the name of this tool?”
9. At one Technical Training Institute, when teacher B goes to class, every trainee is quiet
and attentive. When teacher C goes to the same class, the trainees are noisy and
inattentive. Explain SEVEN steps you would take to make sure that trainees do not
behave in the same manner to you as they behave towards teacher C: [7 marks]
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Demonstration can open a learners’ eye to a new world of understanding and help him
acquire knowledge first hand.
It shortens the time of learning and lengthens the memory of facts and principles.
It is quite effective in making clear to participants and observers the relationship between
skill and their purpose.
It aids in bringing about a relationship between the theory and practice.
It fosters good thinking in groups and individuals.
12. Competency-based learning discourages the use of lecture as a method of instruction.
Explain the reason for this. (10mks)
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The syllabus: this has been structured and prepared in line with the national goals and
principles in mind and spells out the general objectives to be achieved after careful
completion of the syllabus.
The fraction of the syllabus the scheme of work will cover: is the scheme of work
prepared for a week, a term or a year?
The order of the different topics/subtopics from the syllabus into the scheme of work.
The term calendar and school interruptions e.g. public holidays, examination dates,
games, etc.
Resource materials available which includes reference materials and teaching aids.
The nature of examinations for the level being schemed.
Experience from previous years: the existing schemes of work within the institution.
Syllabus content of related subjects.
Learners’ abilities, interests and entry behavior.
14. Domains of learning play a very important role in the formulation of educational
learning outcomes. Explain the five levels of affective domain (10mks)
1. Receiving/ attending
Involves becoming aware of an idea, process or a thing and one is willing to learn and
try a particular behavior. It involves controlled or selected attention.
2. Responding
This refers to the ability to make a response at first obediently, later willingly and
with satisfaction.
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It begins with attending/ receiving until one eventually enjoys it and gets involved.
3. Valuing
Is the process of accepting the worth of something, idea or behavior, until one prefers
it and works to further it as a value and develops a commitment to it. It deals with the
development of attitudes, believes and values concerning such objects as self, others,
society, social institutions and culture. It involves attending/receiving and attending.
4. Organization
Here, the internalized values are organized in hierarchical manner i.e. acquired
attitudes, values and beliefs are organized into a pattern and ranked according to their
order of importance. It involves the above 3 levels.
5. Characterization
This is generalization of selected values and the behavior of the individual is
controlled by these values and not emotions. Thus the behavior is not exhibited
emotionally but is part of a value system.
15. Discuss five reasons why E-Learning is becoming a popular method of instruction in
learning institutions (15mks)
Reason #1. Covid-19 Pandemic
Even though almost two years have passed since the beginning of the pandemic, we are still
trying to get used to the new way of life. While many countries are trying to organize strict
lockdowns, many people are forced to stay home. However, no one canceled the study, and
the global education system had to get out of the situation.
Demand for online education increased significantly during the lockdowns, and many
adopted the new way of learning. Such a strong demand is one of the main reasons why the
eLearning industry has reached unprecedented heights.
What's even more exciting is that the trend will not subside even after all the lockdowns are
over. The world education system has learned all the conveniences and advantages of such a
training format. Now, according to assurances of 63% of university leaders, they predicted
that prestigious universities would have complete university courses transferred online by
2030.
Reason #2. With eLearning Students Learn More
This may seem like a strange statement to some since, at first glance, all the difference
between online training and the traditional one is that all training takes place on a computer
or mobile device. However, according to recent IBM research, students enrolled in online
courses learn five times more material than old-fashioned classroom learning.
The eLearning industry has one indisputable advantage – students can determine at what pace
it is comfortable for them to consume educational material. This freedom stimulates faster
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progress on topics in which students feel confident and choose long pauses between topics
that require in-depth study and a focused approach.
This point is closely related to the previous one since freedom of choice affects how long it
takes to assimilate the material. Teachers do not need to wait for others to master the material
to continue moving forward through the educational material. Learners are free to devote
time to learning when there is a desire, strength, and inspiration to learn.
Also, do not forget that the eLearning Industry completely frees you from moving around the
city to get to an educational institution and attend classes. Students just need to open a laptop,
connect to the Internet, and learn new material.
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Lack of teachers is a problem that is especially acute in the educational field. For example, in
2019, economists at the Economic Policy Institute stated that the shortage of experienced
teachers is "real, great, growing, and worse than we thought."
Even though the teacher shortage can’t be resolved with a snap of the fingers, online learning
is doing its best to tackle the problem gradually. For clarity, it is worth giving an example. In
standard universities, there are approximately 16.5 students per teacher. Meanwhile, an online
curriculum written by one qualified professional can reach thousands of students every day.
In a nutshell, the eLearning industry is not aimed at expanding the teaching staff but
providing educational material to a broader range of users.
Reason #7. No Need for Textbooks and Related Expenses
The standard form of education can’t do without books since most educational material is
based on specific textbooks. Research shows that a student in the United States spends an
average of $1,200 a year on textbooks. Many students spend money on learning material
from their student loans, which can be very expensive and stressful.
Online training completely frees students from such expenses since all related materials are in
the public domain online. In addition, online materials are easily updated and constantly
remain relevant, unlike books that require re-release, quickly become outdated, and new
editions require re-purchase from students.
Reason #8. Environmental-Friendly Approach
In recent years, the eco-friendly movement has been growing, contributing to online
learning’s popularity. The eLearning industry has already established itself as the most
sustainable way of learning, as online courses use 90% less energy and emit 85% less
CO2 than traditional classroom lessons.
In addition, do not forget that the online education business does not require textbooks, which
reduces the demand for the production of paper books, cutting down trees, and the
construction of paper-cellulose factories, which are infamous for their emissions into the
atmosphere.
16. Explain the five levels of the affective domain (10mks)
1. Receiving/ attending
Involves becoming aware of an idea, process or a thing and one is willing to learn and
try a particular behavior. It involves controlled or selected attention.
2. Responding
This refers to the ability to make a response at first obediently, later willingly and
with satisfaction.
It begins with attending/ receiving until one eventually enjoys it and gets involved.
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3. Valuing
Is the process of accepting the worth of something, idea or behavior, until one prefers
it and works to further it as a value and develops a commitment to it. It deals with the
development of attitudes, believes and values concerning such objects as self, others,
society, social institutions and culture. It involves attending/receiving and attending.
4. Organization
Here, the internalized values are organized in hierarchical manner i.e. acquired
attitudes, values and beliefs are organized into a pattern and ranked according to their
order of importance. It involves the above 3 levels.
5. Characterization
This is generalization of selected values and the behavior of the individual is
controlled by these values and not emotions. Thus the behavior is not exhibited
emotionally but is part of a value system.
17. Discuss five factors to consider when scheming (15mks)
The syllabus: this has been structured and prepared in line with the national goals and
principles in mind and spells out the general objectives to be achieved after careful
completion of the syllabus.
The fraction of the syllabus the scheme of work will cover: is the scheme of work
prepared for a week, a term or a year?
The order of the different topics/subtopics from the syllabus into the scheme of work.
The term calendar and school interruptions e.g. public holidays, examination dates,
games, etc.
Resource materials available which includes reference materials and teaching aids.
The nature of examinations for the level being schemed.
Experience from previous years: the existing schemes of work within the institution.
Syllabus content of related subjects.
Learners’ abilities, interests and entry behavior.
18. Define the following terms
a) Teaching
A teaching process can be defined as a cyclic chain of activities where the teacher’s
confrontation with learners in the classroom is only a point in the cycle as he plays various
interrelated roles.
Teaching can also be defined as a process in which the teacher initiates a set of activities in
which his/her learners take part so that the result is acquisition of knowledge, skills and/or
attitudes that would bring about relative desirable changes in the learners.
b) Learning
Learning is a change or a modification of behavior or response as a result of some form of
experience.
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and understandable.
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a) Objectives
A complete and useful scheme of work includes specific objectives for each lesson title.
The objectives must be stated clearly and in measurable terms.
They should be stated in terms of what the learner will be able to do as a result of instruction.
The conditions under which the learner is going to perform and the degree of acceptable
performance should be included.
b) Key points
These are the sub-titles within a lesson title and they are linked to the lesson objectives.
These are the central ideas around which the teaching will revolve, or the main points the
teacher expects to use during the lesson in order to achieve the objectives set.
c) Application/ activities
These are the learning experiences or tasks planned for the students to do during the teaching-
learning process within and outside the classroom.
By providing his students with these activities, the teacher expects them to put into practical
use the concepts and skills that they are learning.
d) Remarks (8mks)
The remarks column should be filled in immediately the lesson is over.
The teacher is supposed to indicate whether what was planned for each period was covered.
These may include over planning, under planning, success or failure of the lesson and reasons
for either.
Remarks made by the teacher are meant to help him in planning other lessons thereafter.
22. Discuss any two advantages of the following methods of teaching
a) Question and answer
It is economical with classroom time because it brings the teacher’s ideas into the immediate
focus.
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The method permits the teacher to cope with large numbers of students and when necessary
to cover a large amount of material.
It helps the students develop ability to listen attentively, critically, and with appreciation.
It provides exposure to knowledge not readily found in assigned readings or the common
experience of students.
Useful in introducing new topics as it provides the student with basis or background for
further learning or study.
The teacher spends little on teaching aids and other equipment hence it’s less expensive.
c) Discussion
Members pool knowledge and ideas in the cooperative task of endeavoring to understand a
problem by learning from one another.
Group judgments may sometimes be accurate than those resulting from individual
examinations of problems.
Conflicts/ disagreement which emerge in a heated discussion group may be starting points for
critical thinking and new exploration.
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1. Allows for a direct involvement by the learner because the method emphasizes direct
experience with material.
2. Provides an individual with a feeling of competence after seeing the real thing.
3. Provides a multi-sensory approach which provides for individual learning style e.g. learners
can see, feel, smell, hear and even touch.
4. Promotes a socializing atmosphere for learners and teachers as they work together.
5. Provides opportunity for a more relevant curriculum because the experiences provided often
develop understanding and skills that can be used outside of the school setting.
6. Develops skills necessary for more advanced study or research.
23. List any five factors considered important when designing a curriculum (5mks)
The society
The learners needs and abilities
The national philosophy and life style towards which the whole society is striving for.
The skills which individuals need to develop or acquire in order to serve the society.
Resources necessary for implementing the curriculum.
24. Outline five benefits of using a lesson plan when conducting a lesson (5mks)
1. Prior to presenting the lesson it is important for the teacher to “think through,” or visualize
how the lesson will be taught. This is done through lesson planning.
2. He/or she can then anticipate learning difficulties and decide how to overcome them.
3. The lesson plan helps in the organization of tools, materials and aids necessary for effective
teaching and learning.
4. The lesson plan gives the instructor confidence while teaching and helps to: -
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Stay on schedule.
25. Identify the significance of having specific objectives to the teacher (5mks)
- The teacher is able to select suitable learning experiences and materials for the lesson in
advance.
- Stating what the learner should be able to do after instruction makes it easier to decide
whether or not the programme for instruction has been successfully planned.
- With clearly specified objectives, it is easy for the teacher to achieve them and suggest a
means of evaluation or assessment.
- When learners are told in advance what is expected of them before instruction begins, this
information serves three useful functions;
(a) Helps students organize their thinking for new learning.
(b) Helps them to channel their effort to relevant activities.
(c) Help them to know what is expected of them.
- Behavioral objectives enable the teacher to communicate his teaching intention to himself.
This awareness leads to purpose in teaching and learning. The teacher puts more effort so
that most learners in his class achieve objectives set.
- Objectives help the teacher to structure the content of the lesson. Objectives being precise in
nature and logically sequenced, the structure of material of the lesson follows the same
pattern. This presentation makes is easy for the presentation of the teacher and for the
learning.
- Objectives enable the teacher to determine present level of mastering for prescribed
objectives for a time.
26. Using the template provided prepare a plan for a theory lesson in your area of
specialization for 1 hour. Assume you have 20 students in the class (15mks)
27. Highlight five major purposes of examinations in the school
The role of evaluation in the classroom is two fold. First as a feedback to teachers, parents
and learners. This assists them to discover weaknesses, inadequate coverage and so on. This
is obtained through formative evaluation which is normally carried out in form of quizzes,
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reports, tests and assignments. However summative evaluation which is realized through final
examinations is equally useful as it describes a learner’s level of achievement and is often
used as:
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The assignment allows students to make connections and relate to the material covered in
class.
30. Give two definitions of motivation (4mks)
Motivation is a degree of desire or drive for attaining specific objectives. It may be described
as a personal internal process that determines the strength and direction of a person’s
behavior or line of action e.g. you feel thirsty and you stand up to look for water.
In the classroom situation, motivation refers to a set of devices that help keep learners alert
and direct their attention to the set objectives. The teacher’s role in this case is to attempt to
create in learners a desire or drive for attaining the set objectives.
31. Differentiate between two types of motivation (6mks)
1. Extrinsic/external motivation;
These are forces that exist outside the learner and tend to drive him to a given course of
action. They are physical circumstances and the desire of others i.e. rewards, praises, rebukes
and parental ambitious. An externally motivated person lives on fate i.e. believes in luck
(good/bad). He easily looks for ways of justifying his failure.
2. Intrinsic/internal motivation;
This is aroused by an inner urge, drive or motive. These are forces that originate from
within the individual to impel (force) him to seek a given goal. Such forces include attitudes,
needs and anxiety i.e. an interest in music and the fear of failing exams motivates certain
behavior. For such individuals, their main reward is their own satisfaction in the task.
32. Discuss five ways in which a teacher can sustain learner interesting class (15mks)
1. Focusing;
Failure to concentrate on a single aspect of a task is one of the characteristics of under/lo
achievers. To many of them, the learned things are viewed as trivial. To keep such learners
to the right track, the teacher uses motivation to get them to attend to classroom activities.
This can be by cajoling or coaxing, threatening, cracking jokes, or making the lesson
interesting.
2. Stimulus variation;
Most students have short attention spans so a good teacher should vary the learning activities
so that the learners receive the stimuli that will keep them interested. Some behavior patterns
that vary the stimulus and keep learners attention are;
(a) Gestures;
Head, hand, body and eye movements are important in oral communication. Oral
communication alone does not convey meaning as effectively as it does when combined with
gestures.
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Deliberate varying of these interaction styles varies the context within which material is
presented thereby increasing attention.
(c) Pauses;
When pauses are deliberately inserted into a presentation the following happens;
(i) The content is broken into more absorbable units.
(ii) Learners often become more attentive as silence acts as anew stimulus.
(iii) Since the stimulus lucks structure, learners may strain for cues and direction.
(iv) A distinct pause prepares learners for the teacher’s next statement.
(d) Shifting sensory channels.
When the teacher shifts from one communication mode to another, the learners also have to
switch their “primary receptors” which normally leads to a higher level of attention.
(e) Movement
Teacher’s movements require student visual and aural sensory adjustment, which in turn
increases the attention levels. But too much of it disrupts thinking.
3. Set induction;
The initial instructional move of the teacher should focus attention of learners on some
familiar experiences so as to provide a link between the familiar or known to the unfamiliar
or new. This encourages learners’ interest and involvement in the lesson.
4. Questioning
The teacher should employ various probing techniques when asking questions in order to get
fuller student responses, which in turn sustains attention and interest of the learners.
5. Reinforcement
A student’s response to a question calls for reinforcement whether the answer is correct or
wrong. Reinforcement, more so, positive reinforcement increases student participation.
33. Describe five participatory methods of training that you would adopt during the
workshop session (15mk)
Class discussions
Role playing
Brainstorming
Gamification
Peer teaching
34. Explain five qualities that an entrepreneur trainer should possess in order to teach
entrepreneurship successfully (10mks)
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35. During the first few weeks of teaching practice, many student teachers are very nervous.
Explain five causes of nervousness and how you can overcome them (10mks)
discipline issues among students
The allocated workload
Shortage of resources
The aspect of supervision during teaching practice
Reception by host school
36. Explain the importance of introduction, lesson development, mastery of the subject,
teaching methodology and teaching aids in as far as enhancing the effectiveness of an
entrepreneurship lesson is concerned (15mks)
Lesson Introduction
• It can be a review of the previous lesson or be based on any other related material
• It is meant to motivate the students
• The lesson objectives must be verbally stated to link the introduction to the body of the
lesson and to allow the students to aim at the expected objectives
c) Lesson Development
• The lesson should be developed from “known to the unknown”
• The steps should be organized in a sequential order – from the less difficult to the more
difficult
• The teacher should be in control of the lesson and should not allow the students to derail
him
• Class involvement is of paramount importance because it keeps the students motivated and
harnesses their thoughts
Mastery of Subject
• The teacher should be widely read and should deliver the material accurately without
cheating (if something is unclear, the teacher should not guess the answer but should
instead ask for time to get the right answers)
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• Use typical examples where possible. The students retain information readily if relevant
examples are used.
• The information given should be adequate and to the appropriate depth.
Teaching Methodology
It ensures
Variation
Relevance
Effectiveness
Quality and
Handling of Questions.
Teaching Aids
• Stimulate discussion
• Add variety and interest in the topic
• Increase understanding
• Increase retention time for information
• Clarify meaning and speed up communication
• Provide opportunities for self-instruction
• Assure order and continuity of thought.
37. Design a scheme of work for 2 hours every lesson derived from the syllabus topic:
entrepreneurial competencies to be covered in week seven of the term (15mks)
38. Developing a test lesson plan was coverage caters for a syllabus topic: entrepreneurship
and self-employment to be done in week 6 of the term (10mks)
39. Outline four components of the basic sequence of learning process (lesson development)
(12mks)
The lesson should be developed from “known to the unknown”
The steps should be organized in a sequential order – from the less difficult to the
more difficult
The teacher should be in control of the lesson and should not allow the students to
derail him
Class involvement is of paramount importance because it keeps the students
motivated and harnesses their thoughts
40. Highlight five differences between a learning plan and scheme of work (10mks)
The scheme of work only indicates the activities to be conducted during the lesson.
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The learning plan indicates the activities to be conducted by the trainer and the
trainee separately
The learning plan depends on the occupational standards for the development of the
lesson title whereas the scheme of work doesn't
The scheme of work includes the period number, whereas the learning plan has a
session number
The learning plan includes the unit code, whereas the scheme of work excludes it
The learning plan contains skill or job tasks which are emitted in the scheme of work
The learning plan has the benchmark or criteria to be used, which is excluded in the
scheme of work
41. State five characteristics of a good chart as a teaching learning resource (5mks)
Large and clear enough to be visible from any point of the room without eye strain.
It includes only necessary explanatory written material; avoiding anything that will
distract from the main purpose of the aid (e.g. signing your name and title boldly on
the aid)
Have color contrast to emphasize, highlight and add interest.
Be of good design with good proportions and built/drawn to scale.
Is constructed from good material to withstand use and wear.
Is used to depict parts and things generally difficult to observe.
If tools and machines are used as teaching aids (realia) they should be in good
working condition.
42. Explain five ways of sustaining interest in class when teaching or training (5mks)
1. Focusing;
Failure to concentrate on a single aspect of a task is one of the characteristics of under/lo
achievers. To many of them, the learned things are viewed as trivial. To keep such learners
to the right track, the teacher uses motivation to get them to attend to classroom activities.
This can be by cajoling or coaxing, threatening, cracking jokes, or making the lesson
interesting.
2. Stimulus variation;
Most students have short attention spans so a good teacher should vary the learning activities
so that the learners receive the stimuli that will keep them interested. Some behavior patterns
that vary the stimulus and keep learners attention are;
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(a) Gestures;
Head, hand, body and eye movements are important in oral communication. Oral
communication alone does not convey meaning as effectively as it does when combined with
gestures.
(c) Pauses;
When pauses are deliberately inserted into a presentation the following happens;
(v) The content is broken into more absorbable units.
(vi) Learners often become more attentive as silence acts as anew stimulus.
(vii) Since the stimulus lucks structure, learners may strain for cues and direction.
(viii) A distinct pause prepares learners for the teacher’s next statement.
(d) Shifting sensory channels.
When the teacher shifts from one communication mode to another, the learners also have to
switch their “primary receptors” which normally leads to a higher level of attention.
(e) Movement
Teacher’s movements require student visual and aural sensory adjustment, which in turn
increases the attention levels. But too much of it disrupts thinking.
3. Set induction;
The initial instructional move of the teacher should focus attention of learners on some
familiar experiences so as to provide a link between the familiar or known to the unfamiliar
or new. This encourages learners’ interest and involvement in the lesson.
4. Questioning
The teacher should employ various probing techniques when asking questions in order to get
fuller student responses, which in turn sustains attention and interest of the learners.
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5. Reinforcement
A student’s response to a question calls for reinforcement whether the answer is correct or
wrong. Reinforcement, more so, positive reinforcement increases student participation.
43. Citing examples in each case, highlight five reasons for varying teaching or training
methods in a teaching training learning process (4mks)
Stimulate discussion
Add variety and interest in the topic
Increase understanding
Increase retention time for information
Clarify meaning and speed up communication
Provide opportunities for self-instruction
Assure order and continuity of thought.
44. Explain any three factors to consider when preparing either a lesson or session plan
(6mks)
To direct curriculum development: Rather than having education dictating skills inputted
within the labour market, it is now the other way round, with occupational standards driving
the content and skills in training courses targeted at particular occupations;
To specify competencies which workers need to possess: Occupational standards serve to
help both employers and employees know what their job entails and what knowledge, skills
and attitudes (worker behaviours) they should possess.
To help certify workers:
They provide the opportunity for workers to validate their learning as part of their work
experience and obtain certification
To help employers carry out skills-audit: Occupational standards allow and facilitate the
process of skill-audit within the company carried out by employers. Employers are thus in a
position to know what knowledge, skills their workforce possesses.
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It provides a means through which the government controls the education provided in its
schools and ensures common learning content in all public schools.
It guides the teacher in preparation of good schemes, which will lead to effective lesson
preparation.
It enables school inspectors and head teachers to check whether the desired standards are
being reached.
It helps in limiting the scope of the examination as examiners base their questions on the
content of each syllabus.
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47. Explain five reasons why micro teaching is important to student teachers (10mks)
Provides the trainee with a real teaching situation with greatly reduced apprehension of a
first-time teaching experience.
Enables the trainee to concentrate or focus on specific teaching skills and practice the art of
teaching under controlled conditions.
New teaching techniques and new curricula materials can be tried out.
Helps tutors to identify areas of weakness in individual students and try to help them
overcome their shortcomings.
Enables teacher trainees to learn and assimilate new teaching skills under controlled
conditions
Enables teacher trainees to master a number of teaching skills.
Enables teacher trainees to gain confidence in teaching.
Student teachers are provided with an opportunity to reflect and improve on what they are
doing.
It gives a chance to use modern technologies such as audio and video to record the micro
lessons and use them for feedback.
It enables the student teacher to identify and eliminate any habits or mannerisms that may
affect his/her teaching.
48. Highlight five appropriate situations for using lecture method when training (5mks)
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Item number
Details including the subject and class
51. Differentiate between
a) A lesson plan and the scheme of work (2mks)
Lesson plan- This is a guide of how the content of the lesson notes will be delivered to
the learners
A scheme is a summarized forecast of work, which the teacher considers adequate for his
class to cover within a given period from the topics set in the syllabus. It is prepared for
every class within a level.
1. General objectives;
They are constructed by use of behavioral verbs of internal state such as know,
understand, comprehend, internalize, enjoy, appreciate, learn, believe, and be aware.
2. Specific objectives;
These are constructed using action verbs which are precise, specific, observable and
measurable such as list, identify, calculate, demonstrate, contrast, distinguish, illustrate,
clarify, discriminate, apply etc.
52. Write a possible specific objective that Kamau would have and identify its cognitive
level (2mks)
53. Draft a scheme of work for 40 minutes lesson to teach a from one class on a topic;
classification of computers (12mks)
54. State three reasons for disciplining students (6mks)
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55. Highlight three ways of ensuring disciplining when conducting a lesson (6mks)
Change students around
Have ‘bad behavers’ sit at the front of the class. This way you can move towards them more
easily and maybe touch them lightly on the shoulder or pause near them if they are getting out
of hand. Make eye contact as you move away. Sometimes these small gestures are enough to
keep students in check.
Use soft reprimands
Find time to praise the good work the student does. If the bad behaviour is minor, then ignore
it wherever possible. Don’t yell. Remain silent until the group settles down. If you have some
students on side – those who do know what is going on – they will settle the rest of the group
down. Let them be the ones to say ‘shush’. Sometimes, simply clapping your hands a couple
of times brings the group back in line. Then speak softly, not loudly. This has a calming
effect on the whole class and means the students have to quieten down to hear what you are
saying.
Encourage even your ‘worst’ student
When they are behaving well, catch them doing that. Say, ‘Well done’, ‘Good work’. It is
amazing how soon you get them on-side if they think you are finding them out doing good
work. Counsel when you can and don’t make it always about bad behaviour. Speak to a
student after the class, sometimes in front of their friends, and say how well you think they
are doing. This motivates the rest of the group, too.
Don’t allow yelling at the teacher in class when students know something
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Shouting, ‘Miss!’ and ‘Sir!’ and standing up and coming to the teacher all the time is another
disruptive behaviour. It can be VERY noisy if all the students know the answer and are
yelling at you, and you don’t want a rush of students all trying to show you their work.
They soon learn the discipline of putting their hand up when a response is needed or that you
will look at their work at an appropriate time. This makes for a more productive classroom
and students feel great when they are chosen to answer. You feel better too because you don’t
have a headache from all the noise!
Move around in the proximity of the misbehaving student when the bad behaviour is
persistent
Not in a disciplinary way, rather in the guise of helping them with the problem they have.
Maybe they don’t understand something? Move towards them, see if you can help, then when
you have calmed the student, walk away with a smile and a ‘Well done’.
Create some healthy competition and encourage peer pressure for good behaviour
At the start of class/term, put your students into teams. Allow them to choose a team name or
assign team names yourself, as you feel appropriate. Throughout the lesson/term, award
points for good work/behaviour and deduct points for inappropriate behaviour. Award a
certificate/stickers/small prize to the highest-scoring team at the end of the class/term. This
encourages students to do their best work and you will find that the ‘threat’ of point
deduction spurs students on to put pressure on their peers to behave well.
Don’t be afraid to ask for help
Your (more experienced) colleagues and manager/s can often give you new ideas and
approaches to try. Colleagues who have had similar issues with their classes (or even taught
your own students previously) can give a fresh perspective and say what has/hasn’t worked
for them.
Be firm but approachable
It often works best to start off being firmer rather than friendlier with new classes – especially
with ones you think may be problematic. It’s easier to start firm and then soften your
approach with learners than to do it the other way round. At the end of the day, students (even
teens) feel more secure when they have clearly defined boundaries and understand clearly
what is/isn’t acceptable. Parents will also expect teachers to be able to keep control of the
class.
Don’t lose your temper!
As trying as students may be, once you’ve lost your temper you’ve lost control of the class
and the balance of power then resides with the students.
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More Engaging
Projectors can also make presentations and multimedia content more engaging for students.
This is because they can add visual interest to these materials, and they can also make them
easier to understand.
Multimedia integration
Classroom projectors can also be used to display multimedia content, such as watching
videos, project images, and business presentations. This can be a great way to engage
students and make learning more interactive.
Additionally, multimedia content can be used to support and supplement the material that is
being taught in class.
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location to another if needed. Additionally, projectors typically come with a variety of input
options, so they can be used with a variety of different devices.
Maintenance
Another disadvantage of using a projector in the classroom is the maintenance that is required.
Projectors need to be cleaned regularly, electricity, and they also need to be calibrated
regularly. Projectors can be loud and noisy, Projectors are not portable.
Theft
Another disadvantage of using a projector in the classroom is that they are often stolen. This
is because projectors are small and easy to hide, and they are also very valuable.
Overall, there are some disadvantages to using a projector in the classroom. However, the
advantages often outweigh the disadvantages; and projectors create a great tool for teachers
and students alike.
58. State five things that one should do on one's first day and first lesson in a class (5mks)
Orchestrate positive first impressions.
Introduce yourself effectively.
Clarify learning objectives and expectations.
Help students learn about each other.
Set the tone for the course.
Collect baseline data on students' knowledge and motivation
59. Explain how you would accomplish the following in the first three weeks of teaching
a) Helping weak students catch up (2mks)
Provide additional sessions
Encourage collaboration to cover course work
b) Directing students' attention (2mks)
Calling trainees to observe some teaching and learning resources e.g. posters, charts, films
picture or some form of recording that highlights significant aspects of the task.
Posing a problem or a series of questions or objectives etc. as a focal point for discussion or
experiments.
Presentation of short dramatic skit/film/episode
c) Explaining yourself into acceptance by trainees (2mks)
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60. Plan a 40 minutes lesson plan that can be used to teach a form one class on the topic
classification of computers (15 mks)
61. State four characteristics of micro teaching (4mks)
Provides the trainee with a real teaching situation with greatly reduced apprehension of a
first-time teaching experience.
Enables the trainee to concentrate or focus on specific teaching skills and practice the art of
teaching under controlled conditions.
New teaching techniques and new curricula materials can be tried out.
Helps tutors to identify areas of weakness in individual students and try to help them
overcome their shortcomings.
Enables teacher trainees to learn and assimilate new teaching skills under controlled
conditions
Enables teacher trainees to master a number of teaching skills.
Enables teacher trainees to gain confidence in teaching.
Student teachers are provided with an opportunity to reflect and improve on what they are
doing.
It gives a chance to use modern technologies such as audio and video to record the micro
lessons and use them for feedback.
It enables the student teacher to identify and eliminate any habits or mannerisms that may
affect his/her teaching.
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Provides a basis for long range planning, training and evaluation of the course
b) Lesson plans (10mks)
1. Prior to presenting the lesson it is important for the teacher to “think through,” or
visualize how the lesson will be taught. This is done through lesson planning.
2. He/or she can then anticipate learning difficulties and decide how to overcome them.
3. The lesson plan helps in the organization of tools, materials and aids necessary for effective
teaching and learning.
4. The lesson plan gives the instructor confidence while teaching and helps to: -
Stay on schedule.
66. Using the template provided, prepare a scheme of work and a lesson plan for a theory lesson
(20mks)
67. Identify five practices that can assist a teacher in good classroom management (5mks)
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68. Outline five aspects to look for when assessing the use of chalk or whiteboard by a
teacher trainee (5mks)
1. The lesson plan should include drawings which the teacher expects to use as part of the
lesson on
the chalkboard/whiteboard.
2. Plan the use of the chalkboard/whiteboard from left to right as you face the board – the
teacher
should remember to move aside to allow the students read what has been written on the
chalkboard/whiteboard.
3. Ensure the chalkboard/whiteboard is clean to eliminate unnecessary distraction before the
lesson
begins.
4. Divide the chalkboard/whiteboard into manageable proportions avoiding areas affected by
glare.
5. Display the lesson title/topic clearly on the board.
6. Control the chalk/marker to avoid making squeaking sounds as you write on the board.
7. Make large, clear diagrams that can be seen by all.
8. Develop your lesson key points step by step on the chalkboard/whiteboard.
9. Avoid having too much material on the board unless you have a specific purpose to retain
the
material there.
10. If a drawing is complex, put it on the chalkboard/whiteboard in advance.
11. Use a proper chalkboard/whiteboard eraser.
12. Use proper chalkboard/whiteboard aids – e.g. rulers, dividers, compasses, set squares etc.
13. Occasionally observe your chalkboard/whiteboard work from the back of the classroom to
test for visibility and effectiveness.
14. Ensure that your chalkboard/whiteboard writing and printing is worthy of being imitated.
69. State four aspects in which a teacher trainee should be assessed on under the following
areas:
a) Lesson development
The lesson should be developed from “known to the unknown”
The steps should be organized in a sequential order – from the less difficult to the more
difficult
The teacher should be in control of the lesson and should not allow the students to derail
him
Class involvement is of paramount importance because it keeps the students motivated and
harnesses their thoughts
b) Self-presentation (10mks)
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Demonstration can open a learners’ eye to a new world of understanding and help him
acquire knowledge first hand.
It shortens the time of learning and lengthens the memory of facts and principles.
It is quite effective in making clear to participants and observers the relationship between
skill and their purpose.
It aids in bringing about a relationship between the theory and practice.
It fosters good thinking in groups and individuals.
b) Group discussion
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Allows for a direct involvement by the learner because the method emphasizes direct
experience with material.
Provides an individual with a feeling of competence after seeing the real thing.
Provides a multi-sensory approach which provides for individual learning style e.g. learners
can see, feel, smell, hear and even touch.
Promotes a socializing atmosphere for learners and teachers as they work together.
Provides opportunity for a more relevant curriculum because the experiences provided often
develop understanding and skills that can be used outside of the school setting.
Develops skills necessary for more advanced study or research.
71. Define the following
a) Occupational standard
Occupational standards describe what a person in a particular occupation must know and be
able to do to be formally recognized as competent in a given occupation.
Occupational Standards provide a good practice framework outlining benchmarks against
which performance can be assessed.
b) Learning plan
A learning plan is a comprehensive, customizable, multi-day plan for instruction and
assessment
The learning plan does that by building students' reading, listening, speaking and writing
skills.
c) Session plan (6mks)
An organized description of the activities and resources you'll use to guide a group toward a
specific learning objective.
72. Explain any four CBET training methods
Group discussions
This is a learner centered strategy of instruction where the teacher plays a mediating role. In
discussion, interactive class participation is the norm.
A discussion seeks and examines a matter by means of a free flow of argument.
Discussions are not easy to prepare or control.
It requires a skilled teacher who should understand the rationale of the discussion and its
teachings.
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Case studies
This is the study based on the analysis of one or more cases or case histories.
They are real stories or examples with a message for us to study.
Humans are story – telling animals and the use of cases gives a teacher an immediate
advantage because he has the attention of the audience.
Role playing
Role playing as a teaching methodology is the conscious acting out and discussion of the role
in a group. In the classroom a situation it is briefly acted out so that the individual learner can
identify with the characters.
It is a spontaneous portrayal (acting out) of a situation, condition or circumstances by selected
members of a learning group.
Role playing, a derivative of a sociodrama, is a method for exploring the issues involved in
complex social situations. It may be used for the training of professionals or in a classroom
for the understanding of literature, history, and even some aspects of science or mathematics.
Projects
A project is a teaching method which stresses the need for learners to interact freely with
their surrounding environment to glean the rich education that abounds it, preferably working
in groups.
The project is essentially a learning unit and is carried out or designed by learners under the
guidance of a teacher. This method of teaching is one of the most effective ways of arousing
interest of learners.
It allows the learners more freedom to investigate and gather data and in some ways
resembles other methods of teaching. It has a strong element of discovery, training and
learning by ways of motivating learners who will enjoy finding things out for themselves.
The method is essential as it develops a learner centered learning situation.
73. Enumerate the elements of the following training documents
a) Session plan (6mks)
74. Outline six ways of ensuring proper class management when conducting a session (6mks)
Make learning interesting by;
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§ Specific: Is there a description of a precise behavior and the situation it will performed in? Is it
concrete, detailed, focused and defined?
§ Achievable: With a reasonable amount of effort and application can the objective be achieved? Are
you attempting too much?
§ Relevant: Is the objective important or worthwhile to the learner? Is it possible to achieve this
objective?
§ Time-bound: Is there a time limit, rate number, percentage or frequency clearly stated? When will
the objective be accomplished?
77. Explain the mistakes that a teacher should avoid while teaching (8mks)
Rushing the lesson
Making no notes of the lesson that had been finished
Neglecting vocabulary
Missing one goal that is essential for all students
Keeping the teaching aids away
Discouraging students speaking up in the class
78. Outline five ways of sustaining trainees interest in class (4mks)
1. Focusing;
Failure to concentrate on a single aspect of a task is one of the characteristics of under/lo
achievers. To many of them, the learned things are viewed as trivial. To keep such learners to
the right track, the teacher uses motivation to get them to attend to classroom activities. This can
be by cajoling or coaxing, threatening, cracking jokes, or making the lesson interesting.
2. Stimulus variation;
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Most students have short attention spans so a good teacher should vary the learning activities so
that the learners receive the stimuli that will keep them interested. Some behavior patterns that
vary the stimulus and keep learners attention are;
(a) Gestures;
Head, hand, body and eye movements are important in oral communication. Oral communication
alone does not convey meaning as effectively as it does when combined with gestures.
(c) Pauses;
When pauses are deliberately inserted into a presentation the following happens;
(ix) The content is broken into more absorbable units.
(x) Learners often become more attentive as silence acts as anew stimulus.
(xi) Since the stimulus lucks structure, learners may strain for cues and direction.
(xii) A distinct pause prepares learners for the teacher’s next statement.
(d) Shifting sensory channels.
When the teacher shifts from one communication mode to another, the learners also have to
switch their “primary receptors” which normally leads to a higher level of attention.
(e) Movement
Teacher’s movements require student visual and aural sensory adjustment, which in turn
increases the attention levels. But too much of it disrupts thinking.
3. Set induction;
The initial instructional move of the teacher should focus attention of learners on some familiar
experiences so as to provide a link between the familiar or known to the unfamiliar or new. This
encourages learners’ interest and involvement in the lesson.
4. Questioning
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The teacher should employ various probing techniques when asking questions in order to get
fuller student responses, which in turn sustains attention and interest of the learners.
5. Reinforcement
A student’s response to a question calls for reinforcement whether the answer is correct or wrong.
Reinforcement, more so, positive reinforcement increases student participation.
79. Using the following information, make a learning plan and a session plan for 15 minutes
a) Learning plan (15mks)
b) Session plan (15 mks)
Unit code:jjhikhgikihghikh
Element:vhhjgbj
81. Explain the five advantages and disadvantages of computer-based instruction methods of
teaching (10mks)
More Engaging
Projectors can also make presentations and multimedia content more engaging for students.
This is because they can add visual interest to these materials, and they can also make them
easier to understand.
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Multimedia integration
Classroom projectors can also be used to display multimedia content, such as watching
videos, project images, and business presentations. This can be a great way to engage
students and make learning more interactive.
Additionally, multimedia content can be used to support and supplement the material that is
being taught in class.
Maintenance
Another disadvantage of using a projector in the classroom is the maintenance that is required.
Projectors need to be cleaned regularly, electricity, and they also need to be calibrated
regularly. Projectors can be loud and noisy, Projectors are not portable.
Theft
Another disadvantage of using a projector in the classroom is that they are often stolen. This
is because projectors are small and easy to hide, and they are also very valuable.
Overall, there are some disadvantages to using a projector in the classroom. However, the
advantages often outweigh the disadvantages; and projectors create a great tool for teachers
and students alike.
82. Give two reasons why one needs to make reference to the occupational standards and
curriculum (2mks)
To direct curriculum development: Rather than having education dictating skills inputted within
the labour market, it is now the other way round, with occupational standards driving the content
and skills in training courses targeted at particular occupations;
To specify competencies which workers need to possess: Occupational standards serve to help
both employers and employees know what their job entails and what knowledge, skills and
attitudes (worker behaviours) they should possess.
To help certify workers:
They provide the opportunity for workers to validate their learning as part of their work
experience and obtain certification
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To help employers carry out skills-audit: Occupational standards allow and facilitate the
process of skill-audit within the company carried out by employers. Employers are thus in a
position to know what knowledge, skills their workforce possesses.
To direct professional development within the workforce: Employers wishing to validate their
workers’ competences can utilize occupational standards to identify what workers already are
able to do and what additional skills and knowledge they need to acquire in order to obtain full
certification. This knowledge thus helps direct investment in continuous professional
development within an enterprise to the benefit of both the enterprise and employees.
To facilitate the recruitment process to employers: As more and more training courses are
based on occupational standards, employers are in a better position to know the competences
which applicants bring. The match between employee’s skills and those required within the
enterprise will be easier to achieve;
To set quality standards within sectors and occupations: The setting of occupational standards
ensures that a certain level of competences for the different occupations is respected. This is an
aspect of quality assurance within the sector;
To facilitate the validation of informal and non-formal learning: Validation of informal and
non-formal learning needs to be carried out against some form of standard. Occupational
standards allow this comparative assessment to be done;
To allow government to stock-take skills capacity at a national level: As the opportunities for
certification of occupations gains momentum, and more and more workers put themselves
forward to validate their learning, the easier it will be for governments to map the skills and
competences of the workforce at a national level.
To promote mobility of workers within the labour market and beyond: The existence of
occupational standards allow workers to have a reference which employers from other countries
can consult to understand what competences potential candidates have to offer.
83. Define the following terms
a) Scheme of work
A scheme is a summarized forecast of work, which the teacher considers adequate for his class to
cover within a given period from the topics set in the syllabus.
It is prepared for every class within a level.
b) Lesson plan
This is a guide of how the content of the lesson notes will be delivered to the learners.
c) Syllabus topic
This is a major division or section of the subject’s syllabus content large enough to be covered in
several weeks.
A topic should appear on every page of a scheme of work.
Each new topic should begin on a new page.
For example in HOME SCIENCE the syllabus topic may be GOOD GROOMING.
d) Curriculum
Kerr ( 1968) says that curriculum as learning which is planned and guided by the school, whether
carried out in groups or individually, inside or outside the school;
Oluoch (1982) ‘all that which is planned to enable students to develop the desired knowledge
skills and attitudes’.
Shiundu and Omulando (1992) define curriculum as class and out of class activities carried out
under the aegis of a school in response to societal demands’
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Bishop (1985) defines curriculum as the sum total of all experiences a pupil undergoes within or
without the school’.
e) Syllabus (10mks)
A syllabus is a broad sketch or outline of what is envisaged to be covered within a given level of
learning for a certain period of time.
It is usually developed for a particular level and is a blue print that indicates the theme, sequence
and depth of the content or materials to be covered and for how long.
84. Explain five factors to consider before scheming (10mks)
The syllabus: this has been structured and prepared in line with the national goals and principles
in mind and spells out the general objectives to be achieved after careful completion of the
syllabus.
The fraction of the syllabus the scheme of work will cover: is the scheme of work prepared for a
week, a term or a year?
The order of the different topics/subtopics from the syllabus into the scheme of work.
The term calendar and school interruptions e.g. public holidays, examination dates, games, etc.
Resource materials available which includes reference materials and teaching aids.
The nature of examinations for the level being schemed.
Experience from previous years: the existing schemes of work within the institution.
Syllabus content of related subjects.
Learners’ abilities, interests and entry behavior.
85. Describe the five conditions which must prevail in order for teaching to take place (10mks)
1. Prior to presenting the lesson it is important for the teacher to “think through,” or visualize how
the lesson will be taught. This is done through lesson planning.
2. He/or she can then anticipate learning difficulties and decide how to overcome them.
3. The lesson plan helps in the organization of tools, materials and aids necessary for effective
teaching and learning.
4. The lesson plan gives the instructor confidence while teaching and helps to:
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- The teacher is able to select suitable learning experiences and materials for the lesson in
advance.
- Stating what the learner should be able to do after instruction makes it easier to decide whether
or not the programme for instruction has been successfully planned.
- With clearly specified objectives, it is easy for the teacher to achieve them and suggest a means
of evaluation or assessment.
- When learners are told in advance what is expected of them before instruction begins, this
information serves three useful functions;
(a) Helps students organize their thinking for new learning.
(b) Helps them to channel their effort to relevant activities.
(c) Help them to know what is expected of them.
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- Behavioral objectives enable the teacher to communicate his teaching intention to himself. This
awareness leads to purpose in teaching and learning. The teacher puts more effort so that most
learners in his class achieve objectives set.
- Objectives help the teacher to structure the content of the lesson. Objectives being precise in
nature and logically sequenced, the structure of material of the lesson follows the same pattern.
This presentation makes is easy for the presentation of the teacher and for the learning.
- Objectives enable the teacher to determine present level of mastering for prescribed objectives
for a time.
89. Explain five reasons why it is important for teacher to have a lesson plan (10mks)
1. Prior to presenting the lesson it is important for the teacher to “think through,” or visualize how
the lesson will be taught. This is done through lesson planning.
2. He/or she can then anticipate learning difficulties and decide how to overcome them.
3. The lesson plan helps in the organization of tools, materials and aids necessary for effective
teaching and learning.
4. The lesson plan gives the instructor confidence while teaching and helps to:
Provide needed motivation
Give proper emphasis where/when it is needed
Ensure that all essential information is included.
Provide for the use of instructional aids
Insert questions at the proper time
Stay on schedule.
90. Using the lesson plan format, prepare a lesson plan in your area of specialisation. Assume
you have a 40 minutes lesson and a class of 45 students (10mks)
91. Explain two appropriate conditions for using each of the following methods of teaching
a) Questioning
At the start of a lesson to create interest and curiosity.
In the development of a thought on a concept.
When demonstrating a skill (i.e.) how do we insert a zip? Show them the method.
When summarizing a lesson.
b) Discussion
The need to generate discussion or debate about a research topic that requires collective views
and the meanings that lie behind those views
c) Lecture
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92. Explain five ways through which a teacher can make the lecture method effective (10mks)
The amount of verbal information can be effectively squeezed into a specified amount of time.
Ability of listeners to absorb aural information. Hence, the lecture should be structured so that the
major items appear at intervals of 15 to 20 minutes.
The rest of the time should be taken up by examples, proofs and anecdotes that support the major
points.
93. Explain the two types of motivation (4mks)
1. Extrinsic/external motivation;
These are forces that exist outside the learner and tend to drive him to a given course of action.
They are physical circumstances and the desire of others i.e. rewards, praises, rebukes and parental
ambitious. An externally motivated person lives on fate i.e. believes in luck (good/bad). He easily
looks for ways of justifying his failure.
2. Intrinsic/internal motivation;
This is aroused by an inner urge, drive or motive. These are forces that originate from within the
individual to impel (force) him to seek a given goal. Such forces include attitudes, needs and
anxiety i.e. an interest in music and the fear of failing exams motivates certain behavior. For such
individuals, their main reward is their own satisfaction in the task.
94. Explain five ways of maintaining interest in a classroom when teaching (10mks)
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1. Focusing;
Failure to concentrate on a single aspect of a task is one of the characteristics of under/lo achievers.
To many of them, the learned things are viewed as trivial. To keep such learners to the right track,
the teacher uses motivation to get them to attend to classroom activities. This can be by cajoling or
coaxing, threatening, cracking jokes, or making the lesson interesting.
2. Stimulus variation;
Most students have short attention spans so a good teacher should vary the learning activities so that
the learners receive the stimuli that will keep them interested. Some behavior patterns that vary the
stimulus and keep learners attention are;
(a) Gestures;
Head, hand, body and eye movements are important in oral communication. Oral communication
alone does not convey meaning as effectively as it does when combined with gestures.
(c) Pauses;
When pauses are deliberately inserted into a presentation the following happens;
(xiii) The content is broken into more absorbable units.
(xiv) Learners often become more attentive as silence acts as anew stimulus.
(xv) Since the stimulus lucks structure, learners may strain for cues and direction.
(xvi) A distinct pause prepares learners for the teacher’s next statement.
(d) Shifting sensory channels.
When the teacher shifts from one communication mode to another, the learners also have to switch
their “primary receptors” which normally leads to a higher level of attention.
(e) Movement
Teacher’s movements require student visual and aural sensory adjustment, which in turn increases
the attention levels. But too much of it disrupts thinking.
3. Set induction;
The initial instructional move of the teacher should focus attention of learners on some familiar
experiences so as to provide a link between the familiar or known to the unfamiliar or new. This
encourages learners’ interest and involvement in the lesson.
4. Questioning
The teacher should employ various probing techniques when asking questions in order to get fuller
student responses, which in turn sustains attention and interest of the learners.
5. Reinforcement
A student’s response to a question calls for reinforcement whether the answer is correct or wrong.
Reinforcement, more so, positive reinforcement increases student participation.
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95. Describe six ways you would effectively manage your class during teaching (6mks)
Make learning interesting by;
- Varying approaches to teaching
- Presenting meaningful content
- Using of teaching Aids
Make use of reinforcement, as it strengthens responses or behavior.
It is better to promote good conduct than use punishment, censorship or blame
Avoid punishing a group if you know who did wrong
Avoid the use of sarcasm, and do not ridicule students
Acknowledge or appreciate the good deeds of your students
Work with students, not against them
Appreciate individual differences among students
Always try to establish the root cause of misconduct
Encourage participative learning
Provide corrective feedback
Develop a conducive learning environment
Know your stuff
Encourage positive self concept among learners
Set realistic goals and objectives
Prevent problems before they occur
Avoid confrontational behavior
Apply the principles of motivation, such as;
setting realistic goals
Observing equity and being impartial.
Considering needs of the learners.
96. Explain the view that teaching is an art and a science (4mks)
To the degree that teaching is a creative act, it might be said to be an artistic enterprise.
It is also true that painters or sculptors choose their tools and materials with intention,
just as a teacher might decide upon a range of methods in the classroom.
On the individual level teaching is a science also in that teachers are constantly
collecting data by observing their students in order to see if learning is taking place and
how they learn best.
Like scientists, teachers experiment with new techniques or strategies to see how they
work.
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Learning is Growth.
Learning is Adjustment.
Learning is Intelligent.
Learning is Active.
Learning is Purposeful.
Learning is Universal.
Learning is Change.
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Learning is transferable.
99. Explain five considerations a teacher should make before selecting a method to use for
instruction (10mks)
Learners
Subject matter
Lesson objectives
Time allotment
Teachers’ skills
School equipment and facilities
100. Explain the characteristics of the following broad classifications of teaching methods
a) Teacher centred methods (6mks)
Teacher serves as the centre of epistemological knowledge, directing the learning process and
controlling student’s access to information.
Students viewed as “empty” vessels and learning is viewed as an additive process.
Instruction is geared to the “average” student and everyone is forced to progress at the same rate.
b) Learner centred methods (4mks)
Backed by research that students are not empty vessels. They come with their own perceptual
frameworks
Students learn in different ways
Learning is an active dynamic process in which connections are constantly changing and their
structure is continually reformatted
Students construct their own meaning by talking, listening, writing, reading and reflecting on
content, ideas, issues and concerns
101. Explain five situations which may demand the use of each of the following methods
of instruction
a) Lecture method (10mks)
b) Demonstration method (10mks)
102. Discuss five factors to consider before scheming in any subject (20mks)
103. Explain five elements contained in each step of the body of a theory lesson plan
(10mks)
104. Explain five reasons for developing and using a lesson plan for instruction (10mks)
Helps the teacher clarify his/ her thinking about the contribution the Subject makes to the
educational goals.
Ensures that relevant instructional materials and procedures are considered.
Serves to make the teacher more resourceful in identifying the learners’ needs and interests so as
to provide the necessary motivation.
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Reduces trial and error in teaching through a better organization of curriculum materials.
Ensures use of more appropriate methods and greater economy of time.
Enables the teacher to win respect of learners.
Presents opportunities for continuous professional growth.
Aids the teacher recapture his enthusiasm
WRITTEN COMMUNICATION
1. Write a memo to the students and staff emphasizing the importance of observing the
government in protocols (10mks)
2. Writing instructions on one of the following:
a) How to write a research proposal as a trainee
b) How to conduct a lesson in your area of specialization (10mks)
3. Technical writing continues to be a highly coveted skill in the professional workplace.
Discuss the essence of technical writing using examples from your area of specialization
(20mks)
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1. Read the following passage and then answer the questions. (30 marks)
After staying a few days in my uncle’s house, I realized I was in great demand as an ‘educated’
town dweller in rural community. Every family wanted me to visit them. As a result, the invitations
and
evening parties succeeded each other endlessly. I was no longer my own master; more and more I
had
become my uncle’s property. He famed me out to the hosts in my absence. Every invitation was
accepted, and when I reappeared, he contended himself with informing me, very blantly, when out
next
visit was to be. I never once thought of protesting. You may well ask what the cause of this
astonishing
passivity was. I simply do not know the answer. All the same, I can’t help feeling that anyone,
confronted with a man as self-confident and mysterious as my uncle, would think twice about
asserting
themselves.
The morning after every visit, valuable presents would arrive at my uncle’s house and they were
nearly always the same kind of sheep. Soon, it was no longer possible to tether them at random
behind
the house and we constructed a sort of corral to park them in. I notice that my uncle would often
lean
out of his workshop window and gaze at these animals with obvious affection.
As the size of the flock increased, so did his marks of respect and friendship towards me. He
now went as far as talking at great length to me, even laughing in my company! I found this
behaviour
extremely flattering. My own father have never treated me as a friend, but rather as a kind of small
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dog which you must avoid beating too often if you want to get the best out of it. In my uncle’s
company, on the other hand, I felt very much like a grown up man, despite this habit he had of
pushing
me around from party to party. In fact, the realization of my importance and uniqueness now
began to
colour my outlook more deeply. I become dangerously full of myself. I was, in short, developing a
swelled head.
One morning,, for want of something better to do, I went down to the workshop to watch my
uncle work. Cabinet making is a craft that exercises no particular fascination over me. On the other
hand, it involves certain gestures and repetitive actions which I find very satisfying and which I
never
tire of watching. My uncle greeted me as I can in, though I forget the exact cheerful phrase he used.
Then he paused for a longish interval, as though to separate this interchange of courtesies form the
“My boy, ‘” he said at length, still planning away at a long board while he talked.
“Blood, uncle”
“Yes blood”
He lifted his plane from the wood and looking directly at me, his expression a queer mixture of
irony and curiosity. It was the kind of expression that may often be observed on the face of a
bloodyminded examiner who has just asked a candidate a really fiendish question hoping that the
candidate
“Of course I know what blood is, uncle……It is not a difficult thing to define.
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He interrupted me with a loud bark of laughter, after which he shook his head a little and
returned to his planning. I was left open-mouthed with astonishment. His strokes with the plane
were
now long, slow and sure; it almost seemed as though he used the strokes in the way because he
knew I
admired it so. He was stripped to the waist, and all his muscles seemed to form part of a single
unified
mechanism, directing energy from its source in his body to the trips of the fingers which held the
plane.
a) In what ways had the narrator become his uncle’s property? (2 marks)
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b) How did the narrator’s uncle benefit from the visits? (2 marks)
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d) What does the narrator reveal about his relationship with his father? (3 marks)
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e) In about 50 words, describe the character of the uncle as revealed by the narrator.
(10 marks)
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f) What do you think the uncle might be referring to when he talks of “blood”?
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(2 marks)
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g) State the narrator’s attitude towards his uncle’s ability as a carpenter. (3 marks)
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h) Explain the meaning of the following words and phrases as used in the passage.
(5 marks)
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ii) Corral
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v) fascination ……………………………………………………………………………………
a) attend …………………………………………………………………………………..
b) grow ……………………………………………………………………………………
c) submit …………………………………………………………………………………..
d) navigate …………………………………………………………………………………..
e) convey ……………………………………………………………………………………
f) receive …………………………………………………………………………………..
3. Complete each of the following sentences with the correct form of the word in brackets ( 7 marks)
problems.
d. Joshua informed his friend that he was not good ………………… cooking.
e. She was blue ……………….. cold and flu by the time we arrived t home.
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5. Fill the gaps with the most suitable form of verb from the one given in brackets ( 7 marks)
b. Unemployment ………………………….. (drop) every year until 2013 and then it started to rise.
c. It has been so cold that we………………………………………. (stay) in the house all day.
d .I never ………………… …………………..( see) any one play so well in my whole life.
f. This …………………………………………… ( be) his home for twenty years and he does not
g. We …………………………………… ( reside) at a small hotel near the lake for a week now.
c.The boss said there would be trouble if the problem arose again.
………………………………………
7. Rewrite the following sentences according to the instructions given after each. Do not change the
meaning. ( 10 marks )
a. The road has been graded up to the shops. It will become impassable soon. ( use ‘ although’ )
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b. The driver who caused the accident was sleepy. The driver was tired. ( join using
‘either………or’ )
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c. The members had just entered the hall when deafening gun shots were heard. ( Begin with
Scarcely…………………)
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d. The is bag very heavy, Mutai cannot lift it. ( join using so …that)
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e. The board members held a disciplinary meeting. They inspected the newly completed building
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f. Did you find the students in class? The students were waiting to sit for an examination. ( Join
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g. If you do not do thorough revision, you will not do well in the forthcoming examinations.
(Begin: Unless…)
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…
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………………………………………………………………………………………………………
( Begin: Playing...)
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i. He was cautioned by his friend. He continued visiting the illegal drinking dens. .( Begin: In spite
of ….)
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j. Innocent people should not be molested while going about their businesses. (Begin: No one….)
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a. On arrival at the airport he found his excellency kaguta museveni the president of uganda.
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c. We shall stop at red heron shopping mall for we need salt sugar cooking oil and rice.
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d. kitengela rongai kiserian and isinya are the fastest growing towns in kajiado county
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…………………………………………………………………………………………
e. Mary took biology as an examination subject and ignored chemistry despite being advised by
professor ngugi
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a. My mother was busy working obliviuos of the hot sun which was burning her face.
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back home.
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d. The police had arrested the thief when the guests arrived.
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b. Martin said, ‘I don’t like this party that is being advertising with so much enthusiasm.’
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……………………………………………………………………………………………………
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c. Salim asked, ‘Where is my bag? I need to search for the lost ring.’
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g. ‘Where are you going in such a hurry?’ the policeman asked the woman.
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e. ‘I will be working late tonight,’ Suma said to her mother. ‘Expect me at midnight.’
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PHYSICAL EDUCATION
Football
Basketball
1. A player is allowed to dribble the ball while seated- true or false (3mks)
2. A player is fouled while shooting the shot is successful and the referee Awards a score and a free
throw- true or false (3mks)
3. A player short enters the ring but the time keeper signals time is up. The referee allows the shot.
True or false (3mks)
4. On the space below, Marcus standard soccer pitch showing all measurements and label the
markings (21mks)
5. On the space provided below Mark a standard basketball field show all measurements and label
the markings (19mks)
6. In an international Basketball competition, extra time of 5 minutes is added to break a tie- true
or false (3mks)
7. What is a double court violation? (3mks)
8. Which time rule applies in the restricted area (3mks)
9. How many points is a field basket (3mks)
Combined
10. Which jersey number should your institution buy for (4mks)
a) Soccer team
b) Basketball team (4mk)
11. Which food group should you include in your soccer and basketball team menus (4mks)
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12. Your soccer team has qualified to represent the country in the world youth championships in
Jamaica. Prepare
a) International travel checklist (4mks)
b) Subsistence checklist (4mks)
VOLLEY BALL
1. Which positions is a liberal player not allowed to play?
a) Position 1
b) Position 5
c) Position 2
d) Position 6
2. Which of the following is not true?
a) When a team gains a service it must rotate
b) When a team gains a score the opponent tem must rotate
c) When a team gains a score the scorer records the score
d) When a team gains a service from its own service from its own service the server continues to
serve.
3. Which of the following scores signify the end of a se?
a) 23-25
b) 23-24
c) 15-16
d) 16-17
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Write your response to the questions inside the box provided on the right.
METHODS OF TEACHING
10. Direct method of teaching is employed when introducing a topic. True/False
11. A bad weather PE lesson can be both theory and practical. True/False
12. Improvisation is used as part of innovation in sports. True/False
13. At stage 5 of practical PE lesson, evaluation is done. True/False
14. Agility activities are best done at stage 3. True/False
15. At stage 5 of the practical PE lesson, a sick student should be allowed to go and rest. True/False
16. The combined method of teaching is appropriate at stage 4 of the practical PE lesson. True/False
17. Leadership skills are best evaluated at stage 4 and 5 of the practical PE lesson. True/False
18. The lesson title is demonstrated at stage 2. True/False
19. A theory scheme of work can be used for a practical lesson. True/False
SECTION B: COMPULSORY
You are teaching a practical PE lesson to a form 2 class. Use the following information to prepare:
20. A practical scheme of work. (10 mks)
21. Practical lesson plan (20 mks)
22. A theory lesson plan (15 mks)
The Information
Number of students: 40
Term 2
Lesson duration: 40 minutes
Week 2
Sub-topic: Volley ball
Skill: The dig
NB: Ignore the administrative details of the scheme of work and lesson plan in your preparation.
23. Differentiate between key points and teaching points. (5 mks)
24. State 5(five) salient features of step 3(three) of a particle PE lesson. (10 mks)
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