RP- Department of Curriculum Instruction and Educational MediaResearch publicationshttp://ir-library.kabianga.ac.ke/handle/123456789/1382024-03-28T19:17:20Z2024-03-28T19:17:20ZBachelor of Education Students’ Perceptions on the Impact of Micro-teaching on their Teaching Practice PerformanceKeter, John K.Wabuke, Joy M.http://ir-library.kabianga.ac.ke/handle/123456789/7402024-02-05T08:26:17Z2023-12-20T00:00:00ZBachelor of Education Students’ Perceptions on the Impact of Micro-teaching on their Teaching Practice Performance
Keter, John K.; Wabuke, Joy M.
This study examined Bachelor of Education students’ perceptions on the impact of Micro-teaching (MT) on
their Teaching Practice (TP) performance in University of Kabianga, Kenya. Descriptive Survey research
design was adopted in the study to collect data from a population comprising of 460 fourth year students in
the 2020/2021 academic year in the School of Education, Arts and Social Sciences. A structured 16-item
electronic questionnaire was designed by the researcher using google forms referred to as Impact of Microteaching on Teaching Practice Performance Questionnaire (IMTTPPQ) was used in data collection.
Cronbach Alpha formula was used to obtain the co-efficient index of reliability of data collection instrument
which yielded 0.82. Four research questions were raised to guide the study and two corresponding null
hypotheses were formulated and tested at 0.05 level of significance. The electronic Questionnaire was
shared via social media platforms and a total of 106 voluntary responses were received from the target
population. The four research questions were analyzed using frequency distribution table, mean and
standard deviation while t-test was used to compare means between the two groups and guide in making
decisions on hypotheses testing. The two hypotheses of the study were accepted. The findings of the study
revealed that Micro-teaching prepared the trainee teachers adequately for Teaching Practice and also
motivated them in their teaching profession. Based on these findings, it was recommended that adequate
attention should be given to the way Micro-teaching should be carried out in Schools of Education. More
time should be allocated for Micro-teaching to enable trainee teachers to acquire required competencies to
an acceptable level. During Micro-teaching any deficiencies observed during teaching should be corrected
and students encouraged to re-plan and re-teach with an aim of acquiring required competencies before they
are exposed to Teaching Practice.
Article Research on Bachelor of Education Students’ Perceptions on the Impact of
Micro-teaching on their Teaching Practice Performance
2023-12-20T00:00:00ZCreativity Level in Chemistry Education by Gender Among Secondary School Students in KenyaKamonjo, FlorenceWachanga, Samuelhttp://ir-library.kabianga.ac.ke/handle/123456789/7052023-09-09T07:48:34Z2019-01-01T00:00:00ZCreativity Level in Chemistry Education by Gender Among Secondary School Students in Kenya
Kamonjo, Florence; Wachanga, Samuel
Education is the most critical ingredient in a country’s development process in the social, economic and political
realms. Kenya in its vision 2030 hopes to be transformed into a newly industrialised, middle-income country
providing a high quality of life to all its citizens in a clean and secure environment by the year 2030.To realise
this vision, the country needs to develop through its education system, manpower that is trained to think
creatively. The role of Chemistry in the development of the scientific base of a country cannot be over
emphasized and Kenya is no exception. Kenya’s secondary school Chemistry, Physics and Biology syllabi
recommend the acquisition of creative skills by students. Few studies have been carried out in Kenya with regard
to scientific creativity in secondary schools. Studies in Physics and Biology have shown that the level of scientific
creativity is low and is influenced by such factors as gender and knowledge. It is not clear whether the low levels
on scientific creativity found in Biology and Physics also apply to Chemistry hence there is need to determine
the level of scientific creativity in Chemistry and factors influencing the level. Therefore, the purpose of this
study was to determine the level of scientific creativity in Chemistry education in Kenya. The study went ahead
to find out whether there are gender differences in scientific creativity in chemistry as a whole and in the different
aspects of scientific creativity namely; sensitivity to a problem, flexibility, recognition of relationships and
planning for investigation. The study involved ex-post facto research with causal-comparative and correlational
designs. The population of the study was all Form Three students in National Secondary Schools in Nairobi and
Kiambu Counties and all Form Three students in District Secondary Schools in Muranga and Kajiado Counties
in Kenya. A sample of 16 schools (4 Boys’ and 4 Girls’ National schools and 4 Boys’ and 4 Girls’ District
schools) were involved in this study. National schools were selected through random sampling, while the County
schools selection were through purposive random sampling. Participating Form Three stream (class) in the
schools were selected through stratified random sampling. A total of 672 students, (275 boys and 397 girls) were
involved in the study. Data were collected using the Chemistry Scientific Creativity Test (CSCT) instrument.
Quantitative data from CSCQ was analysed using t-test. Chi-square was used to test for the relation between the
two variables; gender and scientific creativity in Chemistry. Tests of significance were done at 0.05 alpha level.
The findings of this study indicated that the level of scientific creativity in chemistry education is low. The
findings further indicated that the level of scientific creativity in Chemistry was not gender dependent.
Article Journal on Creativity Level in Chemistry Education by Gender Among
Secondary School Students in Kenya
2019-01-01T00:00:00ZEmpowering Women through TVET Training In Male Dominated Trades: A Project Supported By Canadian Embassy at Nakuru Training Institute, KenyaKamonjo, FlorenceWamuga, Josephhttp://ir-library.kabianga.ac.ke/handle/123456789/7032023-09-08T09:01:42Z2022-01-01T00:00:00ZEmpowering Women through TVET Training In Male Dominated Trades: A Project Supported By Canadian Embassy at Nakuru Training Institute, Kenya
Kamonjo, Florence; Wamuga, Joseph
Globally a wide gender gap has persisted over the years at all levels of Science, Technology, Engineering and
Math (STEM) disciplines. Girls and women are systematically tracked away from science and math throughout
their education, limiting their access, preparation and opportunities to go into these fields as adults. Women make
up only 28% of the workforce in STEM. Men vastly outnumber women majoring in most STEM fields in college
and in the market place. There is still a gross underrepresentation of women in the STEM fields in Sub-Saharan
Africa (SSA) where the share of females graduating from tertiary education engineering fields is below 30%. The
under-representation is a concern both for gender equality and economic competitiveness.
This study was based on Instructional Theory for Skills Development. It applied descriptive survey method. The
study sample was 76 TVET female students, 36 for pre-training survey and 40 for post training survey. A gender
based survey on the issues affecting women in the society, their employability and if young women would enroll
in male dominated course given an opportunity was done. The project trained 40 women in technical skills for
employability in two male dominated careers; electrical wireman and plumbing and pipe fittings. The 40 women
were linked to industries for job related experience and were further registered for examination by National
Industrial Training Authority (NITA) in Kenya. They recorded 100% pass rate and were certificated. 80% of the
young women and girls are gainfully employed while 20% are pursuing further training. The study found out that
young women are willing and are capable of training in skills in male dominated TVET sectors.
Article Journal on Empowering Women through TVET Training In Male Dominated Trades
2022-01-01T00:00:00ZUniversity Students’ Preferences, Perception and Challenges Of Online Learning. A Case of University Of Kabianga, KenyaKamonjo, W. FlorenceNgatia, Davidhttp://ir-library.kabianga.ac.ke/handle/123456789/7022023-09-08T07:28:39Z2023-01-01T00:00:00ZUniversity Students’ Preferences, Perception and Challenges Of Online Learning. A Case of University Of Kabianga, Kenya
Kamonjo, W. Florence; Ngatia, David
An online class is a system where students can learn, discuss issues with fellow students, clarify doubts with teachers,
share material and assess academic progress through the help of computer and internet-oriented technologies. Online
learning (OL) had been ignored in many parts of developing countries due to challenges such as lack of access and
affordability of Information Communication Technology (ICT). Since the breakout of COVID – 19 pandemic in 2020,
lockdowns became a challenging situation for everyone and in every sector of the economy, education included. As a
result online classes are gaining so much importance all over the world, and has shifted the thought of educators that
“Online class is Optional” to “Online class is necessary”. This study looked at students’ preferences, perception and
challenges during newly introduced OL at University of Kabianga (UoK). The study is anchored on Connectivism
Theory of Learning. Descriptive quantitative and qualitative research design was used and was conducted through an
online survey. Study population was 600 2nd year student at UOK, who were taking OL for their first time due to
COVID-19 pandemic. Sample size was 240 2nd year students randomly selected. Data was analyzed using descriptive
and inferential statistics. Findings indicate that learners preferred smart phones as their learning device, and blended
OL. Learners have positive perception towards OL despite citing a number of challenges experienced during OL, such
as lack of digital devices, poor and unreliable internet, and power connectivity, unconducive OL environment at
campus and lack of digital skills needed for OL.
Article Research on University Students’ Preferences, Perception and Challenges Of Online Learning
2023-01-01T00:00:00Z