https://kerd.ku.ac.ke/handle/123456789/160 2026-08-02T05:16:17Z 2026-08-02T05:16:17Z Mwangi, Suleiman Twoli, Nicholas Maundu, John https://kerd.ku.ac.ke/handle/123456789/1697 2020-07-08T10:11:13Z 2011-01-01T00:00:00Z

Context-Based Primary Teacher Training Model: The Way Forward for Kenya. Mwangi, Suleiman; Twoli, Nicholas; Maundu, John Teacher quality is a continuing interest to most teacher education reform discourses in many countries. Armour and Booth (1999), Feiman-Nemser (2001) and Hoban (2005) argue that most teacher education graduates in many countries often feel inadequate in their preparation for classroom teaching. In Kenya, the Sessional paper No. 1 of 2005, the Kenya Education Sector Support Programme document of 2005-2010 and Wanzare (2002) cite low quality primary teacher education as a major impediment to education reforms. This is attributed to the traditional content-based pedagogical primary teacher education model that lacks adequate learner involvement, presents a fragmented view of learning and has little connection between theory and practice. This study sought to establish whether context-based learning through focus group discussions on teaching and classroom practice improves teachers’ teaching effectiveness and aimed at developing a suitable pre-service primary teacher education model for Kenya. A Quasi-Experimental research design in form of a pre-test/post-test longitudinal panel control group was used. It involved a stratified random sample of 80 first year pre-service teachers from Meru and Egoji colleges (40 for experimental and 40 for control groups). The experimental group was sub-divided into groups of ten of equal gender proportions that held discussions under the facilitation of the researcher once per week during teaching practice sessions. A classroom observation schedule, a focus group discussion schedule and a reflective diary were used to collect data. The findings obtained through the use of a t-test for independent means revealed that there were significant differences between the two groups on instructional systems planning, teacher-student interactions, students’ motivation and use of instructional resources except on teachers’ classroom management. Proceedings of the 2nd International Conference on Education Quality Education for Societal Transformation

2011-01-01T00:00:00Z Ruth C., Daniel C. Simam, Rotich Kemoni, Henry https://kerd.ku.ac.ke/handle/123456789/1448 2020-07-01T07:18:44Z 2012-01-01T00:00:00Z

Educational Publishing and Provision of Quality Primary School Textbooks in Kenya Ruth C., Daniel C.; Simam, Rotich; Kemoni, Henry The aim of the study was to establish the views of teachers and pupils on the quality of primary school textbooks within the Kesses Division, Uasin Gishu County in Kenya, and to make recommendations on issues that need to be addressed by stakeholders in the textbook publication industry. Forty four (44) public primary schools within the Kesses Division were sampled for the study. Questionnaires were used to collect data from subject teachers and a cross section of pupils. Also, interview schedules were used to collect data from Ministry of Education officers. The findings revealed that there was disjointed communication between the Kenyan Ministry of Education and textbook publishers and users. The study also established that the evaluation and vetting process of primary school textbooks was not transparent respect of the appointment of panel members. Important recommendations include: the establishment of feedback mechanisms by the Ministry of Education to enable response to complaints presented by textbook users, establishing open and transparent guidelines on the appointment of members to the evaluation panel and that vetting committee members and educational publishers be given adequate time to develop textbooks for primary schools. A research article in Inkanyiso:Journal of Humanities and Social Sciences

2012-01-01T00:00:00Z Jacinta, R.M. Rotich, K.S. https://kerd.ku.ac.ke/handle/123456789/1445 2020-07-01T07:02:10Z 2015-01-01T00:00:00Z

Impact of Early Childhood Education on Pupils’ Learning in Primary Schools in Kenya Jacinta, R.M.; Rotich, K.S. The research focused on the impact of Early Childhood Education (ECE) in the learning of pupils in primary schools in Kenya. The study employed descriptive survey design. The target population of the study was 616 teachers in the 32 public primary school in Starehe Division of Nairobi County. The sample comprised of 210 randomly selected primary school teachers. Data were gathered by use of questionnaire. Findings revealed that pupils who had gone through the ECE were able to acquire skills in basic counting, mathematics and speaking. Pupils who had not attended ECE classes had problems with grasping simple counting skills and simple language skills. They were not able to interact well with other pupils. The findings also revealed that pupils who had attended ECE classes were able to interact with the teachers better than those who had not attended ECE.Findings indicated that pupils who had attended the ECE classes had usually lower scores at the beginning in class one. Attending ECE classes enabled pupils become fluent in reading and in recognizing numbers in mathematics. The study concluded that ECE classes had prepared pupils to join primary school by enabling them learn some basic counting and speaking skills. The study recommended that parents should be sensitized on the need to take their children to the ECE centers before taking them to formal primary schools. A research article in Global Journal of Educational Studies

2015-01-01T00:00:00Z Simiyu, John Sambu, Lenah https://kerd.ku.ac.ke/handle/123456789/892 2020-07-09T06:39:12Z 2014-01-01T00:00:00Z

The Role of General Public in the Development of Technical and Vocational Education in Primary Schools in Eldoret Municipality, Kenya Simiyu, John; Sambu, Lenah The study sought to examine the role the general public play in the development of technical and vocational education in Primary schools. These subjects were: Home science, Art and Craft and Agriculture as offered in Primary schools in the urban and rural setting of Eldoret Municipality and the surrounding areas in Kenya A random sample of eight (8) schools was selected for the study. The respondents included eighty (80) standard eight (STD VIII) pupils, thirty-one (31) teachers and ten (10) parents of the pupils studying these subjects. From the study, a large proportion of the respondents, most of whom were made up of teacher-respondents, affirmed that the local communities were supposed to contribute to the provision of equipment and facilities in the development of technical and vocational education in Primary schools while some of them indicated that the communities were supposed to establish and manage the schools. As such, parents and the general public should be sensitized on the importance of technical and vocational component in the Primary school curriculum so that they can give it the support it deserves be it materially or morally in the task of national development. In addition, the government makes the technical and vocational subjects more attractive by providing adequate facilities and resources to Primary schools. The informal sector of the economy should be strongly supported so as to attract Primary school-leavers who achieve relevant practical skills. The study is useful to all education stakeholders as it highlights the need to incorporate socio-economic contextual factors in improving performance in technical and vocational subjects in individual schools A research article in International Journal of Humanities and Social Science

2014-01-01T00:00:00Z