SE-Curriculum and Pedagogy

How Does Notational Competence Affect Student Understanding and Performance in Mathematics?

2020-07-07T09:14:45Z

How Does Notational Competence Affect Student Understanding and Performance in Mathematics? Geteregechi, Joash Mochogi; Miheso-O’connor, Marguerite; Ondigi, Samson R. This language makes use of notations and symbols in unique ways that require thorough understanding by those studying it. This study was designed to measure how student mastery of the notations relates to their performance in mathematics. The study used a correlational study design where competence in notations was correlated with performance. Competence in notations and performance in mathematics were measured using tests designed to measure the two. The findings indicate that student mastery of notations highly correlates with their performance in the subject thus recommending that they should be taken more seriously by teachers and authors of mathematics textbooks. Proceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015

Effects of Mathematical Vocabulary Instruction on Students’ Achievement in Mathematics in Secondary Schools of Murang’a County, Kenya

2020-07-07T08:53:25Z

Effects of Mathematical Vocabulary Instruction on Students’ Achievement in Mathematics in Secondary Schools of Murang’a County, Kenya Wanjiru, Benson N.; Miheso-O’connor, Marguerite; Ndethiu, Sophia This article is based on a study whose main objective was to determine the effects of mathematical vocabulary instruction on students’ achievement in Mathematics in Secondary schools in Murang’a County, Kenya. The study was a non-equivalent control group pretestposttest quasi-experimental design and was conducted in the two purposively selected secondary schools in Kahuro District in Murang’a County, Kenya. Both the experimental and the control groups consisted of fifty-four (54) students from each school. The experimental groups were exposed to mathematical vocabulary instruction using the Graphical Organizer based on the Frayer Model with ICT integration instructional approach for ten (10) weeks. The control group was taught mathematical vocabulary by the definition-only method for the same period. Data were analysed using one-way ANOVA, independent t-test and paired t-test. The findings indicated that there is a statistically significant mean difference in the students’ performance in Mathematics for the group taught Mathematics vocabulary using the Frayer Model and those taught Mathematics using the definition-only method. Proceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015

Effects of Concept Mapping Based Instruction on Students’ Achievement in Physics in Secondary Schools, Kenya

2020-07-07T08:45:57Z

Effects of Concept Mapping Based Instruction on Students’ Achievement in Physics in Secondary Schools, Kenya Wasonga, Vincent O.; Twoli, Nicholas W.; Waweru, Gichuhi Candidates’ responses to a large extent show partial concept development (KNEC, 2006). The purpose of this quasi-experimental study using pre-test and post-test with control and experimental groups was to determine if combining instructional concept mapping (ICM) and conventional instructional techniques (CIT) would improve students’ achievement in physics. Validated instruments were used to gather data on students learning achievements in physics, role of physics teacher and student, and challenges encountered in ICM and CIT lessons. Analysis of data was done using both descriptive and inferential statistics. It was found that students in the concept mapping group were more participative in class and obtained a statistically significant higher mean gain on the physics test compared to the non-concept mapping class, with p < 0.05. It was concluded that generating instructional concept maps is an effective teaching and learning tool for developing physics concepts. Proceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015

Relationship between Psychological Determinants and Students’ Performance in Kenya Certificate of Secondary Education in Mombasa County, Kenya

2020-07-04T07:34:15Z

Relationship between Psychological Determinants and Students’ Performance in Kenya Certificate of Secondary Education in Mombasa County, Kenya Madiha, Salim Khamis Psychological determinants refer to thoughts, feelings and other cognitive characteristics that affect behaviour. These determinants indicate how learners perceive, interact and respond to the learning environment. The Kenya Certificate of Secondary Education (KCSE) performance plays an important role in determining the educational trajectories of students. Those who excel are able to join institutions of higher learning and become valuable human resource who are able to ignite economic and social development in Kenya. The declining level of KCSE performance in Mombasa County is a cause for concern among education stakeholders; the study therefore seeks to address this concern by finding out if there is a relationship between psychological determinants and students KCSE performance in Mombasa County, Kenya. The study was guided by the following objectives; find out the relationship between selfesteem and KCSE performance, find out the relationship between educational aspiration and KCSE performance, and find out the relationship between attitude towards education and KCSE performance in Mombasa County, Kenya.The study adopted correlation research design and exploratory research design. It was conducted in Mombasa in all the six sub counties namely Mvita, Kisauni, Nyali, Jomvu, Changamwe and Likoni. The target population had 8648 form four students in 126 secondary schools, 126 academic Masters and Mistresses and six sub county Directors of education. Purposive sampling was used to select 864 students 21 academic Masters/Mistresses and six sub county Directors of Education. Stratified and simple random sampling techniques were used to divide the student population to private and public. The two categories were further stratified to sub groups that included; boys’ day schools, girls’ day schools, boys’ boarding schools, girls’ boarding schools, mixed day schools and mixed boarding schools. Validity of the instruments was ascertained by ensuring that the instruments used in the study were in line with the study objectives. Reliability was verified by using test-retest method and was confirmed to be 0.794.Instruments for data collection comprised of students' questionnaires, KCSE examination score sheets, semi structured interviews for the academic Masters/Mistresses and for the sub county Directors of education. Data was analysed using both descriptive and inferential statistics. Quantitative data was analysed with aid of Statistical Package for Social Sciences Version 20 and qualitative data applied thematic analysis. Data was described using means, frequencies and percentages while all the hypotheses were tested at 0.05 level of significance using Pearson Moment Correlation Coefficient. The results showed a positive and significant relationship between students’ self-esteem and KCSE performance (r=0.387, N=864. p<0.001).Results from correlation analysis on the relationship between educational aspiration and KCSE performance (r=0.404, N=864. p<0.001) illustrates a positive and significant relationship between educational aspiration and students KCSE performance. Correlation analysis illustrates a positive and significant relationship between attitude towards education (r=0.359, N=864. p<0.001) and students performance in KCSE.Recommendations includes school counselling interventions to improve performance, promotion of formative learning and nurturing students attitude in order that they can excel in school. A PhD Thesis submitted to Maasai Mara University