https://kerd.ku.ac.ke/handle/123456789/11 2026-08-10T05:22:05Z https://kerd.ku.ac.ke/handle/123456789/1711 Conceptual Understanding of Science Process Skills and Gender Stereotyping: A Critical Component for Inquiry Teaching of Science in Kenya’s Primary Schools Mutisya, Sammy M.; Rotich, Stephen; Rotich, Paul K. This paper examined Kenya’s Strengthening of Mathematics and Science Education (SMASE) In-service Education Training (INSET) trainers’ conceptual understanding of basic science process skills (BSPS) and their gender based stereotypes regarding pupils’ ability in BSPS. Teachers Process Skills Questionnaire (TPSQ) was used to collect data from 187 trainers. Data analysis included tabulation of percentages and Chi-squire test of relationship. The findings of this study revealed that (i) SMASE trainers had very poor conceptual understanding of basic science process skills, (ii) SMASE trainers held gender based stereotypes about boys’ and girls’ ability in BSPS and (iii) there was a statistically significant relationship between the gender of the SMASE trainers and their gender stereotypes. The authors recommended that (i) SMASE trainers be inducted in science process skills and be subjected to a science process skill proficiency test before being recommended as INSET trainers, (ii) Primary Teacher Education for pre-service teachers to ensure trainees develops conceptual understanding of science process skills as outlined in the Kenya’s Primary Teacher Education Science Syllabus and (iii) awareness on gender issues in terms of instruction and assessment be created among primary school teacher and pre-service training of primary school teachers. An Article Published in Asian Journal of Social Sciences & Humanities 2013-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1703 Determinants of Digital Learning Implementation in Public Primary Schools: A Case of Nairobi County Schools Qamar, Hussein; Abayo, Robert; Mugambi, Hellen Digital learning has become a widely accepted learning module in recent years and has been linked with positive, cumulatively progressive gains in learning outcomes. This study sought to assess the Digital Learning Strategy Implementation in public primary schools in Nairobi County. Records in the County Education Office indicate that there are 196 public primary schools within Nairobi County that have implemented the digital learning strategy. Specifically the study sought to assess and determine the influence of digital content, digital infrastructure, security of ICT infrastructure and equipment and resource allocation on the digital learning implementation strategy. To achieve these objectives the study adopted a descriptive research design. The target population were the users of the digital learning system in these schools. Three users from each school were identified from the stakeholders who interact with the platform on a regular basis by the nature of their jobs. These were the ICT Teachers the Deputy Head Teacher and Head teachers. The data collection instrument of choice used to collect primary data was questionnaires. These were administered through a drop and pick methodology because of it was convenient for the respondents to complete at their pace. The data collected was analyzed using descriptive statistics, correlation and regression analysis. The results of the correlation analysis indicated that there was a weak correlation between the digital content and ICT infrastructure, but a stronger correlation between the was also done to establish the relationship between the implementation strategy as the dependent variable and digital content, ICT infrastructure, Security and Resources as the independent variables. Results of the study gave a strong positive correlation between the independent and dependent variables. The results of this study will be of immense benefit to the teachers, students and the government bodies charged with its implementation such as the ICT Authority. An article published in International Academic Journal of Human Resource and Business Administration 2019-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1702 Effect of Digital Learning Program on the Academic Performance in Public Primary Schools in Kenya Njambi, Edward Kariuki; Oluoch, Oluoch Computing was being introduced into the curriculum in Kenya. Teachers’ perspectives enabled us to discover what challenges they presented, and also the strategies teachers claimed to be using successfully in teaching the subject across primary education. The study described in this project report was carried out in Kenya, Kiambu County in 2017 where teachers were prepared for the mandatory inclusion of Computing into the curriculum An article published in International Journal of Social Sciences and Information Technology 2018-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1701 Teachers’ Attitude towards Uptake and Integration of Laptop Computers in Public Primary Schools: The Case of Digital Literacy Programme (DLP) in Homa Bay County, Kenya Ouma, Omito Kenya has joined many other countries in the world in embracing technology in teaching and learning. The Digital Literacy Programme (DLP) in Kenyan public primary schools forced the teachers to quickly change their teaching methodologies to accommodate the use of technology in teaching and learning. The purpose of the study was to assess the teachers’ attitude towards the adoption of DLP in selected public primary schools in Homa Bay County, Kenya. The study adopted a mixed research approach with a cross sectional survey design. A total of 6529 public primary school teachers in Homa Bay County were used as the population of the study. The sample size of 362 teachers was generated from the study population. The sample size was then stratified to capture all the six sub counties of Homa Bay based on the population of teachers in each and every sub county. Questionnaires and interview schedules were used to collect data. Subject area experts were used to validate the contents of the research instruments as the reliability index for the questionnaires stood at 0.96 based on the pilot study. Descriptive statistics such as tables, frequencies, average means and percentages were used to analyze the quantitative data from questionnaires. One Way ANOVA was also used to establish differences in teachers’ attitude and their work experience. Interviews were analyzed quantitatively by recording, transcribing, coding and then major themes reported. The research findings showed that teachers’ attitude was high and welcoming. The findings were based on teachers’ perception on usefulness of laptop computers which was found to be higher than the expected e-learning readiness levels (3.61> 3.41). The research also pointed out that teachers’ perception on ease of use of laptop computers was also high when compared to the expected e-learning readiness levels (3.81>3.41). The results also indicated that there were no statistical differences between teachers’ attitude and work experience. F observed was 1.117 while F critical was 2.02. It was concluded that primary school teachers were ready for the uptake and integration of DLP in Kenya An article published in AASCIT Journal of Education 2018-01-01T00:00:00Z