https://kerd.ku.ac.ke/handle/123456789/124 2026-08-10T05:19:04Z https://kerd.ku.ac.ke/handle/123456789/1706 Outcomes of First Year Secondary Students in a Computer‐Augmented Physics Program on Measurement Kibossa, Joel K.; Ogunniyi, Meshach B. Measurement is a foundational topic in secondary school physics that must be taught to all secondary education students in Kenya. The secondary level offers education for students who are aged between 12- and 18-years-old. Physics teachers in the Rift Valley province identified the topic of measurement as an area that is difficult to teach through traditional methods. This study explored the effectiveness of a computer-augmented physics (CAP) program on teaching the topic of measurement to first year secondary students. A total of 118 secondary education students (65 males and 53 females) participated in the study. They were randomly selected and randomly assigned to three similar classrooms situated in three schools easily accessible by the Njoro-Menengai and Nakuru-Marigat roads better and served as the treatment and control groups. Except for the treatment group, all groups received the same course content for a period of six weeks. The findings of the study affirmed the impact of innovation on the students’ learning outcomes in that the mean gains of the participants in the CAP treatment were significantly higher than that of their counterparts in the regular program. Also, the results indicated that the mean differences between the experimental group and the control group were statistically significant in favour of the treatment group. The findings also showed no relationship between the participants’ gender and their learning outcomes. The study concludes that the use of the computer to augment conventional physics teaching has major implications for secondary physics in this area A research article in Learning, Media and Technology 2005-10-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1705 Influence of Teacher Accessibility and Attitude towards Integration of Computers in Mathematics Instruction in Secondary Schools in Kenya Sulungai, Metrine Wambani The widespread use of computers in schools renders accessibility and preparedness in these technologies necessary. It is critical to understand whether mathematics teachers are accessible to computers and have the necessary attitudes regarding computer integration into their classrooms. The purpose of the study was to establish the influence of teacher accessibility and attitude towards integration of computers in mathematics instruction in secondary schools in Kenya. A descriptive survey design was adopted for this study. 147 mathematics teachers in 25 public secondary schools of Kakamega South were selected through purposive, stratified and simple random procedures. The instruments for data collection were the questionnaire and interview schedule. Reliability of the data collection instruments was determined by split –half method. The data collected was analyzed using descriptive statistics. The findings had implications on integration of computers in secondary school mathematics. A research article in International Journal of Research and Innovation in Social Science (IJRISS) 2017-03-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1704 Principal’s Computer Application Skills as a Determinant of Computer Use in Administration of Public Secondary Schools in Kiambu County, Kenya Njathi, Samuel N.; Ngaruiya, Boniface; Maithya, Paul Purpose: The purpose of this study was to establish the relationship that existed between principals‟ computer application skills and computer use in administration of public secondary schools in Kiambu County. Computer use in schools administration is a contemporary issue in the improvement of quality leadership in schools. The study was triggered by the need for effective leadership in schools which would lead to improved academic performance in Kiambu County. Methodology: The study adopted descriptive survey research design. The target population for this study was all the 307 principals of public secondary schools in Kiambu County. The study sample comprised of 205 principals which translated to 67% of the target population. Simple random and purposive sampling techniques were used in the selection of the respondents. A questionnaire was used for data collection. Relationship between the two variables under study was established by use of spearman rho. Pearson‟s Chi- square test of independence with the help of Statistical Package for Social Sciences (SPSS) was used to test the null hypotheses. Findings: The study found out that principals‟ possession of computer skills influenced the use of coUnique contribution to the theory, practice and policy: The study recommended provision of computer skill courses relevant to administration work, and ICT technical support to advise school principals on usage and maintenance of computers and review of both teacher preparation and staff development programs to ensure that universities and Teacher Training Colleges provide pre-service and in-service training programs to enable school principals to successfully use computers carrying out administrative tasks. The study further recommended that the government should develop a policy framework for training all educators/education officers on computers and ICT applications in Schools. A research article in Journal of Education and Practice 2018-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1641 Effect of Gender on Motivation in Chemistry Lessons when Students are Taught Through Computer Based Cooperative Mastery Learning (CBCML) in Bomet County, Kenya Keter, John K.; Wachanga, S.W.; Anditi, Z.O Chemistry occupies a central position among science subjects in the secondary school curriculum. However, the academic performance of Kenyan students in the subject in secondary schools has remained below average over the years. The fundamental challenge facing the teaching of chemistry is how to enhance students’ motivation in the subject. Although Computer Based Cooperative Mastery Learning (CBCML) may help in enhancing students’ motivation to learn chemistry, its effects have not been determined in Bomet County. This was the focus of the study. Solomon Four Non-equivalent Control Group Design was used. The study sample comprised of 238 form three students from four schools purposively chosen from 21 County co-educational secondary schools in the county. The study involved two Experimental Groups taught through CBCML and two Control Groups taught through the Conventional Teaching Methods (CTM) for six weeks. A Student Motivation Questionnaire (SMQ) was administered during the pre-test and post-test. The reliability coefficient of the instrument was 0.88, estimated using Cronbach’s Alpha Coefficient. Data analysis was carried out using descriptive as well as inferential statistics. The differences between the group means were checked for statistical significance using t-test. The findings of the study showed that the students exposed to CBCML had relatively higher scores in the SMQ than those taught through CTM. Thus, CBCML enhances students’ motivation more than CTM irrespective of gender. Therefore chemistry teachers should incorporate the use of CBCML in their teaching. A research article in Journal of Educational Policy and Entrepreneurial Research 2016-01-01T00:00:00Z