https://kerd.ku.ac.ke/handle/123456789/17 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/123456789/1694 Purpose and Structure of Tests in Secondary School Chemistry: The Teachers’ Response. Ituma, Monica G.; Twoli, Nicholas W. Much time and resources are invested in frequent testing of students at secondary school level. This is done with an understanding that testing brings improved learning and therefore better performance. This perceived link between testing and performance seems to be the driving force in the testing process. This is much so in the subjects which have traditionally been perceived as difficult and these include mathematics and sciences. This paper discusses some aspects of testing in secondary schools and particularly focuses on one of the science subject which is chemistry. The impetus to focus on chemistry is drawn from consistence posting of poor results at the end of the course in the national examinations. It was envisaged that some views from the teachers would reveal possible weaknesses and strengths that could be shared with other partners with the aim of bringing higher gains in the performance of chemistry and possibly other science subjects. The data discussed in this paper was generated from a survey study which was conducted among a cluster of teachers of secondary schools near Nairobi in Kenya. A total of thirty four (34) teachers from fifteen (15) schools were involved in the study which used mainly questionnaires, interviews and document analysis to collect data. The results indicate that teachers of chemistry take testing as an important process that can bring improvement in learning. Teachers also recognize that only quality tests and proper administration can bring desired effects. Frequency in testing stood out as a feature which emphasized the notion that ‘frequency in testing is proportional to improvement in learning’. Theory test papers were dominant and tested a range of content in the science domains. Chemistry teachers also recognized that skills are important and these were accommodated by practical tests especially in higher classes. Results from tests can be very important to a chemistry teacher or any other teacher in providing ‘feedback for improved instruction’. Results can also be used to compare with other subjects in the school, local schools in the same subjects and can also be used for prediction in the National Examinations. Despite government’s emphasis on improved performance in science, it has no firm guiding policy on test management in schools. Proceedings of the 2nd International Conference on Education Quality Education for Societal Transformation 2011-01-01T00:00:00Z