Assessment of Teacher Competence in Pedagogical Knowledge in the Implementation of Secondary School Curriculum in North Rift Region, Kenya (Published)
The purpose of this study was to investigate teachers’ competence in pedagogical knowledge in teaching in secondary schools in the north rift region of Kenya. The study used descriptive survey design and a mixed methods research. Simple random sampling and stratified sampling was used to select the sample. Data instruments were structured and unstructured questionnaires, observation schedule and semi-structured interviews. Data was analyzed using descriptive statistics. The findings of the study revealed that a majority of teachers did not use learner centred methods for example demonstration, enquiry and discussion. It was concluded that a significant number of teachers were not competent in pedagogical knowledge for the implementation of the secondary school curriculum. The study recommended revision of teacher education curriculum and the recruitment of more teachers to relieve on workload to enable them prepare effectively for the implementation of the secondary school curriculum
Keywords: Curriculum, Education, Kenya, Pedagogy, Teacher Competence
Examination of ICT Compliance and Utilization for Curriculum Delivery among Social Studies Teachers In Nigeria (Published)
Information and communication technology (ICT) has brought profound changes to almost all aspects of life, including educational practices. The role of ICT in the development of knowledge is widely recognized. This study investigated how teachers’ Compliance and Utilization of ICT impact on their curriculum delivery in Nigeria. Four research questions were raised and answered in this study. The study adopted survey design. The population of this study is 681 social studies teachers in 2015/2016 academic year, from where a total of 204 respondents were sampled. A 16-item instrument titled “ICT Compliance and Utilization Assessment Questionnaire” (ICUAQ) developed by the researcher and validated by experts in the Faculty of Education, University of Uyo was used for data collection with a reliability coefficient of 0.81, established through a correlation analysis. Data generated based on the research questions were analyzed with descriptive statistics using percentage. Findings revealed that social studies teachers show noncompliance attitudes towards ICT, measured in terms of acceptance of ICT training, and accessing ICT resources. The study revealed that teachers make less use of ICT in terms of frequency in the use of ICT in lesson preparations, teaching and learning. Based on the findings, the study concluded that objective of ICT in education in Nigeria has not been met, and that social studies teachers are yet to derive the benefits of ICT in curriculum delivery. Consequently, the study recommended that government and other stakeholders such as Parents Teachers Association (PTA) and Old Students should liaise with schools to determine the training needs of staff members and help them to organize appropriate training programmes.
Keywords: Curriculum, Education, ICT, Nigeria, Social Studies, Teacher, Training
CHASING INTERNATIONAL LANGUAGE: GENESIS OF LANGUAGE OF CURRICULUM IN KENYA (Published)
This paper draws attention to the cross-linguistic problems that have made minority languages lose their prominence and allow stronger languages to dominate in international linguistic space and in education. Schools and universities crave stronger languages for medium of instruction in the classroom in developing countries again dictates of science and technology have influenced the use of a stronger language for global use. The paper therefore investigates the states of early use of language (English) in Kenyan schools and its relationship with other vernacular languages in the country. It also identifies reasons why English became so prominent than other languages spoken in Kenya.
Keywords: Bootstrapping, Curriculum, Global Worlds, Language, Society, Syntactic-semantic Interface.
CLIMATE CHANGE IMPACTS: NEED FOR CURRICULUM REVIEW AT THE SECONDARY EDUCATION LEVEL IN NIGERIA (Published)
Climate change causes and impacts on the existence of man, animals, plants and their environment has become an issue of concern to various nations. This has led nations the world over including Nigeria to put some measures in place, as a way to proffer solution to this deadly problem. Areas of concern are climate change causes, climate change impacts and climate change mitigation. The paper concludes that the impacts of climate change are enormous and should be tackled properly. It recommends that climate change education should form part of school curriculum and be made compulsory for all students at all levels. And there should be various means of mass enlightenment by different groups including schools, communities, public and private sectors as to address this problem squarely.
Keywords: Climate Change, Curriculum, Secondary Education
ESSAY OR FORCED-CHOICE TESTS? FACTORS DETERMINING INSTRUCTORS’ PREFERENCES IN DESIGNING TESTS FOR CORE CURRICULUM REQUIREMENTS IN THE COLLEGE OF BASIC EDUCATION IN KUWAIT (Published)
This research aims at exploring the factors determining instructors’ preferences in designing tests for Core Curriculum required courses at the College of Basic Education in Kuwait. For this purpose, a sample of 120 instructors was randomly chosen from a population consisting of 500 instructors teaching the Core Curriculum Program in the CBE. The sample of instructors responded to a 21-statement questionnaire. Furthermore, a sample of 12 instructors, selected randomly from the population, was interviewed. The results of the study were based on the instructors’ response to a questionnaire and the interview related to two Core Curriculum required courses (Science Education and Kuwait and Development) which fairly represent the Core Curriculum Program at CBE. The study has shown that the main factors determining the choice of one test over the other are external to the processes and steps used in test design, like the class size and the amount of time consumed in designing and scoring the tests. Such factors were prioritized by instructors mainly because of special circumstances related to CBE’s admission policies of accepting a large number of students without strategically planning for proper teacher-student ratio. The study also showed that the tests were limited to the lower-order thinking skills, knowledge, comprehension and retrieval of information, a shortcoming attributed to the course designers who limited the learning objectives to the lower levels of thinking.
Keywords: Curriculum, Education, Higher Education, Testing, essay tests, forced-choice tests
Evaluation of Strengthening of Mathematics and Science in Secondary Education (SMASSE) Program. A case study of Murang’a South District, Kenya (Published)
The purpose of the study was to assess the extent to which the SMASSE INSET program has been effective since it was started in 1998. SMASSE came into being when the consistently poor performance in Mathematics and Science (Biology, Chemistry and Physics) became a matter of serious concern. Although dismal performance in these subjects had almost been accepted as the norm in some schools, the Ministry of Education and other stakeholders felt there had to be an intervention, hence the Strengthening of Mathematics and Science in Secondary schools. The INSET Curriculum was thus developed to upgrade and strengthen teacher competent in the teaching of Science and Mathematics subjects.
The program activities are centred on the ASEI (Activity, Student, Experiment, and Improvisation) & PDSI (Plan, Do, See and Improve ) approach, which emphasize on learner – centred preparation and presentation of lessons. The study targeted the teachers of Science and Mathematics, learners, SMASSE trainers, Principals, District Quality and Assurance and Standard Officer Murang’a South District and the training program itself. The study involved five schools in Murang’a South District which were selected through convenience method. The study adopted the Kirkpatrick model of training evaluation.
Questionnaires and observation schedule were used to collect data. Although there was some significant improvement in performance of Science and Mathematics subjects, a lot need to be done to improve the attitude of teachers. It clearly emerged that, majority of teachers are coerced to attend the inset training. However, majority of teachers use the recommended practices of teaching like PDSI and ASEI which have increased the learners’ interest in the learning of Science and Mathematics.
Keywords: Curriculum, Pilot Schools, Professional Development, Situational Analysis