Assessing the Impact of Academic Camps on the Academic Performance of Ordinary Level Secondary School Students: A Comparative Study (Published)
This study investigates the impact of academic camps on the academic performance of ordinary-level secondary school students by comparing the outcomes of those who attended such camps with those who did not. The objective was to assess whether participation in academic camps contributes to measurable improvements in academic achievement. A mixed-methods approach was employed, combining quantitative analysis of academic performance data with qualitative insights gathered from students, teachers, and administrators. The study involved collecting pre- and post-camp academic records, as well as conducting focus group discussions and interviews to understand the perceived benefits and challenges of academic camps. The results revealed a statistically significant improvement in the academic performance of students who participated in academic camps, particularly in core subjects such as mathematics and science. The findings also highlighted key factors contributing to this improvement, including the camp’s curriculum design, interactive teaching methodologies, and the integration of extracurricular activities that reinforced academic concepts. In contrast, students who did not attend the camps showed comparatively lower progress in their academic performance. The study concludes that academic camps serve as an effective supplementary educational tool that enhances student learning and engagement. It recommends the broader implementation of such camps within the education system, with a focus on optimizing curriculum content and extending the duration of camps to maximize their impact on student outcomes. This research provides valuable insights for educators, policymakers, and stakeholders interested in enhancing student achievement through targeted interventions like academic camps.
Keywords: : Academic Performance, Curriculum Design, Teaching Methodologies, academic camps, educational interventions, extracurricular activities
Life Skills Education Curriculum Implementation: Appropriateness of Teaching Methodologies Used By Secondary School Teachers in Uasin Gishu County, Kenya (Published)
Life Skills Education was introduced into school curriculum in 2009 by the Kenya Institute of Education. The examined the role of teachers’ pedagogical competences in the implementation of Life Skills Education in public primary schools in Uasin Gishu County, Kenya. Based on the study this paper explores the appropriateness of the teaching methodologies used by the teachers in implementation of life skills curriculum. The study was guided by Overcoming Resistance to Change (ORS) theory. It employed the descriptive survey research design using stratified sampling and purposive technique to recruit participants. To this end, stratified sampling technique was used to select 80 head teachers and 290 teacher representatives. On the other hand, purposive sampling technique was used to select one County Education Officer and 5 QUASO Officers. The research further used questionnaires and interviews to collect data. Descriptive statistics was used to analyse the quantitative data while qualitative data was analysed by arranging the responses thematically in line with the objectives of the study. The study established that inadequate homework and exercises given to learners, lack of adequate presentations for evaluations and lack of end-term examinations had hindered the implementation of life skills education curriculum in public primary schools. It is, therefore, recommended that teachers need to adopt appropriate teaching methodologies in their implementation of life skills education. Appropriate methodologies are those that focus on achieving the best learning outcomes among students. Since life skills education is a relatively new subject area, school administrators in collaboration with the Ministry of Education and other government agencies should provide specialized in-service training to help teachers master the best methods for effectively teaching life skills education.
Keywords: Appropriateness, Implementation, Life Skills Education Curriculum, Teaching Methodologies