East African Journal of Education Studies

Effect of Differentiated Instructional Approach on Learners' Participation and Academic Achievement in Biology in Public Secondary Schools in Mbeere North Sub-County, Kenya

Tue, 02 Jul 2024 03:48:17 +0000

Secondary school education forms the academic foundation for the acquisition of knowledge in higher institutions. Science Education is the bedrock for technological advancement in Kenya and the world at large. Biology is a key science subject and forms the foundation of various fields; therefore, it is an essential discipline. The performance of students in Biology has generally been low for the last few years. The ordinary Conventional Instructional Approach used by teachers in increasingly diverse classrooms may have contributed to the minimal performance. This study aimed to assess the effect of the Differentiated Instructional Approach (DIA) on Learner Participation and Academic Achievement in Biology in Public Secondary Schools. Quasi-Experimental Research Design was used in particular, Solomon Four Control Group Design. The target population was 2405 form two Biology students. Purposive sampling was used to select 8 Co-educational County Secondary Schools with a sample size of 360 students. Simple random sampling was used to select and assign the participating schools to Experimental and Control groups. Descriptive statistics was used to analyse the data, while the Statistical Package for Social Sciences (SPSS) software version 26 was used for data analysis. The results showed that there was a statistically significant difference in all three hypotheses, with the first objective giving (F_117.220, p<0.05), the second objective giving (F_54.049, p ˂ 0.05) while the third objective gave (F_65.417, p < 0.05) significant values. The results indicated that learners subjected to the Differentiated Instructional Approach did better than those instructed using Conventional Teaching Approaches. The study also concluded that DIA improved learners' Participation and Academic Achievement. The findings of this study would be significant to curriculum developers, educators, administrators and will also contribute to the knowledge base for the Differentiated Instructional Approach, forming the basis for further research

Perceptions of Teachers on the Implementation of the Competence-Based Curriculum in Secondary Schools in Bundibugyo and Ntoroko Districts, Uganda

Aisha Namubiru, Maliko Kisembo, Tawheed Kasiita, Edmond Kagambe, Tawfik Kasiita — Tue, 02 Jul 2024 05:47:43 +0000

The Competence-Based Curriculum (CBC), introduced to enhance learners' skills and competencies, has undergone nationwide adoption, prompting the need to assess its effectiveness at the grassroots level. This study delves into the perceptions of teachers regarding CBC implementation in secondary schools within the Bundibugyo and Ntoroko Districts. Employing a mixed methods approach through descriptive survey research, data was collected via interviews, group discussions, and questionnaires. The study's sample size comprised 397 participants, including 365 teachers selected via simple random sampling and 32 purposefully selected school administrators from twenty-one secondary schools in the target districts. Study findings indicate diverse perspectives among teachers regarding the CBC's implementation, highlighting positive aspects like enhanced skill development and learner-centred approaches, alongside challenges such as resource constraints, limited training, and varied levels of preparedness among educators. Notably, teachers expressed an overall negative attitude toward the lower secondary school CBC implementation. The study reveals a variety of perspectives among teachers regarding the implementation of the CBC. Positive aspects include the emphasis on skill development, learner-centred approaches, and the potential to provide real-world applications. However, challenges such as inadequate resources, limited training, and varying levels of preparedness and attitude among educators are identified as potential hindrances to the successful implementation of the curriculum. Notably, teachers expressed an overall negative attitude toward the lower secondary school CBC. The findings have implications for educational policymakers, curriculum developers, and school administrators seeking to refine the implementation strategies and address the challenges faced by teachers in delivering the Competence-Based Curriculum. The study recommends initiatives such as professional development and training for teachers, adequate supply of instructional materials, strategic teacher recruitment, and the establishment of peer learning networks. Furthermore, involving various stakeholders like parents, community leaders, and local authorities is crucial for fostering a supportive ecosystem conducive to effective CBC delivery

Modelling Transformation of Communities by Public Universities in Post Conflict Northern Uganda Using Economic and Demographic factors

Asaf Adebua, George Oriangi, Benard Abola, Charles Amone, Betty Akullu Ezati — Tue, 02 Jul 2024 06:49:16 +0000

Scarcity of knowledge exists on how economic and demographic factors of surrounding communities influence the capacity of universities to transform them. This study examines the dimensions that contribute to community transformation in the context of the community surrounding Gulu University in post-conflict northern Uganda and the economic and demographic factors of the surrounding community that influence their transformation by Gulu University. The study employed a cross-sectional research design with a sample of 390 households. Self-administered questionnaires were used to collect data on household economic and demographic factors and data on dimensions of community transformation. Principal component analysis (PCA) was used to determine the contributions of the dimensions of community transformation, while logistic regression model was employed to determine economic and demographic factors that influence community transformation by Gulu University. The independent variables tested in the economic and demographic categories included age, gender, household size, occupation, alternative income, savings, credit, remittances, and education, while transformation formed the dependent variable. Findings revealed that the economic, physical, political and spiritual dimensions contribute more to the transformation of the community surrounding Gulu University, while the economic and demographic factors that had a significant influence on community transformation included occupation in civil service, business, and commercial farming (P=.004); and the level of education (P=0.044). The study concludes that the economic, physical, political and spiritual dimensions with their associated variables contributed more to community transformation. These can be used by other related studies to measure community transformation by universities in the context of developing countries. Furthermore, policies need to focus more on supporting the improvement of the business environment to promote commercial farming and university education since they have a higher multiplier effect on community transformation. Consequently, community members need to focus on business, harness commercial farming and achieve university level of education