School of Education and Social sciences

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    Developing an Early Warning System for Monitoring Drought and Ethnic Conflict for Poverty Alleviation in Tana River District, Kenya
    (African Institute for Health and Development, 2006-06-18) Amuyunzu-Nyamongo, Mary; Mwenzwa, Ezekiel Mbitha
    Internal and external conflicts have increased in African countries since independence and especially after the cold war. Whenever civil war occurs, it has often led to destruction of lives and property, leaving behind it a great trail of human suffering. In Kenya, where ethnic conflict has occurred in Rift Valley, Coast and North Eastern provinces, the impact has been devastating. Ethnic conflict in Tana River District can be traced back to 1948, which has resulted in the retardation of socio-economic development. It is against this background that the current study seeks to examine the timing, causes, consequences and the best practices to deal with drought and ethnic conflict. Specifically, it aims at developing an early warning system to monitor drought and ethnic conflict. The study will be carried out in the three divisions of Bura, Galole and Garsen in Tana River District, Kenya. This will be a collaborative study between the African Institute for Health & Development (AIHD), the government of Kenya and the communities. It will utilize participatory tools of data collection (historical timelines, seasonal calendar, problem analysis flow diagrams, focus group discussions and key informant interviews). An interviewer-based questionnaire will be administered to 685 respondents drawn from the three divisions. It is envisaged that minimizing the effects of drought and tensions that lead to ethnic conflict would significantly contribute to poverty reduction. Peace and security in this district would allow people to engage in agricultural and livestock production, and other income generating activities with minimal worries of possible attacks. The study is expected to contribute to the government’s and its development partners’ drought preparedness plans and conflict resolution not only in Tana River district but also in other areas with similar characteristics.
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    The Efficacy of Songs in the Acquisition of English Articles and Nouns in a Multilingual Setting in Kenya, Africa: A Case Study of Grade 4 Class in Kenyan Primary Schools
    (2014) Njoroge, M.C.; Gathigia, M.G.
    This research was conducted using a pretest / posttest paradigm to test the efficacy of songs in the acquisition of English articles and nouns by learners in a multilingual setting in Kenya, Africa. Two Grade Four classes in two elementary schools, one in an urban area and the other in a rural setting, were sampled for this study. A pretest on articles and noun plural formation was administered in each school, marked and results recorded. The experimental class was exposed to a Task-Based Language teaching method that utilised songs as a tool of teaching while the control class was exposed to regular teaching. A posttest, the same test administered as a pretest, was given to the two groups. The scores recorded in both tests were analyzed quantitatively using the Statistical Package for Social Sciences and analysis presented in tables and graphs. Levene's Test for Equality of Variances was then employed. The general finding is that the use of songs in the teaching of English as a second language is effective as attested by the high performance of the experimental classes in the two schools.
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    Strategies Influencing Achievement in Mathematics and Competence in Soft Skills among Students in Technical Colleges in Kenya
    (2012) Muthoni, D.M.; Okuro, S.G.; Mwaruvie, J.; Mutahi, I.W.
    Mathematics is useful in daily life. It plays an important role in developing students’ logical, creative and critical reasoning, optimize industrial processes, solve problems, function with linear and non-linear thought processes and communicate solutions briefly and precisely among other soft skills. Despite the critical role played by mathematics, low students’ achievement in mathematics and low competence in soft skills had been witnessed. Low achievement and competence in soft skills had been a source of concern to stakeholders in technical and vocational education. That was because the input was not commensurate with the graduate output. Teaching styles in mathematics could be significant in determining the achievement in mathematics and competence in soft skills. Activity-based instructional processes and learning rather than expository means could improve achievement in mathematics and competence in soft skills. Yet, the use of multi-disciplinary approach that depends on using students’ experiences in mathematics and science, project-based teaching and industrial-based activities had not been fully exploited in Kenya at least in East and Central Africa. The purpose of the study was to establish what activities in multi-disciplinary approaches could stimulate interest and deepen understanding of concepts in mathematics in technical colleges in Kenya. The findings and recommendations are expected to inform policy decision in establishing quality and relevance in training and accreditation in mathematics in technical colleges in Africa and world over. The study was carried out by a descriptive survey design. Colleges were enlisted using stratified random sampling. Random numbers were used for picking the sample respondents. Lecturer’s questionnaire was administered to collect data on teaching styles. The results showed that multi-disciplinary approach with problem-solving in projects involving team-work with industrial staff and small group discussions of case studies in class deepened understanding of mathematics concepts served as the basis for industrial competence in soft skills and on-the job training for employability. The strategy of multidisciplinary approach for improving students’ achievement in mathematics and competence in soft skills in technical colleges in Africa and world over is recommended.
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    Teachers' viewpoints on the use of ICT in the teaching of languages in Kenya
    (2015-09-30) Waweru, Edward Kinyua; Gathigia, Moses Gatambuki
    Introduction Some few decades ago chalk, blackboard, textbooks and teachers were the prominent components of teaching and learning in schools but recent development of ICT means that this landscape is rapidly changing not only in the education sector but in all sectors of the economy.  Information Communication Technology (ICT) is increasingly becoming important in our daily lives and in our educational system.  ICT tools are being integrated in the teaching and learning process in many learning institution of the world.  The pedagogical benefits and contributions to learning and teaching associated with ICT are numerous and will continue to be as new software are developed to aid in teaching and learning.  Teachers’ viewpoints are critical influence on students’ confidence and attitude towards ICT as teachers provide important role model to their students.  There is lack of study on teachers ICT perception, teachers’ ICT competencies and their views on ICT infrastructure as a tool in delivering teaching and learning of languages in secondary schools.
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    Department of Education Foundation
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    Department of Humanities and Languages
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    Department of Planning and Curriculum
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