School of Education and Social sciences
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Item Evaluating Teaching Effectiveness in Determining Quality Educational Outcomes in Kenya.(2023) Gathondu, M.; Kagema, J.The yearnings for quality education is the driver to national socio-economic developments. This is well articulated by various local, national and international frameworks including Kenya’s Vision 2030 and Sustainable Development Goals. Teachers are considered pivotal in quality education. However, research studies document that teachers’ pedagogical practices reveal gaps in achievement of quality education outcomes. This study analyzed the role of teaching effectiveness on quality educational outcomes in Kenya. The study was guided by the Social Constructivism Theory and through a comprehensive review of literature, the study identified gaps in teachers’ pedagogical practices that guided the present study. 400 teachers were selected for the study and through purposive sampling method, 24 principals were sampled. Also, systematic random sampling method was employed to yield a research sample of 80 teachers and 144 students. The principal research instruments were questionnaires for the teachers and students while interview guides were used to collect data from principals. Validity was enhanced by the piloting of instruments prior to collecting the final data. To enhance credibility, an adjustment of the tools was done according to the opinions obtained from respondents and peer reviews. Reliability of the instruments was calculated using the Pearson product-moment correlation coefficient and found to be ρ =.77, hence considered reliable. To test the internal consistency for reliability within questionnaire items, Cronbach alpha based on the standardized items was used which yielded α =.759. Quantitative data was analyzed using SPSS Version 25 for both descriptive and inferential statistics. Measures among variables was described using standard deviations, SD, while chi-squared test, χ 2=12.496a was arrived at to determine the statistical significance of the study hypotheses at 0.05 level (2-tailed). The reporting of the quantitative data was in percentages, tables and charts. The study findings indicated that teachers are pivotal in determining educational outcomes through their pedagogical practices as corroborated by respective research objective findings. The study recommends that teachers should undergo continual professional development to improve in curriculum delivery. Also, the Government should enhance quality assurance and monitoring strategies in the schools to ensure that the school curriculum is highly implemented to achieve the educational goals in Kenya and beyond.Item Effectiveness of Technical Training Interns in Skills Application in Nyeri County, Kenya(invotec, 2019) Kagema, J.; Waihura, E.; Kimiti, P.Technical, industrial, vocational and entrepreneurship training Institutions (TIVET) are a key component to provide the required human resource to achieve Kenya’s Vision 2030. This study sought to find out the effectiveness of technical training interns in skills application in Nyeri County, Kenya. The study sought to establish the industrial supervisors’ attitude towards competence of technical training interns in the work-place. The study was guided by Context, Input, Process and Product (CIPP) Theory. The study adopted a descriptive survey research design with a target population was 10 Heads of Applied Sciences Department, 45 supervisors from the companies within Aberdare’s Region that offers a technical and practical based internship to interns from technical training institutions. The sample used in the study comprised of 73 respondents comprising of 10 HODs and eight supervisors’. Purposive sampling was used to select the HODs and Supervisors’ for the study. The questionnaire and the interview guide were piloted to test for reliability and validity. The reliability coefficient for the TIVET Heads of Department Questionnaire was 0.767. Inferential and descriptive statistics was applied to analyse data with aid of SPSS computer program. The study established a mean of 1.62 and standard deviation of 0.774 to the statement. The findings show that the supervisors’ thought the TIVET curriculum was theoretical to some extent. 25% and 37.5% indicated that they strongly disagreed and disagreed respectively to the statement that TIVET curriculum was in line with the current technology in the country. The study concludes that technical and vocational education is the core driver for countries the world over to achieve envisaged steps in economic and technological development. Ensuring that curriculum of TIVET education be more practical based will make this education effective. The authors recommend that the attachment period should be extended to enhance the interns’ effectiveness and application of knowledge through hands-on experience in real production work.