Papers by Dr. Evanson M Muriithi (PhD)
International journal of research and innovation in social science, 2024
International Journal of Educational Research, Jul 1, 2013
There is a growing demand for the science educators to improve the learning of physics particular... more There is a growing demand for the science educators to improve the learning of physics particularly in the developing world due to the critical role it plays in terms of technological advancement. Many approaches and methods are applied with the intention of improving learner achievement in the subject. Methods that promote learner participation have been cited to enhance learner achievement. Project method is one such approach that promotes not only the necessary scientific skills but also the application of the knowledge learnt in solving daily problems. This article presents the findings of a research on the impact of project method on learner achievement in physics in Kenyan public secondary schools. Quasi experimental design was applied. Stratified random sampling was used in selecting eighty four schools from seven provinces in Kenya. Learner achievement was compared using Analysis of Variance (ANOVA). It was realized that use of project method produced better results when compared to traditional methods like discussion and lecture method. The study recommends the use of the project method to supplement other methods of teaching physics. Physics teachers also need to be sensitized on the benefits that accrue as a result of the usage of this method through in-service courses.
Journal of Education and Practice, 2021
The research from which this paper is derived explored the effect of cooperative learning method ... more The research from which this paper is derived explored the effect of cooperative learning method on development of pre-schoolers' competences in mathematical concepts. 20 preschool teachers on their regular teaching in their pre-schools were observed teaching their 639 Pre-primary Two learners. The purpose of this study was to establish the difference between the mean score index of preschool learners taught by a teacher who facilitates learning using the Cooperative Learning Method (CLM) and those taught by a teacher who does not. Data was collected through the use of observation schedule and teacher questionnaire. Each of the twenty preschool teachers was observed by the researcher while facilitating mathematical concepts' competences during number work lessons. A documentary analysis guide was used to access the preschool teachers' schemes of work and lesson plans to establish their level of preparation in line with CLM. Descriptive and inferential statistics were used to analyse the collected data and guided by the themes arising from the objective of the study the key findings were arrived at. The various levels of the teachers' facilitation of CLM were tied to the preschool leaners' performance in the mathematical concepts competences achievement test. The findings emerging showed that those learners who were taught using CLM achieved higher mean score indices than those who were not. The implication here is that the use of CLM improves preschool learners' levels of achievement, indicating that it is a more effective method of teaching. Teachers' facilitation of CLM seemed to have a significant positive influence on the learners' Mathematical Concepts Competences Acquisition. These features were; availability of groupings and teacher preparedness, level of provision of learning resources, level of coordination, level of interaction, time taken in CLM activities. This implies that CLM imparts the required mathematical concepts competences better than traditional instructional methods. The study recommends that the Ministry of Education should develop programmes and policies that provide regular in-service training, in which CLM training forms a key part of the agenda and to refresh the mathematical concepts competences instructional skills of preschool teachers.
American Journal of Creative Education
The use of Facebook Social Networking Platform (FSNP) boost pedagogical interactions between stud... more The use of Facebook Social Networking Platform (FSNP) boost pedagogical interactions between students and teachers which impacts on learner academic achievement. The purpose of the study was to establish the effect of time spend on FSNP on learner academic achievement in Computer Studies in public secondary schools, Nairobi County, Kenya. The objective was to establish the difference in learner academic achievement between learners who spent different amounts of time on FSNP and those who did not. The study targeted form three students taking Computer Studies. Quantitative data was obtained using pre-test and post-tests scores and qualitative data using a questionnaire and lesson observation. Purposive sampling was used to obtain 250 students from 3 boys’ and 3 girls’ public secondary schools which offer Computer Studies. Descriptive statistics computed included frequencies, means, variances and standard deviation. Inferential statistics included ANOVA and t tests. Findings shown a ...
Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice/ISSN:2708-261X, Aug 31, 2021
The paper is derived from a study that examined use of children's lens in a reflective teaching a... more The paper is derived from a study that examined use of children's lens in a reflective teaching approach to enhance their learning of social emotional competences (SECs) in Molo Sub-County. The sample comprised of 73 children and 4 teachers where, 37 children and 2 teachers were in the intervention class and 36 children and 2 teachers were in the control class. The study employed a quasiexperimental design with pretest posttest model with a training module for teachers, a semi-structured interview schedule and documentary analysis schedule for teachers and a Devereux Student Strengths Assessment (DESSA) for the children. The two preschool teachers in the intervention class were trained and later guided on how to use children's lens in a reflective teaching approach. They provided explicit lessons that teach preschool children's SECs at the same time finding opportunities for them to strengthen their use throughout the school day. Teachers administrated DESSA pretest and posttest to all the children in the sample between a time space of three months. The children's SECs scores were converted to Standard T-scores and analysed. A statistically significant difference in children's SECs scores was established using an ANCOVA test. Further, it was found that children's social emotional cognitive schema grew and developed. At the same time, preschool teachers also' grew and developed professionally. It is recommended that teachers in preschools in the Sub-County need training and guidance on the use of children's lens in a reflective teaching approach on children's SECs. This would happen through workshops on the use of children's lens in reflective teaching approach, use of children's lens in reflective teaching approach seminars and use of children's lens in reflective teaching approach in-service training. In order to have a local resource for teachers in the Sub-County, use of children's lens in reflective teaching approach and children's SECs research findings and related scholarly literature should be availed in preschools libraries and resource centers.
International Journal of Elementary Education, 2019
International Journal of Elementary Education, 2016
International Journal of Education and Research, 2013
Journal of Education and Practice, 2021
International Journal of Innovative Research and Development
Journal of Education and Practice, 2013
The purpose of this study was to investigate how school characteristics affect the usage of the P... more The purpose of this study was to investigate how school characteristics affect the usage of the PM and the consequent impact on learner achievement in physics (LAP). Data was collected using Students Achievement Tests (SAT) and questionnaire for physics teachers. Stratified Sampling was applied to select 84 schools comprising boys, girls and mixed schools from seven provinces of Kenya. Statistical Package for Social Sciences (SPSS) was used to analyze the data. ANOVA, chi-square and multiple-regression were used to test the hypothesis. The key findings of the study were that PM enhances the learning of physics; Single sex schools performed better than mixed schools; the type of schools in terms of gender, whether day or boarding were not factors in the usage of project method. In view of these research findings, the researchers recommend that the government come up with a policy that enhances the establishment of more single sex schools, enhance resource mobilization for the teachin...
International Journal of Educational Research, 2018
There is high infiltration of Online Social Networking Platforms in learning institutions in Keny... more There is high infiltration of Online Social Networking Platforms in learning institutions in Kenya yet there is dearth of information on how these platforms affect learning outcome. This paper was a systematic desk literature review. The purpose was to establish how leveraging on pedagogical interactions through Facebook affect learning outcome. The reviewers focused on the development of Facebook, its use in education and how its pedagogical interactions affect learning outcome. Articles published in high impact journals including “grey literature” were desk reviewed. The review showed that Facebook has been used by learners mostly for social interactions and not for pedagogical interactions and its use can boast learning outcome. The researcher recommends that learners, teachers and policy makers should accept Facebook as a pedagogical interaction tool.
Expectations of handicapped students and their teachers in the learning and teaching of science s... more Expectations of handicapped students and their teachers in the learning and teaching of science subjects in Kenyan special secondary schools for the physically handicapped. KU Repository. ...
By the end of 2012, about 1.2 million Kenyans were living with the HIV virus; which is expected t... more By the end of 2012, about 1.2 million Kenyans were living with the HIV virus; which is expected to reach 1.8 million by 2015, mainly due to new infections. The age bracket 15-24 years provided opportunity for interventions such as peer education to prevent new infections and save future generations from the scourge. The aim of this study was to determine the difference between peer education club members (beneficiaries) and non-members (non-beneficiaries) in terms of behaviour change indicators, including abstinence, faithfulness to a partner, condom use and HIV testing. The study covered eight public secondary schools in Rachuonyo County, where peer education clubs had been operational for two years. The static group comparison design was applied to guide the research process, and primary data sourced from 260 beneficiaries and 212 non-beneficiaries. Club membership and class registers were used to develop sampling frames for beneficiaries and non-beneficiaries, respectively. Syste...
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Papers by Dr. Evanson M Muriithi (PhD)