Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice
Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice (JPAHAP) is an indexed (ISSN: 2708-261X) interdisciplinary academic journal in the field of Academic theory and practice covering issues of faculty-centered education (pedagogy), student-centered education (andragogy), and self-directed and transformative (heutagogy) education.
Critical Review of New Literacies on Wikipedia
The aim of this study was to evaluate the Wikipedia article New Literacies and provide suggestions for its improvement, with implications for teaching and learning in the 21st century. Using a qualitative content analysis approach, we examined whether the article sufficiently elaborates on the concept. The results indicate that while the article offers a substantial amount of information, it fails to construct a balanced argument because it does not consider diverse points of view. The article demonstrates a bias by conflating new literacies with digital literacies alone (e.g., media, internet, and computer skills), neglecting the ongoing role of print literacy. Consequently, it presents a monolithic view that fails to acknowledge the multiple modes and media constituting new literacies. This study concludes by recommending the inclusion of content on linguistic and cultural diversity to better align with the realities of the new communication landscape.
Copyright (c) 2025 Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice
Integration of Information and Communication Technology in Teaching of Reading Comprehension in Primary Schools in Enugu State, Nigeria
This study investigated the integration of Information and Communication Technology (ICT) in teaching reading comprehension in public primary schools in Enugu State, Nigeria. A descriptive survey design was employed, with a sample of 425 teachers drawn from a population of 21,165 via a multi-stage sampling procedure. Data were collected using a 48-item structured questionnaire, validated by experts and demonstrating high reliability (Cronbach’s α = 0.76). Findings indicate that while a limited range of ICT tools (notably radios and projectors) are currently in use, teachers identified a broader potential for technologies such as televisions, computers, laptops, interactive whiteboards, and PowerPoint presentations. Key strategies for integration include using multimedia to expose learners to native speakers, displaying passages digitally, and facilitating screen-based reading activities. The study concluded that integrating these ICT facilities holds significant potential for improving learner achievement in reading comprehension. Consequently, it is recommended that educational authorities and schools in Enugu State prioritize the provision and effective integration of ICT resources in primary education curricula.
Information and Communication Technology
Effect of Screen Reading on Students’ Achievement in Reading Comprehension
The acquisition of reading proficiency in childhood is a critical foundation for higher education achievement; however, a persistent reading inertia among Nigerian undergraduates threatens the attainment of Sustainable Development Goal (SDG) 4, which emphasizes the need for children to acquire foundational reading skills by age ten. To investigate a potential intervention, this quasi-experimental study examined the effect of screen-based reading on reading comprehension achievement. Employing a non-equivalent, non-randomized controlled group design, 72 randomly selected undergraduates from the Department of English and Literary Studies at ESUT during the 2022/2023 session were assigned to either an experimental group, which used electronic reading materials, or a control group, which used traditional print materials. Data collected from pre-tests and post-tests were analyzed using Means, Standard Deviation, and Analysis of Covariance (ANCOVA). The results indicated that while the screen-based reading group performed slightly better, the difference was not statistically significant; leading to the conclusion that screen based reading did not substantially improve comprehension. Consequently, the study recommends that to effectively address the learning poverty crisis, undergraduates should be encouraged to utilize both digital and print platforms for reading.
The Effect of Podcasts on the Reading Achievement of Children Learning to Read in English
Reading literacy has been persistently affected by a learning poverty crisis, particularly among children learning to read in a second language. This crisis impedes progress toward Sustainable Development Goal (SDG) 4, which aims to ensure that all children achieve minimum proficiency in reading. Contributing to the pursuit of this goal, this study investigated the effect of podcasts on the reading achievement of learners of English as a second language. A non-equivalent control group, quasi-experimental design was employed. Thirty-five Primary Two pupils were purposively selected from a private school in Enugu State, Nigeria, and assigned to experimental and control groups. Following a pre-test, the experimental group received podcast-integrated phonics instruction, while the control group received phonics instruction only. After a seven-week intervention, a post-test was administered. Data were analyzed using descriptive statistics (Mean, Standard Deviation) and Analysis of Covariance (ANCOVA). The findings revealed that the experimental group, which received podcast-integrated instruction, demonstrated a significantly greater improvement in reading skills than the control group. It was concluded that combining podcasts with phonics provides a more effective mode of teaching reading. The study recommends the integration of podcasting technology into literacy curricula to mitigate the learning poverty crisis and facilitate the attainment of SDG 4.
Reading Skills Acquisition in Primary School Pupils
The existence of gender disparities in cognitive abilities has been a persistent focus of educational research. This quantitative study investigated whether such disparities are evident in the acquisition of reading skills among grade four pupils in public primary schools in Tanzania's Manyara region. Using purposive sampling method, the study was conducted across 17 schools selected from six wards. A total of 340 pupils were recruited through stratified and simple random sampling techniques. Data were collected via paper-based questionnaires and analyzed using SPSS. An independent samples t-test was employed to compare mean reading scores between boys and girls. The results revealed no statistically significant difference in reading acquisition based on gender. The study therefore concludes that gender is not a determinative factor in the development of reading skills in this specific cohort, suggesting that educational interventions should focus on other variables to improve literacy outcomes.
Using Reciprocal Teaching to Enhance Learner Engagement and Achievement in Blended Content Area Reading in Benue State, Nigeria
This study investigated the effects of the utilization of the reciprocal teaching strategy on the interest and performance of Senior Secondary Two (SS2) learners in Government in Benue State, Nigeria. A quasi-experimental pre-test, post-test design was employed, with a sample of 61 learners from two intact classes selected via purposive sampling. The participants were assigned to two experimental groups: one was taught using reciprocal teaching in a face-to-face classroom, while the other experienced reciprocal teaching in a blended learning environment (combining face to-face and online instruction). Data were collected using the Learners’ Interest in Government Rating Scale (SIGRS; α = 0.79) and the Learners’ Performance in Government Test (SPGT; α = 0.87). Data on each research question were analyzed using mean and standard deviation, and hypotheses were tested using Analysis of Covariance (ANCOVA) at a 0.05 significance level. The results revealed that the blended learning group demonstrated a significantly greater increase in interest (mean gain = 25.49) compared to the face-to-face group (mean gain = 13.59), F(1, 58) = 44.66, *p* = .000. Similarly, the blended learning group showed significantly higher performance gains (mean gain = 25.17) than the face-to-face group (mean gain = 17.69), F(1, 58) = 57.327, *p* = .000. Furthermore, no significant gender-based differences were found in either interest (*p* = .382) or performance (*p* = .098) within the blended learning classroom. Based on these findings, it is recommended that educators adopt reciprocal teaching, particularly within a blended learning framework, to enhance learner outcomes. Additionally, the Ministry of Education should prioritize providing adequate information and communication technology facilities in schools to support the implementation of effective blended learning.
Evaluating Primary School Teachers’ Competence in Using Phonics Approach to Reading to Alleviate Poverty Crisis in Nigeria
This study investigated primary school teachers’ competence in using a phonics approach to alleviate the reading poverty crisis in the Gwer-East Local Government Area of Benue State, Nigeria. A cross-sectional survey research design was adopted for the study. One research question guided the study. The target population was all the English Language teachers in all 156 public primary schools in Gwer-East Local Government Area of Benue State, Nigeria. The study sample was 136 English Language teachers randomly selected from public primary schools. The instruments for data collection were a researcher-made questionnaire for teacher son teachers’ competence in phonics teaching and on-the-spot observation. Data were analyzed using descriptive statistics of mean and standard deviation to answer research questions. Results indicated that most of the primary school English Language teachers within the study area lack the needed competence to effectively and efficiently teach phonics. The study recommends that primary school teachers be trained to improve their competence in phonics teaching so as to improve primary school pupils’ reading ability.
Copyright (c) 2026 Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice
Language of Instruction Transition in Education (LITES)
The design and implementation of Language of Instruction (LoI) transition policies are critical for improving literacy and educational outcomes in multilingual, low- and middle-income countries. However, a significant evidence gap persists regarding the specific factors that enable or impede the success of these policies. The Language of Instruction Transition in Education (LITES) study, a subset of the Supporting Holistic and Actionable Research in Education (SHARE) Initiative, addressed this gap through a multi-country, mixed-methods research program. This research brief outlines the LITE study's overarching goal, methodology, and key lessons from its initial phase of Ecosystem Diagnostics in six partner countries of Kenya, Rwanda, Senegal, the Philippines, Mozambique, and Mali. A central finding across all contexts was the critical importance of actively engaging diverse stakeholders—from government ministries to local communities—to build consensus, clarify ambiguities in policy, and ensure that research is actionable and grounded in local realities. The LITES study demonstrated that strengthening the entire evidence ecosystem is a foundational step toward generating high-quality, relevant evidence that can inform more effective and equitable LoI policies.
The Role of Information and Communication Technologies (ICTs) in Redressing the Learning Poverty Crisis in Nigeria
This paper examined the role of Information and Communication Technologies (ICT) in mitigating the learning poverty crisis in Nigeria. It posited that the integration of ICT into the educational landscape represents a transformative shift in pedagogical approaches, an innovative revolution with significant potential to benefit both learners and educators in the pursuit of knowledge. The study begun by defining key constructs including learning, information and communication technologies, and the learning crisis. It subsequently analyzed the advantages and disadvantages of employing ICT in educational settings, alongside the associated challenges for learners. The paper also addressed the potential risks inherent in the intensive use of communication technologies, considering both the Nigerian context and broader global perspectives. Furthermore, it delineated the specific learning challenges within the Nigerian education system and proposes a strategic roadmap for addressing these hurdles to foster meaningful educational development.
Addressing Early Literacy Deficits with Audiovisual Tools
The integration of technology presents significant opportunities for enhancing pedagogical practices in global education. This study investigated the specific impact of audio-visual (A-V) tools on literacy development within Ghanaian early childhood education classrooms, where English is taught as a second language. Employing a qualitative action research design framed by Multimedia Learning Theory, this research engaged a purposively selected sample of 55 learners (aged 5–7 years) from two basic schools in Ghana. Data were gathered through tests, structured observations, and interviews, and analyzed using descriptive techniques. The findings established that the strategic use of A-V aids effectively mitigates classroom monotony, heightens learner motivation, and significantly promotes the acquisition of foundational literacy skills. The study concluded that A-V resources are a critical catalyst for literacy development and recommends their systematic incorporation into early-grade classrooms to address deficits and optimize second language acquisition outcomes.
Effects of Knowledgeable Mathematics Pedagogical Simulation Teachers’ on Mathematics Attainment Among Grade Three Children in Loitokitok, Sub-County, Kajiado County, Kenya
Based on Gardner’s theory of multiple intelligences, the study examined various sources of mathematical pedagogical simulation methods and their impact on the academic achievement of third-grade children in mathematics in Loitokitok Sub-County, Kajiado County, Kenya. It is argued here that mathematics pedagogical simulation methods, knowledgeable teachers, and the ability to utilise talented peers in areas other than mathematics enhance mathematics attainment in a mathematics classroom. Using a quasi-experimental design with pre- and post-test assessments in 12 schools,1,842 participants were selected for the study using stratified random sampling. Data were collected using pre-test and post-test assessments, classroom observations, and questionnaires to assess the children’s and teachers’ dispositions. Results indicate statistically significant improvements in mathematics performance for the intervention group. Prior to the intervention, 48.60% of the control group and 37.70% of the intervention group scored below average. Following the intervention, the percentage of underachieving children decreased to 29.70%, while in the intervention group, fell to 7.80%. The proportion of children performing above average rose from 51.40% to 70.30% in the control group and from 62.30% to 92.90% in the intervention group. The study also revealed that children had favourable attitudes towards their knowledgeable teachers and peers who were talented in areas other than mathematics, with 47.4% and 31.6% of children performing above-average scores. Recommendations include incorporating teachers, and peers who re knowledgeable in mathematical pedagogical simulation methods into the mathematics curriculum and infusing these methods to teacher training to improve mathematics educational outcomes sustainably.
Mathematical pedagogical simulation method, knowledgeable teachers; Mathematical attainment
Effect of Teaching Grammar Using Video on Students Performance in English.
Information and Communication Technology has been providing potential learners with new modes of learning. One of these modes include the use of video shows in learning English. This study evaluated the influence of video shows as a teaching tool on students’ performance in English in Nandi North Sub County, Kenya. The specific objective of the study was to establish whether teaching grammar-using video shows influence students’ achievement in English. The study followed a Quasi experimental design and a sample of 12 teachers and 360 students involved in the study. 180 students formed the experimental group while the other 180 students formed the control group. The research employed both quantitative and qualitative methods of data collection. Questionnaires were used to collect information on the influence of video shows as a teaching tool for teaching grammar on students’ performance in English in Nandi North Sub County. Performance tests were used to find out the performance of the students before and after the treatment (pre-test and post-test). The researcher used a standardized marking scheme to mark the papers. The quantitative data collected was coded appropriately and then analyzed using Statistical Package for Social Sciences the latest version. Descriptive statistics was employed in the analysis. The findings revealed that the use of video shows as a teaching tool for teaching grammar influenced student performance in English in Nandi North Sub County. Standard Students Achievement Tests showed significant improvements in post-test scores, indicating the effectiveness of video presentations. Specifically, teaching writing using video was notably effective, with the highest beta coefficient, followed by teaching grammar, oral skills and literature. These results indicate the capacity of video shows to enhance learning outcomes across different aspects of the English curriculum, validating the integration of multimedia tools in educational practice. Based on the findings of the study, it is conclusively demonstrated that video presentations significantly enhance student achievement in English, particularly in grammar, by fostering deeper engagement and understanding across various language skills. It is recommended that secondary schools should consider increasing their investment in multimedia teaching tools and provide comprehensive training for teachers to effectively integrate video presentations into their instructional practices for improved student outcomes.
: English Grammar, Information and Communication Technology, Students Achievement, Teaching Tool, Video shows.
Effect of Teaching with GeoGebra on Secondary School Students’ Performance in Geometry in Kiambu County, Kenya
Most secondary school pupils in Kenya need help to construct, visualize, and defend geometrical concepts despite the benefits of geometry as a subject. Children who receive education using this approach become passive learners with weak geometrical and analytical reasoning abilities. These challenges persist even though many pieces of software, including GeoGebra, have been developed to help teach and learn mathematics. Besides, few secondary school mathematics teachers in Kenya know how to use GeoGebra; most only know that it may be utilized. On this basis, the current study sought to determine the effect of GeoGebra on geometry learning in secondary schools in the Ndeiya sub-county of Kiambu County, Kenya. The study objective was to determine the difference in geometry performance between students taught through GeoGebra and those through a conventional method. In addition, the study targeted 200 Form 2 students in public primary secondary school teachers in Ndeiya Sub-County, Kiambu County. A response rate of 184 respondents was attained, and data was gathered using mathematics achievement tests. The quasi-experimental Solomon four-group research design and independent t-tests were used to determine the effect of teaching with GeoGebra on secondary school students' performance in geometry. The ensuing findings showed that GeoGebra improved students' geometry performance. The study concluded that secondary school students taught through GeoGebra had better geometry performance than those taught through conventional approaches because the software enhanced their logical thinking, representation, abstract thinking, generalization, analytical thinking, and understanding of the subject.
Conventional approach, GeoGebra, Geometry performance, Traditional learning
Gender Pay Disparity and Quality of Work-Life: A Theoretical Analysis of Female Executive Managers in The UK Business Climate
Gender pay disparity has become a contentious issue among female personalities across the world. This study explores the trajectory of gender pay disparity between male and female executives in the United Kingdom corporate business work environment. The study critically examined gender pay disparity and quality of work-life among female executives in the UK business climate. The study utilised descriptive survey research design through the lens of theoretical strategy to underscore the incidence of female executive pay disparity and its negative consequences on their quality of work. The study outcome demonstrated that female executive pay disparity exists among female executives in the UK business environment. The study revealed that human capital theory, social identity theory and theory of tokenism are the vital theoretical stance that underpins the essence of female executive pay disparity in the UK business climate. The study also revealed that the female gender is underrepresented in the UK business environment which has grave consequences on their pay and by extension on the quality of worklife. The study identified various elements influencing the gender pay gap in the UK business environment, including skills competence, tenure, organizational size, and the level of experience of women entering executive positions. The study concludes, that increasing opportunities for women in executive positions, and organizations should work towards reducing the gender pay gap and improving overall diversity in corporate leadership
Female Executive Pay, Gender Disparity, Quality of Worklife, Gender Pay, Female Managers, UK Executive Managers
Influence of Principals’ Leadership Approaches on Career Progression Among Middle Managers in Secondary Schools in Nairobi County, Kenya
Progressing in career is a critical aspect of teachers’ employment life considering that it comes with increased pay accompanying opportunities for individual development. Secondary school principals’ leadership style beyond having influence on individual middle manager’s job satisfaction and organizational commitment, plays a critical role in career progression. The focus of this study was on the influence of supportive, directive and strategic principals’ leadership approaches on career progression among middle managers in secondary schools in Nairobi County. Adopting Path-Goal Theory proposed by Martin Evans in 1970 and employing Ex-Post facto research design, this study sought information using questionnaires and interview schedules from middle managers and principals respectively. Quantitative analysis was used involving both descriptive and inferential statistics . The study found that supportive leadership had suggesting non-statistical significance in career progression (p-value of 0.172); directive leadership also produced statistical significance with a p-value of 0.017; and strategic leadership lacked statistical significance (P=0.133). The study recommended that MOEST need a policy to encourage secondary schools’ principals to be more directive in guiding middle managers towards career progression. Recommendations on further research on the influence of supportive and strategic leadership approaches on career progression among middle managers in secondary schools was suggested.
Career Progression, Leadership Approaches, Middle Managers
Tutors’ Involvement in Continuous Professional Development Programmes and Their Social Construction of Knowledge
Continuous professional development enables teachers to master the art of teaching hence promoting teaching effectiveness. The demand for effective teachers has seen the formulation of several interventions to improve the teaching effectiveness of teachers in diverse countries; one of these interventions being continuous professional development training. Since teachers play a key role in the success of educational reforms, it is imperative that they are involved in the continuous professional development programmes. To what extent do teachers experience feel dedication and ownership, sharing of ideas, co-creators of knowledge, key decision makers on matters affecting their day-to-day teaching and learning activities? This study was conducted in Kamwenja and Murang’a Teachers’ Training Colleges of Central Kenya, to investigate the relationship between the nature and level of tutor involvement in Continuous Professional Development Training and tutors’ social construction of knowledge. The study employed exploratory research design within a qualitative orientation. To collect data the study used in-depth interviews for tutors, principals and key informants, while focus group discussions were also administered to tutors. The study used 38 participants; two principals, thirty tutors and six key informants from the Ministry of Education. Tutors were selected through a proportionate random sampling while the principals and key informants were purposively sampled. The study found that tutors were hardly involved in the design of Continuous Development Programmes, and felt marginalized. The study recommends that Tutors get plenty of opportunity to participate meaningfully in the design of CPD programmes, and to work with colleagues to reconstruct knowledge according to their own ways.
Continuous professional development, tutors’ involvement, social construction of knowledge.
Impact Of Community Advocacy Programme on Drugs and Substance Abuse Among Youths in Ilorin West Local Government Area of Kwara State. Nigeria
This paper looked into the perceived impact of community advocacy programme on drugs and substance abuse among youths in Ilorin West Local Government Area of Kwara State. Concepts of drugs, substance abuse among youths, as well as perceived causes of drugs abuse were discussed with emphasis on the effects of drugs abuse among youth in the community. It was recommended that government should enact measures on people that are selling drugs indiscriminately by supervising the target area at least monthly if possible and also check the activities of the victims of drug abuse among others.
Drugs, Drugs Abuse, Community Advocacy Program, Substance Abuse
Copyright (c) 2024 Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice
Effect of School Leadership Culture on Learner Performance In Mathematics in Public Secondary Schools in Nyandarua County, Kenya
Leadership premised on collaboration, consultation and strategy may develop a culture that motivate learners and teachers to create an environment conducive for learning Mathematics in secondary schools. Low performance in Mathematics may likely limit career options, diminishing individual chances of meaningful contribution in the wider society and this study addressed collaborative, consultative and strategic leadership approaches as determinants of learner performance in Mathematics at KCSE. This study adopted invitational theory by William Watson Purkey and Betty Siegel in 1978, emphasized that learning is enhanced when learners are positively encouraged or ‘invited’ into the school culture that recognizes inbuilt human values, responsibilities and capabilities that intentionally summons stakeholders to exploit boundless individual potential for better performance in Mathematics.The philosophical foundation of this study stems from positivist and constructivist epistemology that considers observable and perceived evidence as forms of scientific findings in generating sound evidence. This informed adoption of ex-post facto research and study sought information using questionnaires and interview schedules from 76 Mathematics and 15 principals respectively. Findings of the study established that school leadership styles play a significant role in predicting learner performance, with strategic leadership (p-value = 0.016) emerging as the most significant factor in enhancing learner performance in Mathematics. the study recommends the MOE to strengthen policy on strategic leadership training for principals and that research opportunities may target exploring effects of collaborative and consultative leadership approaches on teaching-leaning in Mathematics.
Leadership Styles, Performance in Mathematics, School Culture.
The Role of School Culture Through Instructional Management on Learner Performance in Mathematics in Public Secondary Schools in Nyandarua County, Kenya
Instructional management as an aspect of school culture is a product of self-supportive approach of thinking in improving learning outcome in Mathematics. This study sought to examine effect of school culture through instructional management on learner performance in Mathematics in public secondary schools in Nyandarua County. Focus was on testing as teaching, instructional supervision and syllabus coverage as determinants of learner performance in Mathematics based on perceptual and self-concept theories of Zone of Proximal Development (ZPD) developed by Lev Semenovich Vygotsky. The philosophical foundation of this study stems from constructivist epistemology with an assumption that reality is a subjective product of human perception. Descriptive research design was adopted and questionnaires collect data to sought information from learners in Form Three and Mathematics teachers systematically sampled to ensure comprehensive geographical coverage of Nyandarua County. Findings of the study revealed that testing as teaching (p-value= 0.000) and instructional supervision (p-value = 0.042) were significantly associated with learner performance in Mathematics at 95% CI. The study recommended strengthening of testing as teaching as instructional approach through in servicing for improved learner performance in Mathematics. On further research, exploring the position of syllabus coverage as a component of instructional management in facilitating mastery of Mathematics content for better learner performance in Nyandarua County and beyond, could be investigated.
School Culture, Instructional Management, Performance in Mathematics
The Effect of Interpersonal Skills in Cooperative Learning on Preschooler’s Achievement in English Language Activities in Tharaka Nithi County, Kenya.
This study investigated the effects effect of interpersonal skills in cooperative learning on preschooler’s achievement in English language activities in Tharaka Nithi County, Kenya. Utilizing a quasi-experimental research design with a non-equivalent control group pre-test and post-test design, the study collected data through questionnaires for teachers and observation of preschool children. The instruments were pre-tested in five preschools that were excluded from the final sample. Research instruments were developed under expert guidance from the University of Nairobi's Department of Early Childhood Education to ensure validity. Reliability was assessed using the test-re-test method and Cronbach's Alpha and a reliability coefficient of 0,72 obtained. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined using a thematic approach. Key findings include the positive impact of learning components such as interpersonal and social skills individual. Overall improvements in post-test scores suggest a positive role in enhancing language outcomes. The study concludes that the cooperative learning approach significantly enhances pre-primary school children's achievement in English language activities, emphasizing the importance of incorporating these strategies to improve language skills among preschoolers in Tharaka Nithi County. Actionable recommendations include implementing structured group activities to enhance interpersonal skills. The study's findings offer valuable insights that can be leveraged to improve early childhood education practices.
Cooperative learning, interpersonal skills, Language activities, Preschooler achievement.
Influence of Mentors’ Advice on Career Adaptability of Public Secondary School Students in Kiambu County, Kenya
The study sought to establish the influence of mentors’ advice on career adaptability of public secondary schools in Kiambu, Kenya. The sample comprised of 1230 students selected through simple random sampling from 30 sampled schools that were selected through stratified random sampling. In addition, 30 guidance and counseling teachers selected through purposive sampling participated in the study, one in each school. Data was collected using three instruments namely: student questionnaires; students focus discussion guide and interview guide for guidance and counseling teachers. The data was analyzed through both descriptive and inferential analysis. The main inferential analysis used was simple linear regression analysis that provided the correlation coefficient (r), the coefficient of determination squared (R2) and the F-Ratio (ANOVA). The findings of the study revealed that mentors’ advice had a positive and statistically significant influence on career adaptability and its four dimensions of career concern, career control, career curiosity and career confidence. Further findings revealed that mentors’ advice accounted for a significant proportion of the variance observed in career adaptability and its four dimensions of concern, control, curiosity and confidence. The study therefore concluded that all activities comprising mentors’ advice and role modeling significantly contributed to an increase in career adaptability and its dimensions at home, school and community settings, thereby improving their ability to make informed choices.
Career Adaptability, Mentors’ Advice, Career Choice
Assessment of Primary School Teachers’ Knowledge of Higher Order Thinking Skills in Ilorin West Local Government Area
Learners in the 21st century need to be equipped with knowledge and skills that would enable them to think critically and creatively. This can be achieved through the teacher's knowledge of the subject matter. Based on this, the researcher examined primary school teachers’ knowledge of higher order thinking skills in Ilorin West Local Government Area. The study adopted a descriptive survey research design using a sample size of 347. An instrument tagged Teachers' Knowledge of Higher Order Thinking Skills (TKHOTS) developed by the researcher was used for data collection. The instrument was validated by experts in measurement and evaluation and primary education studies. Three research hypotheses were formulated for the study and the data were analysed using Analysis of variance and T-test. The results of the study show that there is a significant difference in primary school teachers' knowledge of higher-order thinking skills based on teachers’ qualifications, years of experience and gender. The results also show that the majority of respondents for this study were females representing 81.5% of teachers. The study concluded that there is a significant difference in primary school teachers’ knowledge of higher order thinking skills. The following recommendations were made: school administration should provide regular teacher training and there should be an adequate resource and support system for teachers’ professional development.
Gender, Higher order thinking skills, Knowledge, Teachers, Qualification,
Attitude Of Teachers And Students Towards Use Of Instrumental Music To Enhance Academic Achievement In Physics In Rongo Sub- County, Kenya.
Attitude towards instrumental music by either the teachers or students could lead to lack the benefits associated with instrumental music in studying. This descriptive Survey in Rongo Sub- County used one large school that has a relatively big population of Physics students and Physics teachers. Sixty two students and 9 Physics teachers formed the sample population of this study. Questionnaires were used to collect data. Quantitative data was coded and analysed with SPSS version 22.0 to frequencies and percentages. Qualitative data was analysed thematically. The study established that majority of the students had a positive attitude towards using instrumental music while studying Physic theory and practicals. The study also established that majority of the teachers have a positive attitude towards allowing their students to study Physics with Instrumental Music. However, only a small percentage of the teachers (22.2%) were comfortable allowing their students to perform experiments while listening to instrumental musi in the background. Most of the physics teachers were apprehensive towards allowing their students to perform experiments with Instrumental Music.
Home academic culture and secondary school students’ academic performance in public secondary schools in Meru County, Kenya
The family lays the psychosocial, moral, and spiritual foundations in the overall development of the child. It is the smallest, most sensitive and important social system which is furnished and facilitated by a society as a larger social system. It is argued that high-quality parent-child interactions characterized by sensitive and supportive parents who provide security and confidence help children regulate and initiate social and nonsocial experiences. Thus, the importance of parents in their children’s educational achievement cannot be underrated. Nonetheless, there have been inconsistencies in the role of home academic culture on students outcome. Thus, this study sought to establish the perceived influence of home academic culture on the secondary school students’ performance. The study used a cross-sectional survey research design. The study employed questionnaires to collect data. The target population was 109,151 consisting of 52,650 students, 3,851 teachers and 52,650 parents. The study used simple random sampling to sample 212 form four students, 212 parents and 121 teachers. Purposive sampling was used to sample 53 principals from 53 randomly selected public secondary schools. Quantitative data was analyzed using descriptive and inferential statistics. Qualitative data was analysed using thematic data analysis. The results showed that most of the students, parents, teachers, and principals agreed that home academic culture influences students’ academic performance. The study findings also showed that majority of the students, parents, teachers, and principals perceived that the home academic culture influences students’ academic performance to a great extent. A chi square analysis indicated that the perception on the influence of home academic culture on students’ academic performance is significantly and positively correlated to the actual students’ academic performance. Thus, it was concluded that there is a significant relationship between principals,’ teachers’, parents’ and students’ perception of the influence of home academic culture on students’ academic performance and actual students’ academic performance.
Influence of ChatGPT Facilitated Personalized Learning on Adaptive Learning Experiences Among Undergraduate Teacher Trainees at the University of Nairobi, Kenya
There has been an escalating demand for personalized learning experiences that make provision for individual learners’ unique needs. This trend has spanned Kenya, where the demand for digital personalized learning, which can be attained through the implementation and usage of emerging technologies and tools, has been on the rise. Despite this trend, the area focusing on undergraduate religious education teacher trainees assessing personalized learning on ChatGPT has not been locally documented. In addressing this gap, this study investigated how personalized learning facilitated by ChatGPT influences adaptive learning experiences among undergraduate Religious Education teacher trainees at the University of Nairobi. The study targeted 628 University of Nairobi undergraduate religious education teacher trainees and acquired a sample size of 234 respondents using the purposive sampling technique. A descriptive research design was adopted. A questionnaire and an interview guide were utilized to gather data from the 234 respondents. Descriptive and inferential statistical analyses were conducted to analyze the collected data. The study results revealed that the use of ChatGPT enhanced personalized learning experiences because it enabled undergraduate religious education teacher trainees to engage in self-paced learning, reflecting on the skills learned and learning that fit their learning style. This positively influenced their adaptive learning experiences while using the platform for learning, thus contributing to improved self-efficacy, self-esteem, comprehension, and retention of content learned.
Artificial Intelligence, ChatGPT, Personalized Learning, Adaptive Learning
Influence of Board of Management’s Use of Charging Financial Levies for Renovation and Property Destruction on Students’ Discipline in Public Secondary Schools in Machakos County, Kenya
In a school set-up, discipline emphasizes upholding practical students' moral values, an essential ingredient in school management. The study aimed to investigate the influence of the Board of Management’s use of charging financial levies for renovation and property destruction on students’ discipline in public secondary schools in Machakos County, Kenya. The study employed the Systems Theory. The study embraced a mixed methods design. The study had a population of 350 principals, 350 BOM chairpersons, 8026 class teachers, 700 student leaders, and 240 disciplinary committee members. A sample of 35 principals, 381 teachers, 70 students, 70 disciplinary committee members, and 35 boards of management members was selected through stratified, simple random, and purposive sampling techniques. Questionnaires and interview guides were used to collect data. Two schools were used to conduct the pilot study to enhance the Validity and reliability of the study instruments. Expert and peer review ensured the content, face, and construct. Instruments reliability was enhanced through the split-half technique. The descriptive statistics of frequencies and percentages and inferential statistics ANOVA were used to analyse the quantitative data using the Statistical Software for Social Sciences (SPSS). The information was presented in Tables. Qualitative data was analysed using themes and presented using narratives. The study established that there is a statistically significant difference between the Board of Management’s use of charging financial levies for renovation and property destruction on students’ discipline (F= 1,415 = 623.856 and p-value = 0.000. Thus, the p-value was less than the acceptable significant level of 0.05.
Students' discipline, board of management, levies
Undergraduate Students’ Perception on Usage of Computer-Based Test for Learning Assessment in Ilorin, Nigeria
The study investigated the undergraduate students’ perception on the use of computer-based tests for learning assessment in Ilorin, Nigeria. A descriptive survey research design was adopted for the study. The target population were all undergraduate students from three universities in Ilorin, Kwara State, Nigeria. A multistage-stage sampling technique was employed to select 600 respondents as the sample size. At first stage, purposive sampling technique was used in selecting three universities. Afterwards, simple random sampling technique by ballot was used to select 200 students from each of the three universities. A researcher self-constructed questionnaire titled: “Undergraduate Perception on the Use of Computer-Based Test for Learning Assessment” with a four-point Likert Scale was used to obtain the data for the study. The instrument was validated by experts’ judgment and the Cronbach Alpha reliability estimate yielded 0.83. Data collected was analysed using descriptive statistics, t-tests and Analysis of Variance (ANOVA). The result shows a positive perception of undergraduate students on the use of computer-based tests for learning assessment and that their perception does not differ significantly irrespective of institutional type, students’ academic level and gender. It was recommended that computer-based test should be integrated into all examinations in Nigerian Universities irrespective of the level and gender of the students that are involved.
Technology advancement, Undergraduate Students, Computer-Based Test, Assessment, Paper and Pencil Test.
Prospects for Adult learner Digital Literacy and Utilisation of e-consumer services in Nairobi County, Kenya.
Digital literacy is seen as an avenue through which African countries can accelerate their growth and development. The purpose of this study was to investigate how the digital literacy of adult learners in Nairobi County , Kenya affects their use of e-consumer services. And the adequacy of digital literacy in adult learner programs that are run in the adult and community education centres. The study had two objectives: to find the relationship between the use of eservices and digital literacy of adult learners, and to find out adult learning centres effort in promoting digital literacy. The study design was descriptive survey. The research was conducted among adult learners and instructors in selected adult education centres, administrators in Huduma Centre in Nairobi, and Adult Education Officers of Nairobi County. This study used questionnaires and interview schedules to collect data from 375 adult learners and 108 instructors the relationship between adult learner digital literacy and their use of e-consumer services. The study found that the level of use of e-services by adult learners was tied to their digital literacy level. It was found that digital literacy is not yet emphasised in adult learner centres. There is great need to integrate the use of technology teaching adult learners in adult learning centres to align adult education programmes with current developments in the present real world, and to mainstream digital literacy into adult learner centres.
Digital literacy, e-consumer services, Huduma centre
Influence of Teachers’ Digital Content Evaluation Skills on Secondary School Learners’ Engagement in English Lessons in Mwala Sub-County, Kenya
The growing integration of digital content in education has significantly influenced teaching and learning. As digital resources become increasingly accessible, the ability of teachers to critically assess and effectively utilize the resources is important in ensuring learner participation and improved learning outcomes. The purpose of this study was to explore the influence of teachers’ digital content evaluation skills on learner engagement in English lessons within secondary schools in Mwala Sub-County, Kenya. The study’s objective was to assess how digital content evaluation skills influence learner engagement in English lessons. The study adopted purposive sampling to obtain and select schools equipped with necessary infrastructure such as electricity and availability of digital tools that enabled access and use of digital content and resources in teaching and learning. The study targeted a sample of 247 teachers from 80 secondary schools. The study employed a mixed method research design. Quantitative methods provided statistical evidence of the relationship between teachers’ skills in evaluating digital content and the level of engagement among learners while the qualitative methods captured the teachers’ practices such as accessing and selecting digital content and their perceived effect on learner engagement in English lessons. Data collected was analyzed with the aid of the SPSS software for both descriptive and inferential statistics. The findings revealed a statistically significant relationship between teachers’ digital content evaluation skills and learner engagement in English lessons. Digital content evaluation skills explained 44.2% of the variation in learner engagement (R² = 0.442, β = 0.196, p = 0.012). Supported by these findings, the study concluded that teachers digital content evaluation skills are integral for improving learner engagement in English lessons. In view of the findings, the study recommends that ongoing professional development programs should be implemented to improve teachers’ digital content evaluation skills, focusing on advanced proficiency and effective integration into instructional practices.
Digital content, Digital content evaluation skills, English lessons, Learner engagement
The Relationship Between Classroom Arrangement And Performance Of Children In Science In Preprimary Schools In Tharaka Nithi County, Kenya.
This study aims to establish if classroom arrangement is related to preschool learners' Performance in science activity areas. The study employed A descriptive research design. The target population for this study was 240 pre-schools, 505 teachers, and 5326 learners in the early childhood Classes (PP2) in the three sub-counties (Meru et al.) of Tharaka Nithi County. All the learners in PP2 classes and their class teachers were purposively sampled to participate in this study. The resultant sample was 36 preschools and 211 teachers. The instruments for data collection were questionnaires for teachers, documentary analysis, and an observation checklist for preschool children. Descriptive analysis was applied to the data from the questionnaires. As for the Inferential statistics, the researcher tested the hypothesis using the Pearson correlation coefficient and linear regression to establish a relationship between the independent and dependent variables. The study established that the classroom arrangement moderately influenced the learners' Performance in science activities. However, the mode of class arrangement was informed by the nature of the science topic being taught.
Classroom Arrangement, Performance in Science, Preprimary schools