The study aimed to investigate the extent to which students' epistemological beliefs in the dimension of control of knowledge acquisition relate to performance in the subject of physics. The study used a mixed-methods research approach that included philosophical analysis, a descriptive survey and a correlational analysis. The research was steered by both the implicit intelligence philosophy and the constructivist learning theory. The sample size comprised 310 form two students, 60 physics teachers and 20 heads of the science department. Quantitative data analysis techniques, including correlation and regression analysis, were used to examine the relationships between students’ epistemological beliefs in control of knowledge and physics performance. The qualitative data from interviews provided deeper insights into how students’ experiences and perceptions related to their beliefs about knowledge and physics performance. Data analysis was performed using tools in the SPSS version 26. The study revealed a positive correlation between sophisticated beliefs in control of knowledge acquisition and performance in physics. From the findings of the study, the researcher concluded that sophisticated beliefs in control of knowledge acquisition contribute towards better performance in physics. The study suggests the implementation of strategies aimed at fostering the development and adoption of sophisticated epistemological beliefs in control of knowledge acquisition among students to enhance their performance in physics. The outcome of this study can inform educational policymakers, curriculum developers, and teachers in Kenya to design interventions that promote the development of students’ epistemological beliefs in control of knowledge to stimulate performance in physics.
One of the objectives of education is to promote ethical behaviour among learners. This is emphasized by various commissions and reports on education. Despite the enormous investment in education over the years and the high academic qualification, the level of impunity, corruption and intolerance among graduates and other leavers has become a major concern among educationists and stakeholders. Efforts through reforms and commissions have not yielded much in developing ethics among learners. This raises concern on the influence of African indigenous philosophical foundations on ethics. The current study aimed at determining the influence of deconstruction and reconstruction of African indigenous philosophical foundations on ethics among learners in all levels of education. The study was carried out in Kenyan universities and communities. Descriptive survey and correlation research design were adopted for the study. A sample size of 384 respondents comprising of 324 students and 60 academic staff participated in the study. Data collection was done using questionnaires and interviews. Instrument validity was enhanced through expert judgement by supervisors. Reliability of instruments was estimated by use of Cronbach Alpha. Descriptive statistics and inferential statistics were used to analyze the data. Research hypothesis was tested using regression and correlation analysis at a significance level of α = 0.05. The study found out that the African indigenous philosophical foundations contribute significantly towards ethics. The null hypothesis that there exists no significant influence on deconstruction and reconstruction of philosophical foundations on ethics is not supported in the current study. The study recommends the need to integrate the African indigenous philosophical foundations in order to influence ethics among learners in all the levels of education.
The purpose of this study was to evaluate the influence of instructional strategies used by teachers in implementation of life skills education curriculum on academic performance in public primary schools in Matinyani Sub-County, Kitui County Kenya. Descriptive survey research design was adopted for this study. The target population was 27 head teachers and 81 class teachers in Matinyani sub-county. Simple random sampling method was used to select 81 class teachers and purposive sampling was used to select 27 head teachers to get a representative sample of 108 respondents. Questionnaires and interviews were used to collect data. Data was analyzed using statistical package for social sciences (SPSS) version 21.0 and presented in tables and charts. The findings were that most of the primary school teachers do not use participatory instructional strategies in teaching life skills education and this affects the overall academic performance of the pupils. The ministry of education should ensure implementation of life skills education curriculum in order to promote participatory learning. The findings of this study will shed light to all educational stakeholders in promoting quality education.
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