The environmental condition and the nature of social interaction that goes on in the family
This study was carried out with 86 primary school teachers in Kenya’s Narok County and explored factors affecting integration of ICT in teaching and learning. Multiple regression was used for data analysis. The results revealed that 32.5% of the variance was explained by the independent and extraneous variables (R2 =0.325, P=0.001) and was statistical significant. Attitude was found to be a significant predictor of teachers’ behavioural intention to use ICT in teaching and learning (β=0.259, p<0.05) while Performance expectancy (β=0.148, p>0.05), Effort expectancy (β=-0.185, p>0.05), Social influence (β=0.029, p>0.05), facilitating condition (β=0.194, p>0.05), Self-efficacy (β=0.195, p>0.05) and anxiety (β=0.074, p>0.05) were not significant predictors. The study recommends training of teachers on subject specific ICT technologies, laptops and computers be availed for use by teachers and pupils, school heads be trained on how to monitor and support integration of ICT by teachers and governments to provide schools with requisite ICT infrastructures.
This is project is designed using Commonwealth of Learning small grant. The project is to be implemented among indigenous Maasai ethnic groups of Kenya. Girl’s participation in education is a major concern among the Maasai Community of Kenya. Kenya government has given adequate attention on school enrollment and 100% transition to secondary school. However, out of all the girls that enroll in primary schools annually only 15% proceeds to secondary school. The goal of the project is to develop an out-of-school community based learning support system that ensures out-of-school primary school girls continue learning and those who dropout are reintegrated back to primary school at their rightful progression grade level. The learning support system utilizes gender responsive pedagogies in teaching and learning processes. The expected results is Community Based Learning Support System for out-of-school Maasai girls that pays attention to the specific learning needs of girls and boys.
Ever since the declaration of modern democracies such as USA in 17 th Century, the pursuit for commitment to democratic values has remained at the core of nations which are inclined towards democratic ideology. A companying this pursuit, has been the debate of appropriate means by which, young citizens in these nations can be made to adapt democracy as a life value. Although many democratic nations such as Kenya have opted to foster it through education, the potential of various frames of their school systems (such as co-curricular activities) in cultivating this democratic desire, have remained unempirical verified. In effort to fill this gap, this study aimed at verifying the potential of various co-curricular activities in influencing students' commitment to democratic values. In so doing the study sort to find whether there were significant differences in commitment to democratic values between students involved in social movements, talent enhancement and academic enhancement co-curricular activities. The study was conducted among public secondary schools in Kiambu County, Kenya. A total of 430 students were involved drawn from target population of 28,213 Form IV students using stratified proportionate random sampling procedure. The study results revealed that, there were statistical significant differences in commitments to democratic values among students involved in talent enhancement, academic enhancement and school social movement co-curricular activities at (F (2, 340) = 4.70, p ≤ 0.01)with Tukey's test indicating talent enhancement was significantly different from other two co-curricular activities. Multiple regression on co-curricular activities yielded a significant regression equation (F (3, 339) = 5.563, p<0.001) with R 2 of .047. Thus, confirming that, there were variations in influence of different co-curricular activities on students' commitment to democratic values.
Nurturing students who cherish commitment to democratic values remains to be one of fundamental desires on the perpetuation of democracy in Kenya since independence. In pursuit for this desire, the categorisation of public secondary schools have remained to be a cardinal instrument toward realisation of this democratic goal. This study was designed to explore the potential of various categories of public secondary schools in influencing students' commitment to democratic values in Kiambu County, Kenya. In so doing the study sort to find whether there were significant differences in commitment to democratic values between students attending; National schools, Extra-County schools, County schools and Sub-County schools. The study was carried out among public secondary schools in Kiambu County, Kenya. A total of 384 students were involved drawn from target population of 28,213 Form IV students using stratified proportionate random sampling procedure. The study results revealed that, there were statistical significant differences in commitments to democratic values among students attending; National schools, Extra-County schools, County schools and Sub-County schools at F (3, 339) = 16.73, p =0.001, p < 0.05 with Tukey's test indicating National schools were significantly different from other three categories of public secondary schools (which did not have significant difference among them).Multiple regression on categorisation of schools yielded a significant regression equation (F (4, 338) = 12.790 p<0.001) with R 2 of 0.131.Thus, confirming that, there were variations in influence of different categories of public secondary schools on students' commitment to democratic values.
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