School of Education

Effectiveness of the cooperative learning approach in teaching literature in english in secondary schools: a case study of St. Thomas amagoro Secondary school, Teso North sub-county, Busia County, Kenya

2026-06-17T07:55:24Z

Effectiveness of the cooperative learning approach in teaching literature in english in secondary schools: a case study of St. Thomas amagoro Secondary school, Teso North sub-county, Busia County, Kenya Omasete, Leah Despite the significant role of Literature in English in fostering critical thinking, creativity, and language performance among secondary school students, many learners continue to struggle with comprehension, interpretation, and engagement with literary texts. Traditional teacher-centered instructional methods, such as lecture-based approaches, have been predominant, resulting in passive learning, low motivation, and limited interaction with texts. Consequently, this has led to poor academic performance and a lack of appreciation for literature among students. This study therefore aimed to examine the effectiveness of the cooperative learning approach for teaching Literature in English in secondary schools. The objectives of the study were to find out the strategies used by teachers in teaching literature among Form Three students, to identify the student-centered methods of teaching employed by teachers, to discuss the Cooperative Learning Approach as a teaching method, and to analyze the performance of students taught using the Cooperative Learning Approach. The study was guided by Johnson and Johnson’s Social Interdependence Theory and adopted a quasi-experimental sequential explanatory mixed-methods design targeting 172 Form Three students at St. Thomas Amagoro Secondary School in Teso North Sub-County, Busia County. Data were collected using pre-tests, post-tests, content analysis, and interview schedules. Quantitative data were analyzed using descriptive statistics with SPSS, while qualitative data were analyzed thematically. Findings revealed that teachers employed a range of strategies, from traditional lecture-based methods to interactive techniques such as Round discussions, literature circles, and group activities, reflecting awareness of diverse learning styles and the value of critical thinking and creative engagement. There was a clear shift towards student-centered methods that fostered inclusivity, motivation, and autonomy in literature learning. The study concluded that teachers are progressively adopting diverse pedagogical approaches, with cooperative learning (CL) significantly enhancing students’ performance. The experimental group exposed to CL achieved higher post-test scores than the control group, indicating that CL improves academic achievement and social skills through active and respectful collaboration. The study recommended that teacher training programs integrate diverse pedagogical strategies, curriculum reforms promote student centered methods, schools adopt Cooperative Learning as a core instructional approach, and further research be conducted to assess its long-term impact. These findings provide valuable insights for curriculum developers, teachers, and learners in enhancing engagement, critical thinking, and appreciation of literature

Effect of use of practical approach on learners’ academic performance in selected topics in biology in secondary schools in turbo sub-county, Uasin Gishu-county, Kenya

2026-06-16T06:23:05Z

Effect of use of practical approach on learners’ academic performance in selected topics in biology in secondary schools in turbo sub-county, Uasin Gishu-county, Kenya Cheruiyot, Ernest Kipkemei Biology is a practical-oriented subject that aims to develop learners’ scientific inquiry and problem-solving skills. However, persistent low performance in Biology among secondary school students have been partly attributed to the continued use of conventional teaching methods that offer limited emphasis on hands-on practical activities. This study sought to investigate the effect of using practical approaches on learners’ academic performance in Biology in secondary schools in Turbo Sub-County, Uasin Gishu County, Kenya. The objectives of the study were to determine the pretest performance of Form 2 students in selected Biology topics before the use of the practical approach,to determine the post-test performance of Form 2 students in selected Biology topics after the use of the practical approach,compare the pretest and post-test performance of Form 2 students in selected Biology topics to establish the effect of the practical approach and to asses teachers’ perceptions on the use of the practical approach in teaching selected Biology topics in Form 2. The study was grounded in Vygotsky’s socio-cultural theory and Dewey’s constructivist theory. A quantitative research approach was employed using a quasi-experimental design. The study involved 316 respondents, including 306 Form 2 students and 10 Biology teachers drawn from a target population of 1,817 in 22 secondary schools, which were selected through stratified random sampling. The students were purposively assigned into experimental and control groups. Data were analysed using both descriptive and inferential statistics. Specifically, independent samples t-tests were used to compare mean scores between groups, and Turkey's HSD test was used to assess post-hoc differences. Pre-test results showed no statistically significant difference between the groups. In Group A, the control group had a mean score of 42.56 (SD= 10.34), while the experimental group had a mean of 42.12 (SD = 9.89), with t(108) =0.405, p = 0.686. In Group B, the control group scored a mean of 40.78 (SD = 8.76) and the experimental group 40.91 (SD = 9.04), with t(108) = -0.043, p = 0.966. After the intervention, the experimental groups showed significantly higher mean performance than the control groups. In Group A, the experimental group recorded a mean of 58.24 (SD =8.47) compared to the control group’s 47.10 (SD = 9.26), with t(108) = 4.588, p = 0.000.Similarly, in Group B, the experimental group had a mean score of 54.38 (SD = 7.92) while the control group scored 48.06 (SD = 8.14), with t(108) = 2.548, p = 0.012. Results from Turkey's HSD test supported these findings, revealing statistically significant differences in performance between the experimental and control groups in the post-test, particularly between Experimental A and Control A (p = 0.000). These findings indicate that the practical approach significantly enhances learners’ academic performance in Biology. Furthermore, teachers expressed positive perceptions toward the practical approach, noting its benefits in improving students’ engagement, comprehension, and retention of Biology concepts. The study concludes that the use of practical teaching methods is effective in improving academic performance and recommends that school managements provide the necessary resources and support to enable teachers to implement more practical-based lessons. The findings contribute to a growing body of evidence supporting the integration of practical approaches in Biology instruction and offer guidance for educators and policymakers in improving science education outcomes.

Teachers’ integration of technology in teaching of mathematics activities in early years education in Bungoma county, Kenya

2026-06-15T06:16:11Z

Teachers’ integration of technology in teaching of mathematics activities in early years education in Bungoma county, Kenya Wangila, Violet Muyoka Effective integration of technology in early childhood education enhances learning, motivates learners, and promotes practical understanding. However, many African countries, including Kenya, face challenges in implementing technology in classrooms. This study investigated the integration of technology in teaching mathematics activities in Early Years Education (EYE) in Bungoma County. The objectives were to assess teachers’ competence, attitudes, extent of technology use, and teaching methods when integrating technology into mathematics instruction. The study was guided by Mishra and Koehler’s Technological Pedagogical Content Knowledge (TPACK) framework and adopted a pragmatic paradigm with a mixed-methods, convergent design. The target population comprised 2,652 participants from 884 public primary schools. A sample of 265 respondents included 177 teachers of EYE selected through simple random sampling and 88 head teachers selected through purposive sampling. Data was collected using questionnaires for teachers of EYE and head teacher interviews. Quantitative data was analysed using descriptive statistics, while qualitative data were thematically analysed and presented narratively. Findings revealed that most EYE teachers possessed basic technological skills and effectively used tools such as interactive whiteboards and online resources in mathematics instruction. Head teachers confirmed teachers’ competence in using digital tools, though a few teachers reported limited skills. The majority exhibited positive attitudes toward technology, noting that it enhanced learner interaction, creativity, and visualisation. Nonetheless, a small number held negative attitudes. Teachers reported adequate access to digital devices such as tablets and interactive whiteboards, and commonly used videos, animations, and scaffolding techniques. Challenges included poor internet and electricity connectivity, which hindered effective technology integration. The study recommends that school management and parents allocate funds for teacher training and attitude sensitisation on technology use. Collaboration with county governments to install solar panels is also advised to improve power access. The findings will inform education stakeholders on strategies for strengthening technology integration in early childhood education

Effect of integrating assistive technologies on academic performance for learners with visual impairment in selected integrated secondary schools in South Rift Counties, Kenya

2026-06-12T07:03:07Z

Effect of integrating assistive technologies on academic performance for learners with visual impairment in selected integrated secondary schools in South Rift Counties, Kenya Jepchumba, Abigael The 2018 Special Needs Education Policy Framework in Kenya aimed to improve academic performance for learners with visual impairment (LVI) through inclusive education. Despite the potential of Assistive Technologies (AT), many LVI in secondary schools continue to perform below their peers. This study examined the effect of integrating assistive technologies on academic performance for learners with visual impairment in selected integrated secondary schools in South Rift Counties, Kenya. The study objectives were to assess the status of assistive technologies available; to determine the types of AT instructional support provided; to investigate the level of learner involvement in using AT; and to examine the influence of AT integration on academic performance. Guided by the Social Model of Disability and the Constructivist Learning Theory, the study explored both the structural barriers to AT use and the ways learners construct knowledge through interaction and AT- supported engagement. A mixed-methods approach was adopted using a convergent parallel research design within a pragmatic paradigm. The target population comprises 55 LVI, 10 special needs teachers and 3 principals from selected integrated secondary in South Rift counties, Kenya. The study involved 48 LVI selected through stratified random sampling, and 5 special needs education teachers and 3 principals selected through purposive sampling. Data were collected using questionnaires, interviews, observation checklists, and document analysis. Quantitative data were analyzed using percentages, means, standard deviation, and regression analysis, while qualitative data were analyzed thematically. The findings showed that available ATs included Braille machines, Perkins Braillers, and geometric sets, while digital ATs such as screen readers, Braille Note Takers, and magnifiers were either limited or outdated. Qualitative data from teacher and principal interviews revealed that this lack of modern tools discouraged learner motivation and narrowed opportunities for independent study. Instructional support was available but inconsistently applied across subjects (M = 3.237, SD = 0.786), with teachers citing inadequate training and lack of resources. Engagement levels were generally high, with 86.9% of learners regularly taking part in AT-supported lessons and 89.5% engaging in peer collaboration during these sessions. However, classroom observations confirmed that some learners remained disadvantaged due to unequal access to devices and limited instructional guidance. Teachers further reported that outdated AT not only discouraged learner motivation but also forced some students to rely on peers when devices were unavailable. Regression analysis showed a positive relationship between AT integration and academic performance (R2 = 0.489; β = 0.699, p < 0.05). The study concluded that inadequate integration of assistive technologies, coupled with inconsistent instructional support and uneven learner involvement, significantly affected the academic performance of LVI. The study therefore recommends targeted investment in up-to-date digital ATs, with priority given to subjects where access gaps were greatest. Regular, subject-specific professional development to strengthen teachers’ ability to integrate AT into instruction. Finally, peer mentoring programs supported by structured teacher guidance were proposed to improve learner participation and ensure equitable access to AT. The results of this study inform inclusive education policy and practice; teachers and school leaders can apply the findings to strengthen the use of assistive technologies in classrooms, while learners with visual impairment gain pathways to improved academic participation and achievement.