Browsing by Author "Akala, Winston"
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Wandera, Susan; Akala, Winston; Rosemary, KhitieyiImonje (IOSR Journal of Research & Method in Education (IOSR-JRME), June , 2019)[more][less]
Abstract: Teacher academic qualification is repository of competencies and knowledge skills acquired through a learning process in an academy. In the realm of English language as a subject, teacher academic qualification is an indicator of the level of mastery of literacy and competency skills which a teacher is known to have acquired and certified by recognized Examinations body. The objective of this study was to determine the influence of teacher academic qualification on learner performance in Kenya Certificate of Primary Examination (KCPE) in English subject in public primary schools in Kenya. The study used descriptive research design and purposive sampling for all inclusive and representative population sample with regard to distribution and categories of schools in Machakos County as its method for research. Unit of analysis was Public primary schools in Machakos County. Respondents were Primary school teachers with teacher academic qualificationsat various certificate levels and who teach English subject in KCPE exam classes. The sample size was 132 academically qualified teachers. Data collection was done through questionnaires.The study found Kenya Certificate of Primary Examination candidates taught by teachers with Kenya Certificate of Secondary Examination (KCSE) certificates (Primary I teachers; at 19.7 % sample proportion)with Credit Passachieved Learner Mean score of 47.13 % in English subject.Teachers with KCSE certificates with Credit Pass and Kenya Advanced Certificate Examination (KACE) certificates with Passplus Diploma in Arts certificates (at 25.8 % sample proportion) achieved Learner Mean score of 48.03 % in English subject.Teachers with KCSE certificates with Credit Pass and KACE certificates with Pass plus Diploma in Sciencecertificates (at 10.6 % sample proportion) achieved Learner Mean score of 47.37 % in English subject. Lastly, teachers with KCSE with Credit Pass and KACE with Pass andwho also hold Diploma in Arts certificates with Pass and University Bachelor’s Degree certificates (Primary Graduate teachers; at 42.4 %) achieved Learner Mean score of 58.05 % in English subject. There is a significant increase in Learner mean score by candidates taught by Undergraduate teachers probably as a result oftheir high self-efficacy in Classes and a reduction in Learnerindiscipline and self-belief contributing to effective teaching and learning whose product is enhanced Learner performance at Kenya Certificate of Primary Examination.The study concluded that teacher academic qualification significantly influences pupils’ performance at Kenya Certificate of Primary Examination in English subject in Kenya. Finally, this study recommends that only teachers with good academic qualification in subjectstaught at appropriate school learning levels with repository competencies and pedagogical skills acquired in the course of academic learning and professional training be deployed to teach English subject in schools for enhanced learner performance. URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4218 Files in this item: 1
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Wandera, Susan; Imonje, Rosemary; Akala, Winston (IOSR Journal of Research & Method in Education, June , 2019)[more][less]
Abstract: Teaching experience is a repository of competencies and knowledge skills acquired by a classroom teacher in the field of teaching and assessing learner performance in formative and summative examinations. In the realm of teaching and learning English language and English composition as a subject, teacher (teaching) experience is an indicator of teacher familiarity through experiential learning of various instructional approaches for effective contentment delivery in a classroom domain. It further equips the classroom teacher with skills and competences on how to engage learners and maintain learner discipline during a class session inside or outside a school setting. The objective of this study was to determine the influence of teacher (teaching) experience on pupils’ performance in KCPE examination in English subject in Kenya. The study used descriptive research design and purposive sampling as its method for research. The unit of analysis included teachers from public primary schools in Machakos County. The respondents were Primary school teachers who teach English subject in KCPE examination classes. The sample size was 132 teachers with teaching experience of between I year and 31 years. Data collection was done through questionnaires. The study found gradual increase in candidates’ performance at Kenya Certificate of Primary Examination in English subject in Kenya from a Mean score of 45.8 % corresponding to teacher teaching experience of 4 years to a maximum Mean score of 53.2 % corresponding to 15 – 19 years of teacher teaching experience. The study also found that there was gradual decrease in candidates’ performance at Kenya Certificate of Primary Examination in English subject in Kenya to 51.8 % corresponding to teacher teaching experience of 20 years and above. Candidates taught by teachers with teaching experience of 20 years achieved a Mean score of 53.1 %. Study concluded that teacher teaching experience significantly influences pupils’ performance at Kenya Certificate of Primary Examination in English subject in Kenya. This influence is moderated by other factors such as age and work environment. Recommendations of study purposed to enhance pupils’ performance at Kenya Certificate of Primary Examination in English subject are: (1) Promote high performing experienced teachers to higher responsibilities in order to boost their morale for the purpose of enhancing their classroom performance; (2) Develop teacher teaching experience through teacher exchange programmes and skills development trainings during school vacation; (3) Sustain morale of experienced teachers who are high performers by improving their terms of service like remuneration and timely promotion of deserving teachers; (4) Institutionalize mentoring programmes in schools to hasten transfer of experiential knowledge skills from more experienced teachers to less experienced teachers; and (5) Improve teacher-administration work relations, school resources and related physical infrastructure. URI: http://repository.daystar.ac.ke/xmlui/handle/123456789/4242 Files in this item: 1
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